General Job Competencies

Achievement Orientation
Focusing efforts on achieving high quality results consistent with the organization’s standards.
Level 1 Level 2 Level 3 Level 4 Level 5
Meets pre-determined Exceeds standards Helps others meet Improves Sets performance
standards and exceed organizational standards
standards performance
 Demonstrates  Defines  Makes efforts  Sets highly  Ensures
understanding ambitious, to improve challenging, the
of, and works to but realistic, others' but developme
meet, pre- personal efficiency. attainable, nt and use
determined goals and goals for own of
standards. standards. organizational objective
 Motivates and area. criteria to
coaches measure
 Promptly and  Evaluates others to and
efficiently personal follow own  Assesses improve
completes work progress and example of group critical
assignments. adjusts excellence. performance organizati
actions to against goals onal
meet and and identifies processes
 Continually exceed  Contributes areas for
compares own ideas for and
expectations. improvement. outputs.
work improvement
performance s in work
against  Undertakes methods and  Improves  Ensures
standards. and meets outcomes. inefficient/ine the active
significant ffective work encourage
challenges. processes. ment of
ideas for
 Tries new  Uses positive improving
ways to get motivational outcomes
things done, approaches, and
while taking tailored to containing
steps to diverse costs.
reduce the individuals
risks. and groups,  Takes
to help staff leading
improve action in
performance clarifying
and maximize the
results boundarie
achieved. s of
acceptable
 Encourages risk,
responsible congruent
risk taking to with
achieve high achieving
quality high
results. quality
results.
Adaptability
Adapting in order to work effectively in ambiguous or changing situations, and with diverse
individuals and groups.
Level 1 Level 2 Level 3 Level 4 Level 5
Recognizes the need Adapts to the Adapts to widely Adapts plans and Adapts
to adapt situation varied needs goals organizational
strategies
 Expresses  Changes  Adapts to  Adapts  Adjusts
willingness to own new ideas organizational broad/macro
do things behavior or and initiatives or project organizational
differently. approach across a wide plans to meet strategies,
to suit the variety of new demands directions,
situation. issues or and priorities. priorities,
 Understands situations. structures
and recognizes and
the value of  Flexibly  Revises processes to
other points of applies  Supports and project goals changing
view and ways rules or adapts to when needs in the
of doing procedures, major circumstances environment.
things. while changes that demand it.
remaining challenge
guided by traditional  Adapts
 Displays a the ways of  Recognizes behavior to
positive organizatio operating. and responds perform
attitude in the n's values. quickly to effectively
face of shifting amidst
ambiguity and  Adapts opportunities continuous
change.  Adapts interpersonal and risks. change,
behavior to style to highly ambiguity
perform diverse and, at times,
effectively individuals apparent
under and groups in chaos.
changing or a range of
unclear situations.
conditions.  Shifts readily
between
 Anticipates dealing with
change and macro-
adapts own strategic
plans and issues and
priorities critical
accordingly. details.

 Anticipates
and
capitalizes on
emerging
opportunities
and risks.
Analytical Thinking
Analyzing and synthesizing information to understand issues, identify options, and support
sound decision making.
Level 1 Level 2 Level 3 Level 4 Level 5
Analyses basic Identifies critical Analyses complex Applies broad Applies a whole
situations relationships in situations analysis systems
information perspective
 Breaks  Identifies  Analyses  Integrates  Deals
straightforward critical complex information simultaneou
situations into connections situations, from diverse sly with
discrete tasks and patterns breaking sources, broad issues
or activities. in each into its often and detailed
information/d constituent involving analyses.
ata. parts. large
 Distinguishes amounts of
between critical information.  Adopts a
and irrelevant  Draws logical  Identifies whole
pieces of conclusions and systems
information. based on in- evaluates  Thinks perspective,
depth analysis alternative several steps assessing
of causes or ahead in and
 Gathers input / information. ways of deciding on balancing
information interpreting best course vast
from a few complex of action, amounts of
different  Recognizes information. anticipating diverse
sources to causes and likely information
reach a consequences outcomes. on the
conclusion. of actions and  Identifies varied
events that connections systems and
are not between  Develops sub-systems
readily situations conceptual that
apparent. that are not frameworks comprise
obviously that guide and affect
related. analysis by the working
 Anticipates describing
obstacles and environment
patterns of .
thinks ahead  Identifies complex
about next gaps in relationships
steps. information among  Identifies
and makes elements and multiple
assumptions events in the relationships
in order to operating and
continue the environment. disconnects
analysis in processes
and/or take in order to
action. identify
options and
reach
conclusions.

 Thinks
beyond the
organization
and into the
future,
balancing
multiple
perspectives
when
setting
direction or
reaching
conclusions
(e.g., social,
economic,
partner,
stakeholder
interests,
short- and
long-term
benefits,
national and
global
implications)
.
Attention to Detail
Working in a conscientious, consistent and thorough manner.
Level 1 Level 2 Level 3 Level 4 Level 5
Recognizes obvious Recognizes less Demonstrates Quickly identifies Identifies obscure
information obvious information concern for relevant details that are
thoroughness and information important within a
accuracy context of distracting
information
 Identifies  Verifies  Identifies  Quickly  Consistently
main assumptions multiple identifies identifies all
concepts and and sources/appro relevant relevant details
ideas when information aches of and that are not
reading before information to irrelevant obvious in
simple, accepting ensure that information complex and
straightforwa them. details are when technical
rd addressed. reading documents.
documents. complex
 Seeks out documents.
others to  Reviews the  Identifies the
 Reviews own check or work of subtleties of
work for review own others for  Maps out judgments
accuracy and work. accuracy and all the rendered.
completeness thoroughness. logistics
, spotting and details
inconsistencie  Reviews all of a  Requires the
s or relevant  Follows up to situation to highest
discrepancies information ensure tasks ensure standards for
that indicate or aspects are completed smooth and accuracy and
problems of a and flawless quality for
with quality situation commitments implementa his/her work.
of work. before are met by tion.
taking action others.
or making a  Establishes
 Pays close decision. processes to
attention to  Verifies that ensure the
details that work has accuracy and
are important been done quality of work
to others to according to products and
make sure procedures services
they are and delivered by
right. standards. his/her team.
Business Perspective
Using an understanding of business issues, processes and outcomes to enhance business
performance.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates Demonstrates solid Demonstrates Demonstrates expert
introductory basic knowledge knowledge and advanced knowledge knowledge and
understanding and and ability and, ability, and can apply and ability, and can ability, and can
ability and, with with guidance, can the competency, with apply the apply the
guidance, applies the apply the minimal or no competency in new competency in the
competency in a few, competency in guidance, in the full or complex most complex
simple situations. common situations range of typical situations. Guides situations. Develops
Can direct people to that present situations. Would other professionals. new approaches,
the appropriate limited difficulties. require guidance to methods or policies
source for further handle novel or more in the area. Is
information. complex situations. recognized as an
expert, internally
and/or externally.
 Demonstrates  Offers  Demonstrates  Demonstrates  Continuously
understanding concrete thorough thorough develops
of how own suggestions understanding understanding ideas for
responsibilitie to reduce of how own of a wide positioning
s, activities costs, section adds range of the
and decisions improve value to the elements of organization
relate to the quality or organization. the for long-term
success of the revenue for organization's success.
business. aspects of business and
key  Makes the
products or decisions that industries/part  Appropriately
 Demonstrates services in clearly ners with trades off
a working own area. support the which the short-term
knowledge of business organization is costs/disadva
products, strategy (e.g., involved. ntages for
services,  Identifies builds long-term
customers, potential business revenues/gai
suppliers in new clients cases for  Integrates ns.
own area. for own decisions/acti this
area. ons, takes a understanding
market into strategic  Identifies
perspective). planning and breakthrough
 Recognizes decision- opportunities
the value of making across that will
all major  Formulates functions or dramatically
business optimal ways business unit enhance
areas, to improve boundaries. business
avoiding a services/prod effectiveness.
"single ucts in the
area" bias. section,
taking into
account a
longer-term
and broader
corporate
perspective.

 Customizes
the execution
of broad
business
strategies in
own area.
Client Focus
Providing service excellence to internal and/or external clients.
Level 1 Level 2 Level 3 Level 4 Level 5
Responds to Maintains client Provides added value Provides seasoned Ensures continued
immediate client contact advice service excellence
needs
 Responds to  Follows up  Looks for  Acts as a  Strategically
client needs with clients ways to add seasoned and
in a timely, during and value beyond advisor, systematically
professional, after clients' providing evaluates
helpful, and delivery of immediate independent emerging and
courteous services to requests. opinion on longer-term
manner, ensure that complex opportunities
regardless of their needs client and threats to
client have been  Explores and problems and meeting clients'
attitude. met. addresses the novel needs.
unidentified, initiatives,
underlying and assisting
 Clearly  Keeps and long-term with decision-  Determines
shows clients clients up- client needs. making. strategic
that their to-date on business
perspectives the direction to
are valued. progress of  Enhances  Pushes client best meet
the service client service to consider clients' evolving
they are delivery difficult needs.
 Strives to receiving systems and issues that
consistently and processes. are in their
meet service changes best  Monitors,
standards. that affect interests. evaluates and,
 Anticipates as needed,
them. clients' renews the
upcoming  Advocates on client service
 Ensures needs and behalf of model and
service is concerns. clients to service
provided to more senior standards.
clients management,
during identifying
critical approaches
periods. that meet
clients' needs
as well as
 Puts those of the
clients' organization.
issues in
order of
priority and
addresses
most
pressing
concerns.
Concern for Safety
Identifying hazardous or potentially hazardous situations and taking appropriate action to maintain a safe
environment for self and others.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates
introductory knowledge and knowledge and advanced expert knowledge
understanding and ability and, with ability, and can knowledge and and ability, and can
ability and, with guidance, can apply apply the ability, and can apply the
guidance, applies the the competency in competency, with apply the competency in the
competency in a few, common situations minimal or no competency in new most complex
simple situations. Can that present limited guidance, in the full or complex situations.
direct people to the difficulties. range of typical situations. Guides Develops new
appropriate source for situations. Would other professionals. approaches,
further information. require guidance to methods or policies
handle novel or in the area. Is
more complex recognized as an
situations. expert, internally
and/or externally.
 Understands and  Recommends  Promotes a  Recognizes  Implements
applies health improved safety unsafe or safety
and safety safety conscious potentially standards
regulations and procedures working hazardous and
policies that where environment elements programs
relate to own appropriate. . within work on an
position. systems and organization
procedures, -wide basis.
 Identifies  Notices and acts to
 Maintains/update potentially potentially correct the
s knowledge of unsafe hazardous situation.  Takes
safety issues. conditions in situations health and
the that are not safety and
workplace. apparent to  Emphasizes environment
 Acts to correct others. the al issues
obviously unsafe importance into
conditions in the  Conducts of health consideratio
work place. analysis to  Consistently and safety n when
avoid hazards enforces issues by evaluating
in the safety regularly new
workplace. procedures communicati initiatives.
and ng the need
demands for safe
compliance work  Ensures that
with health practices. preventive
and safety and
regulations. contingency
 Investigates plans are
incidents developed
(including to maintain
near organization
incidents) al safety.
promptly
and
thoroughly,
demonstrati
ng strong
commitment
to
unearthing
and
addressing
underlying
causes.
Continuous Learning
Identifying and addressing learning and developmental needs to enhance own performance.
Level 1 Level 2 Level 3 Level 4 Level 5
Learns from Seeks learning Implements a self- Expands own skill set Focuses learning on
available opportunities directed for current job future needs
opportunities development plan
 Self-  Requests  Gathers  Stays abreast  Continuously
assesses additional information of emerging scans
against feedback to from varied trends in own environment to
standards clarify sources to area, keep abreast of
for current learning identify own identifying emerging
position to needs. strengths emerging new developments
identify and requirements. in the broader
learning weaknesses work context.
needs.  Follows-up on in current
issues to position.  Pursues
maintain challenging  Undertakes
 Takes knowledge experiences development
advantage and skills.  Identifies beyond opportunities to
of learning and plans customary role meet future
opportuniti learning or area of organizational
es  Seeks targeted to expertise to needs beyond
provided coaching in specific add value in own area.
(e.g., areas where developmen current area.
courses, techniques tal needs in
feedback are rapidly current
from evolving. position.  Strategically
supervisor undertakes
or peers) learning
 Continually  Monitors activities that,
to meet acquires and
requireme progress in while not
applies new meeting obviously
nts of knowledge
current learning linked to
and learning goals and current
job. to improve updates position,
job learning ultimately
 Reflects on performance. plan as provide
completed needed. contacts and
activities, content that
identifying will impact
what significantly on
worked current work.
well, what
didn't, and
how to
improve
own
performan
ce.
Creativity and Innovation
Generating viable, new approaches and solutions.
Level 1 Level 2 Level 3 Level 4 Level 5
Acknowledges that Modifies current Identifies new Nurtures creativity Develops high-
new approaches can approaches approaches impact approaches
be used
 Is willing to do  Modifies current  Creates  Provides  Creates
things approach to new expert insight new
differently. better meet ideas, into problems concepts,
needs. solutions to assist models,
or others in innovations
 Constructively approache researching or theories
questions  Thinks about s to and creating that have
current problems from ongoing new wide-
practices and a new challenges approaches. ranging
processes. perspective. . impacts on
a field,
 Sponsors policy area
 Suggests  Expands on the  Uses experimentati
improvements thinking or or program,
unconvent on to nationally
to current solutions ional maximize
approaches. proposed by and
areas as potential for possibly
others. sources of innovation. internationa
inspiration lly.
 Demonstrates and
insight  Supports
curiosity, others in
digging for into new  Identifies
options generating unique
information new and
below the and approaches
solutions. innovative to deal with
surface. approaches situations
(e.g., by for which
 Solves providing no known
complex funding, precedent
problems building on exists.
through new ideas,
developin recognizing
g new innovation).
explanatio
ns or
applicatio  Encourages
ns. challenges to
conventional
approaches.
Critical Judgment
Evaluating ideas and information while referring to objective criteria to reach rational conclusion.
Level 1 Level 2 Level 3 Level 4 Level 5
Processes complex Integrates and Identifies and Formulates broad Manages macro-
information interprets broad and handles ambiguity strategies on multi- strategic issues
complex information dimensional strategic
issues
 Judiciously  Recommends  Foresees  Maintains a  Identifies
weighs varied optimal longer-term broad, solutions
factors approaches to implications strategic and makes
involving address of perspective recommen
data/informati critical issues. recommenda while dations
on gathering tions, identifying and based on a
and analysis positions, focusing on multitude
on specific  Identifies options and crucial details. of factors,
aspects of an implications of approaches many of
issue. own analysis that are not which are
(e.g., readily  Demonstrates complex
potential apparent. broad and rich and
 Formulates impact of understanding sweeping
explanations judgment, of the dynamic in nature,
that account potential  Exercises relationships, difficult to
for several impact on sound viewpoints and define and
aspects of a certain judgment in agendas, both often
situation or stakeholders). new acknowledged contradict
event. situations in and implicit, of ory.
the absence key players
 Anticipates of specific and
 Identifies the how others in guidance. stakeholders.  Creates
problem based own and other procedures
on a limited affected to
number of organizations  Identifies  Makes articulate
clear and basic will respond to and complex the nature
factors. and use the considers recommendati of the
information/d emerging ons for which problem
ata generated. opportunities there is no set and to
 Selects the and risks precedent.
solution from identify
when and weigh
predefined  Identifies articulating
options, using problems  Considers a alternate
astute and solutions.
clear based on a defensible multiplicity of
criteria/proced range of options and interrelated
ures. factors, most recommenda factors for  Makes
of which are tions. which there is judgment-
clear. incomplete based
 Constructively and
questions recommen
 Strategically contradictory dations
current  Identifies an provides new information.
practices and optimal that have
information wide-
processes. solution and or data to
recommendati  Balances ranging
key decision impacts on
on based on makers or competing
 Suggests weighing the priorities in a given
improvements stakeholders area
advantages to enhance making
to current and recommendati (nationally
approaches. their and
disadvantages understandin ons.
of alternative possibly
g and internation
approaches. decisions. ally).

 Applies  Identifies the

guidelines and  Identifies
problem unique
procedures based on a approache
 that require broad range s to deal
some of factors, with
interpretation many of situations
in dealing with which are for which
exceptions. ambiguous no known
or difficult to precedent
define. exists.
 Makes
straightforwar
d  Identifies
recommendati alternate
ons based on recommenda
information tions or
that is solutions,
generally including
adequate. some that
are not
based on
precedent.

 Applies
guidelines
and
procedures
that leave
considerable
room for
discretion
and
interpretation
.
Decision Making
Making decisions involving varied levels of risk and ambiguity.
Level 1 Level 2 Level 3 Level 4 Level 5
Makes decisions Makes decisions by Makes decisions in Makes complex Makes high-risk
based solely on rules interpreting rules vague situations decisions in the face decisions in the face
of ambiguity of ambiguity
 Applies  Applies  Applies  Makes  Makes high-
explicit guidelines guidelines complex risk strategic
guidelines and and decisions for decisions that
and procedures procedures which there is have
procedures in that require that leave no set significant
making some considerable procedure. consequence
decisions. interpretation room for s.
in dealing discretion
with and  Considers a
 Makes exceptions. interpretation multiplicity of  Uses
straightforwa . interrelated principles,
rd decisions factors for values and
based on  Makes which there is sound
adequate straightforwa  Makes incomplete business
information. rd decisions decisions by and sense to
based on weighing contradictory make
information several information. decisions.
 Deals with that is factors, some
exceptions generally of which are
using clearly adequate. partially  Balances  Makes
specified defined and competing decisions in a
rules. entail missing priorities in volatile
 Makes pieces of reaching environment
decisions critical decisions. in which the
 Makes involving weight given
decisions information.
minor to any factor
involving consequence can change
little or no of error.  As needed, rapidly.
consequence involves the
of error. right people
 Seeks in the  Reaches
guidance as decision decisions
needed when making assuredly in
the situation process. an
is unclear. environment
of public
scrutiny.
Developing Others
Fostering employee development by providing a supportive learning environment.
Level 1 Level 2 Level 3 Level 4 Level 5
Shares knowledge Coaches others Ensures ongoing Fosters Fosters a culture of
learning organizational continuous learning
learning
 Freely shares  Works with  Conducts  Ensures that  Sets clear
knowledge employees to development developmenta expectations
with other set and career l resources about
employees. performance planning (e.g., investments
goals and dialogues with assignments, in
expectations. employees. tools, developing
 Provides courses) and employees.
advice to time are
others on  Provides  Assembles available and
how to honest, teams with provided  Alerts
perform timely, clear complementar equitably to organization
work tasks. and specific y skills and all employees. to broad
feedback on promotes the future
performance expectation learning
in ways that that they will  Institutes needs that
maintain learn from one organization- may affect
others' self- another. wide organization
esteem. mechanisms al capability.
and processes
 Identifies high to promote
 Coaches potential continuous  Ensures that
staff, individuals and learning (e.g., policies,
transferring provides them employee-led systems and
accumulated with targeted presentations processes
knowledge opportunities on topics; are
and for growth. mechanisms implemente
expertise. for collecting d to support
and sharing continuous
 Mentors learning and
 Conducts employees to information
on best that they
post-mortems promote their are
with staff to learning. practices).
evaluated
identify and and
facilitate the modified if
application of  Ensures that
post-mortems needed to
lessons maximize
learned. are conducted
to identify and achievement
facilitate the of the
application of intended
lessons results.
learned.
Enforcement
Understanding and applying enforcement policies to detect violations of legislation, identify conditions
and/or persons responsible, and take appropriate action.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates Demonstrates solid Demonstrates Demonstrates
introductory basic knowledge knowledge and ability, advanced expert knowledge
understanding and and ability and, and can apply the knowledge and and ability, and can
ability and, with with guidance, competency, with ability, and can apply the
guidance, applies the can apply the minimal or no apply the competency in the
competency in a few, competency in guidance, in the full competency in new most complex
simple situations. Can common range of typical or complex situations.
direct people to the situations that situations. Would situations. Guides Develops new
appropriate source for present limited require guidance to other approaches,
further information. difficulties. handle novel or more professionals. methods or policies
complex situations. in the area. Is
recognized as an
expert, internally
and/or externally.
 Demonstrates  Detects  Demonstrates  Takes  Prepares
knowledge of and solid knowledge action up to reports
the potential communic of: appropriate and suitable for
impact of non- ates non- control actions; including submission
compliance and compliance methods of prosecution to legal
deviation from to interviewing and against council and
standards. appropriat investigating operators appears as
e level in violations; and with expert
operators' techniques continued witness in
 Detects, and establishm involved in the offences. court
communicates to ents. collection of proceedings
own supervisor, evidence for use .
obvious cases of in prosecutions.  Provides
non-compliance.  Deals with advice on
non- more  Advises on
compliance  Detects and complex highly
issues independently cases. complex
requiring deals with the cases.
straightfor most non-
ward compliance  Coaches
corrective issues. others on
action. preparation
for court
 Seeks guidance cases.
on complex non-
compliance
cases.

 Conducts
interviews and
investigates
suspected
violations.
Financial and Management Accounting
Developing and implementing processes and procedures to ensure the effective recording, tracking and
management of revenues and expenditures.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates expert
introductory knowledge and knowledge and advanced knowledge and ability,
understanding and ability and, with ability, and can knowledge and and can apply the
ability and, with guidance, can apply apply the ability, and can competency in the
guidance, applies the competency in competency, with apply the most complex
the competency in a common situations minimal or no competency in new situations. Develops
few, simple that present limited guidance, in the full or complex new approaches,
situations. Can difficulties. range of typical situations. Guides methods or policies in
direct people to the situations. Would other professionals. the area. Is recognized
appropriate source require guidance to as an expert, internally
for further handle novel or and/or externally.
information. more complex
situations.
 Demonstrate  Understands  Demonstrate  Implements  Assesses
s an department s an and different
understandin al and understandin monitors accounting and
g of basic organization g of financial, department reporting
accounting al financial accounting al and systems,
principles accounting and reporting central processes and
and systems, linkages with agency procedures.
concepts, standards collaborators. financial
(e.g. financial and costing, accounting
statement processes systems,  Develops cost
components and  Recognizes standards, accounting
and purpose, practices. and processes solutions to
General investigates and address unique
Ledger, and trends or practices. departmental/or
GAAP).  Applies anomalies in ganizational
GAAP, financial needs.
including information  Provides
 Develops an accrual and/or strategic
understandin accounting forecasts advice and  Anticipates the
g of internal and the possible guidance, effect of new
control Financial consequence and comptrollership
methodologie Information s. coaches’ practices on the
s, processes Strategy. managers organization.
and on revenue,
frameworks.  Recommends expenditure
 Performs improvement  Develops
and cash departmental
transaction s to maintain managemen
processing the accuracy processes and
t practices. guidelines to
functions and integrity
such as of financial support
credit transactions.  Coordinates departmental
checks, IS the operational
processing, preparation frameworks or
etc.  Validates and of complex, to implement
reconciles public organization
departmental financial wide policies and
 Assists work accounting reports, e.g. regulations.
unit to records and Public
implement G/L accounts. Accounts,
internal  Conceptualizes,
financial develops and
control statements,
frameworks.  Assumes implements
responsibility etc. organizational
for correct operational
and timely  Collaborates frameworks for
payment of with organizational
invoices, external accounting,
recording of stakeholder information
receipts and s to management
monitoring of implement and financial
accounts. funding control.
arrangemen
ts.
Fostering Learning
Fostering learning by providing a supportive learning environment.
Level 1 Level 2 Level 3 Level 4 Level 5
Improves learning Facilitates learning Designs learning Operationalizes the Fosters
process and activities methodologies/ strategic learning organizational
content interventions framework learning
 Organizes  Modifies  Uses varied,  Establishes  Develops a
facilitator/in learning creative and learning strategic
structor activities to effective training objectives learning
guides and fit learner methods in and scope of framework
notes, needs as designing and learning for the
learning part of a developing learning program organizatio
materials, broader methodologies/inte congruent n that
and media learning rventions (e.g., with addresses
so that they initiative, courses, learning strategic business
are easy to program or activities). learning needs.
use. curriculum framework.
(e.g.,
incorporates  Conducts  Alerts
 Discusses organization development and  Identifies organizatio
and reviews al content career planning effective and n to broad
learning into dialogues with economically future
documents, learning employees. viable learning
processes, activities). learning needs that
roles and approaches. may affect
responsibilit  Applies a learning organizatio
ies to  Works with framework to nal
identify employees encourage  Oversees capability.
areas to identify employee development
needing areas for development. of learning
clarification. performanc methodologi  Ensures
e es/ that
 Establishes a interventions system-
improveme training support
 Refers to nt. . wide
multiple partnership. policies,
resources to systems
enhance  Facilitates  Designs and
learning learning methodology processes
activities activities. for are in place
and/or evaluating to support
materials. the continuous
 Assesses effectiveness learning
and of learning and that
provides programs. they
feedback achieve the
and intended
coaching on results.
employee
performanc
e in  Identifies
learning organizatio
activities. nal
roadblocks
to learning
as well as
approaches
to
overcome
them.
Human Resources Management
Understanding and applying human resource management (HRM) practices, policies and principles.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates
introductory knowledge and ability knowledge and advanced expert knowledge
understanding and and, with guidance, ability, and can apply knowledge and and ability, and can
ability and, with can apply the the competency, with ability, and can apply the
guidance, applies the competency in minimal or no apply the competency in the
competency in a few, common situations guidance, in the full competency in most complex
simple situations. Can that present limited range of typical new or complex situations.
direct people to the difficulties. situations. Would situations. Guides Develops new
appropriate source for require guidance to other approaches,
further information. handle novel or more professionals. methods or policies
complex situations. in the area. Is
recognized as an
expert, internally
and/or externally.
 Demonstrates  Demonstrates  Demonstrates  Handles  Plays a
understanding basic the required thorny leadership
of key aspects knowledge of HRM expertise HRM role in
of HRM some HRM to achieve issues developing
legislation, issues (e.g., intended (e.g., new or
policy, and fundamental results, while complex enhanced
practices. staffing recognizing staff HRM
practices). broader HR relations initiatives/p
implications issues). olicies (e.g.,
 Conducts (e.g., enhanced
limited,  Provides basic reclassifies recruitment
administrative HRM positions  Shares strategies;
HRM information to based on informatio enhanced
transactions others. changes in the n on the succession
(e.g., nature of the latest HRM planning).
screening work, while issues,
applications on  Conducts best
components of respecting the
straightforwar rights and practices  Identifies
d straightforwar etc. new ways in
d HRM needs of
requirements). incumbents). which HRM
transactions can support
(e.g., develops  Identifies the
a statement of  Applies varied long-term achievemen
qualifications). HRM tools and human t of long-
approaches resource term
(e.g., varied implication organization
 Identifies s of
immediate approaches to al
identify organizatio objectives.
human nal
resource sources of
qualified initiatives
implications of and  Anticipates
changes to candidates, to
accommodate changes. and plans
current for future
program employee
needs such as human
requirements.  Seeks to resource
flexible hours, ensure
to manage requirement
integration s based on
overtime). across HR the long-
functions. term vision
 Identifies and
optimal strategic
solutions to HR direction.
issues,
respecting
organizational
values and
legal
requirements
while avoiding
blind
adherence to
rules or
procedures.
Impact and Influence
Influencing and gaining others' support.
Level 1 Level 2 Level 3 Level 4 Level 5
Appeals to reason Appeals to others' Capitalizes on success Builds coalitions Uses complex
interests influence
strategies
 Persuades by  Adapts  Builds on  Builds  Uses
appealing to arguments to successful "behind understan
reason. others' organizational the ding of
needs/interests initiatives to scenes" competing
. gain support support for interests to
 Uses available for ideas. initiatives. manoeuvre
data to successfull
persuade.  Anticipates y to a
others'  Anticipates and  Builds win/win
reactions. builds on coalitions outcome.
 Presents others' of partners
information in reactions to to support
a confident  Uses the keep proposals.  Uses
manner. process of give- momentum and chains of
and-take to support for an indirect
gain support. approach.  Uses influence
 Uses concrete experts or
examples to (e.g., get
other third A to do B,
make a point.  Considers  Makes multiple, parties to
others’ which in
tailored efforts influence. turn will
viewpoints to persuade
when influence
(e.g., one-to- C).
formulating a one and group
persuasive discussions,
rationale. presentations,  Gains
demonstrations support by
). capitalizing
on
understan
ding of
political
forces
affecting
the
organizatio
n.
Information Gathering and Processing
Locating and collecting data from appropriate sources and analyzing it to prepare meaningful and concise
reports that summarize the information.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates basic Demonstrates solid Demonstrates
introductory knowledge and ability knowledge and advanced knowledge
understanding and and, with guidance, can ability, and can apply and ability, and can
ability and, with apply the competency in the competency, with apply the competency
guidance, applies the common situations that minimal or no in new or complex
competency in a few, present limited guidance, in the full situations. Guides
simple situations. difficulties. range of typical other professionals.
Can direct people to situations. Would
the appropriate require guidance to
source for further handle novel or more
information. complex situations.
 Identifies  Recognizes the  Critically  Effectively
relevant facts need for a evaluates data extracts,
and issues modified approach sources for synthesizes
underlying a to data/ reliability. and interprets
particular information data from
problem. gathering/ multiples
analysis.  Knows when sources.
to seek
 Identifies the expertise to
information  Gets more discern and  Interprets
needed to complete and compare information to
clarify a accurate information or reach logical
situation, information by to clarify a conclusions
complete an checking multiple problem. and/or identify
assignment or sources. significant
make a trends or
decision.  Maximizes the patterns.
 Demonstrates potential of
curiosity, digging available
 Identifies and for information technology to  Probes with
consults the below the surface. identify tact and
most useful relevant diplomacy to
source of information. get the facts,
information to  Accesses various when others
meet the complementary, are reluctant
requirements rapidly changing  Quickly to provide full,
of the task. sources of processes detailed
information (e.g., large volumes information.
print, on-line, CD- of information
 Poses direct ROM). discerning
questions to relevant and  Makes complex
immediately irrelevant inferences
available  Reads more information. using general
people. complex texts to background
locate a single knowledge and
piece of contextual
 Reads information or information.
relatively simpler texts to
short texts to locate multiple
locate a single pieces of  Assists others
piece of information. in discerning
information. and comparing
critical
 Makes low-level information.
 Follows inferences.
prescribed
methods of  Reads and
information interprets
collection. dense and
complex texts
that require
the use of
specialized
knowledge and
ability to focus
over long
period of time.
Information Management
Using appropriate procedures to collect, organize, retrieve, maintain and disseminate information.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates Demonstrates solid Demonstrates Demonstrates
introductory basic knowledge knowledge and advanced knowledge expert knowledge
understanding and and ability and, ability, and can apply and ability, and can and ability, and
ability and, with with guidance, can the competency, with apply the competency can apply the
guidance, applies the apply the minimal or no in new or complex competency in the
competency in a few, competency in guidance, in the full situations. Guides most complex
simple situations. Can common situations range of typical other professionals. situations.
direct people to the that present situations. Would Develops new
appropriate source for limited difficulties. require guidance to approaches,
further information. handle novel or more methods or
complex situations. policies in the
area. Is
recognized as an
expert, internally
and/or externally.
 Demonstrates  Applies  Applies  Applies  Designs
awareness of appropriate methods and theories, and
key types and security practices to principles and ensures
sources of procedures manage the practices of implement
information when full life cycle of information ation of
needed for distributing information management informatio
own work. and storing from creation to develop n
classified/s or acquisition practical manageme
ensitive to disposal. solutions to nt
 With guidance, information complex programs,
identifies most . challenges. and
accurate and  Applies services in
reliable sources appropriate varied
of information.  Organizes security  Demonstrates media.
accurate procedures and in-depth
and reliable legislative knowledge of
 With guidance, information policies when the content  Advises on
uses relevant to managing and format of optimal
information own job in information. information informatio
management a way that resources, n
systems to facilitates including the manageme
access and later use.  Provides ability to nt
store access to the critically approache
fundamental best available evaluate, s to
information. externally select, analyze support
published and and business
internally disseminate and
 With guidance, created
records and them. program
information delivery.
ensures resources and
appropriate deploys  Ensures
security content adherence to  Advises on
protection and throughout the the full life optimal
maintenance of organization cycle of approache
information using a suite of information s to
relevant to information management. address
own job. access tools. gaps
between
 Ensures current
 Demonstrates adherence to and future
an security informatio
understanding procedures and n
of the content legislative manageme
and format of policies for nt needs
information information
resources, management. of the
including the organizatio
ability to n.
select, analyze
and
disseminate.  Develops
informatio
n policies
for the
organizatio
n
regarding
externally
published
and
internally
created
informatio
n
resources
and
advises on
implement
ation of
policies.
Initiative
Dealing with situations and issues proactively and persistently, seizing opportunities that arise.
Level 1 Level 2 Level 3 Level 4 Level 5
Identifies Addresses current Addresses imminent Seizes opportunities Addresses future
immediate action issues issues or to enhance opportunities
needed opportunities organizational
("Imminent" does performance
not necessarily mean
that a "crisis" is
involved)
 Brings  Identifies  Takes action  Identifies and  Defines and
issues to and acts on to avoid an acts on addresses
the issues and imminent opportunities high-level
attention of problems in problem. to improve challenges
appropriate own area of organizational that have the
personnel responsibility processes or potential to
as needed instead of  Capitalizes on outcomes. advance a
waiting or an imminent field of study
hoping the opportunity. or sector.
 Offers problem will  Perseveres in
ideas/sugg solve itself. seeking
ests  Suggests ways solutions to  Anticipates
modified to achieve complex long-term
approaches  Tries varied better results issues despite future (more
to address approaches or add value significant and than 2 years)
current and solutions beyond the ongoing opportunities
situations to resolve a current obstacles. and positions
or issues. problem. situation. the
organization
 Creates to take
 Without  Persists  Perseveres in opportunities
seeking advantage of
prompting, when to undertake them.
undertakes marked opportunities initiatives that
straightfor difficulties to advance will benefit the
ward tasks arise. organizational organization in
that go objectives in the near or
beyond the the near term. intermediate
job's term.
routine
demands
(e.g., helps
others
when own
work is
completed).
Interactive Communication
Listening to others and communicating articulately, fostering open communication. (Persons with hearing
impairments may lip read or use sign language.)
Level 1 Level 2 Level 3 Level 4 Level 5
Listens and clearly Fosters two-way Adapts Communicates Communicates
presents information communication communication complex messages strategically
 Listens/pays  Recalls  Tailors  Communicates  Scans the
attention others' communicatio complex environment
actively and main n (e.g., issues clearly for key
objectively. points and content, style and credibly information
(Persons with takes and medium) with widely and messages
hearing them into to diverse varied to form the
impairments account in audiences. audiences. development
may lip read.) own of
communic communicatio
ation.  Reads cues  Handles n strategies.
 Presents from diverse difficult on-
information listeners to the-spot
and facts in a  Checks assess when questions  Communicates
logical own and how to (e.g., from strategically to
manner, using understan change senior achieve
appropriate ding of planned executives, specific
phrasing and others' communicatio public officials, objectives
vocabulary. communic n approach to interest (e.g.,
ation effectively groups, or the considers
(e.g., deliver media). optimal
 Shares paraphras message. "messaging"
information es, asks and timing of
willingly and questions)  Overcomes communicatio
on a timely .  Communicates resistance and n).
basis. equally secures
effectively support for
 Elicits with all ideas or  Uses varied
 Communicates comments organizational initiatives communicatio
with others or levels. through high- n vehicles and
honestly, feedback impact opportunities
respectfully, on what communicatio to promote
and has been  Understands n. dialogue and
sensitively. said. others' develop
complex or shared
underlying understanding
 Maintains needs, and
continuou motivations, consensus.
s, open emotions or
and concerns and
consistent communicates
communic effectively
ation with despite the
others. sensitivity of
the situation.
Leading and Managing Change
Supporting, implementing and initiating change, while helping others deal with the transition.
Level 1 Level 2 Level 3 Level 4 Level 5
Supports change Facilitates change Manages/orchestrate Leads change Champions change
s change
 Seeks to  Asks others  Adjusts  Anticipates  Promotes
fully for input and priorities and and pursues information
understand feedback on reallocates ways of gathering to
the change. changes that resources to overcoming anticipate and
will affect the effect the resistance to identify
work unit. change. change. opportunities
 Deals for and
constructiv potential
ely with  Openly  Adapts  Leads the impacts of
own shares existing goals, translation of change.
resistance information plans and broad
to change. on decisions processes, or organizational
and changes develops new change  Creates an
in a timely ones to strategies into environment
 Accepts manner. respond specific that
and tries effectively to directions and encourages
new ideas the change. goals. change,
and ways  Gains innovation
of doing support for and
things. non-  Coaches  Creates and improvement.
traditional or others on maintains a
innovative dealing with sense of
 Solves activities. resistance to urgency to  Identifies and
problems in change. sustain implements
own area momentum for broad change
related to  Enhances change. strategies to
the change. understandin  Tracks the achieve
g of and impact of the desired
commitment change,  Builds results.
to change by making commitment
involving adjustments for new
those as needed. initiatives.  Personally
affected by communicates
it. a clear vision
 Partners with of the broad
change impact of
 Identifies and leaders and change.
addresses managers in
specific planning,
reasons for implementing
others' and
resistance to evaluating
change. interventions
to improve
organizational
performance.
Legislation, Policies, Procedures and Standards
Understanding and using relevant legislation, policies, procedures and/or standards in performing one's
work.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates expert
introductory knowledge and knowledge and advanced knowledge and
understanding and ability and, with ability, and can knowledge and ability, and can apply
ability and, with guidance, can apply apply the ability, and can the competency in
guidance, applies the the competency in competency, with apply the the most complex
competency in a few, common situations minimal or no competency in situations. Develops
simple situations. that present limited guidance, in the full new or complex new approaches,
Can direct people to difficulties. range of typical situations. Guides methods or policies in
the appropriate situations. Would other the area. Is
source for further require guidance to professionals. recognized as an
information. handle novel or expert, internally
more complex and/or externally.
situations.
 Demonstrates  Demonstrates  Understands  Applies  Resolves
awareness of awareness of and applies legislation, broad,
relevant key all relevant policies, complex
legislation, jurisprudence. legislation, procedures issues
policies, policies, and involving
procedures procedures standards legislation,
and standards.  Applies and in novel or polices,
relevant standards in unique procedures or
legislation, situations situations standards.
 Applies limited policies, that require where
aspects of procedures standard multiple
policies and and standards, interpretation interpretati  Demonstrates
procedures, with guidance, . ons and in-depth
with guidance, in courses of understanding
in straightforwar action of the most
circumscribed, d situations.  With need to be complex and
straightforwar guidance, considered arcane
d situations. applies . aspects of
 Demonstrates legislation, legislation,
general policies, policies etc.
 Accesses understanding procedures  Takes into
relevant of how and account
policies and relevant standards in relevant  Drafts ground
procedures for legislation is situations legislation, breaking
specific developed, its presenting policies legislation,
details. overall unique procedures policies,
structure/secti challenges. or procedures
ons, and how standards and/or
it is in other standards
administered.  Suggests domains. involving
amendments multiple-
to improve stakeholders.
the  Advises
effectiveness peers on
of policies, complex
procedures issues.
and
standards.
 Questions
and
challenges
standard
interpretati
ons of
existing
legislation,
 policy,
procedures
and/or
standards
to ensure
optimal
application
of the
intent of
the
legislation,
policy, etc.

 Drafts
policies,
procedures
and/or
standards
that
address
complex
issues.
Organizational Awareness
Understanding and using the workings, structure, climate and culture of the organization to achieve
results.
Level 1 Level 2 Level 3 Level 4 Level 5
Understands and uses Understands and Understands and Understands and Understands and
formal structures uses informal uses organizational uses organizational operates in a broad
structures culture and climate politics, issues and spectrum of political,
external influences cultural and social
milieus
 Recognizes  Effectively  Achieves  Uses  Demonstrates
and uses the uses both "win/win" understandi broad and in-
organization's formal and solutions ng of power depth
formal informal based on relationships understanding
structures, channels to understandi and dynamic of the political,
rules, facilitate the ng of issues tensions social, and
processes and progress of and culture among key economic
procedures to work. in own and players and contexts in
accomplish other issues to which the
results. organization frame organization
 Establishes s. communicati operates.
and ons and
 Demonstrates maintains an develop
understanding informal  Recognizes strategies,  Uses
of the general network of what is and positions understanding
environment in relationships is not and of political,
which the to facilitate acceptable/p alliances. cultural and
organization progress ossible at social contexts
operates. towards certain times to position the
objectives. given the  Anticipates organization or
organization issues, to address
al culture challenges long-term
 Positions and climate. and issues critical
arguments outcomes to the
based on and organization's
understandi  Anticipates effectively success.
ng of outcomes operates to
informal based on an best position
communities understandi the work
of shared ng of unit or
interest. organization organization.
al culture.

 Recognizes
when the
time is "ripe"
for action,
having
positioned
all key
elements to
maximize
the
probability
of success.

 Seeks to
change
culture and
methods of
operating
that are
counterprod
uctive to
organization
al success.
Partnering
Seeking and building alliances that further the organization's objectives.
Level 1 Level 2 Level 3 Level 4 Level 5
Operates Manages existing Seeks partnership Facilitates Sets strategic
effectively within partnerships opportunities partnerships direction for
partnerships partnering
 Treats  Manages  Identifies  Provides advice  Establishes an
partners existing and creates and direction infrastructure
fairly, partner opportunities on the types of that supports
ethically relations to partner. partnerships to effective
and as within pursue, and partner
valued established the ground relationships
allies, agreements.  Assesses the rules for (e.g.,
communic value of effective principles and
ating entering into partner frameworks
openly  Monitors partnerships relationships. for assessing
and partnership in terms of the value of
building arrangements short- and partnerships).
trust. to ensure that long-term  Intervenes, as
the objectives return on necessary, to
of the investment. assist others to  Identifies and
 Meets partnership address or supports
partner remain on resolve issues creative ways
needs by target.  Initiates surrounding to partner.
respondin partnerships partner
g to and alliances relationships.
requests  Negotiates that promote  Profiles
efficiently adjustments organizationa excellent
and to the l objectives.  Supports staff examples of
effectively. partnership, in taking partnering
as required. calculated risks throughout the
in partner organization.
 Strives for relationships.
mutual, in-
depth
understan
ding of
respective
organizatio
nal roles,
policies
etc.
Planning and Organizing
Developing, implementing, evaluating and adjusting plans to reach goals, while ensuring the optimal use
of resources.
Level 1 Level 2 Level 3 Level 4 Level 5
Plans and organizes Plans and organizes Plans and organizes Plans and organizes Plans and organizes
own activities group activities major activities multiple, complex at a strategic level
activities
 Plans and  Identifies  Identifies  Identifies  Determines
organizes who needs to varied and and
own activities be involved resources prioritizes communicate
to accomplish and when. needed (e.g., resources s objectives,
pre- different types across priorities and
determined of initiatives/pr strategies
standards or  Identifies expenditures; ograms. that provide
procedures. who will do different skill direction for
what, when, mixes). the
taking into  Ensures that organization.
 Seeks clarity account activities are
on priorities group  Produces not
as needed. members' realistic and duplicated.  Ensures that
skills, needs achievable programs are
and, if work plans. monitored to
 Monitors the possible,  Ensures that track
quality and preferences. systems are progress and
timeliness of  Develops back- implemente optimal
own work. up plans to d to monitor resource
 Sets handle and utilization,
timelines and potential evaluate and that
 Responsibly work steps. obstacles. progress
uses the adjustments
and use of are made as
resources at resources
one's  Monitors  Breaks needed.
(e.g.
immediate progress and activities into financial,
disposal. use of smaller non-  Secures and
resources components to financial, allocates
(e.g., people, facilitate historical program or
supplies, completion. and project
money). prospective resources in
 Renegotiates information) line with
 Makes commitments . strategic
needed or deadlines as direction.
adjustments circumstances  Ensures that
to timelines, dictate, outcomes
steps, and ensuring "no are
resource surprises" at evaluated.
allocation. the expected
completion.
 Ensures
 Continually coordination
plans for  Evaluates the , as needed,
effective extent to across
accomplishm which related
ent of next objectives projects.
steps. have been
achieved.
Problem Solving
Identifying problems and the solutions to them.
Level 1 Level 2 Level 3 Level 4 Level 5
Identifies basic Solves basic Solves standard Solves complex Solves broad, highly
problems problems problems problems complex problems
 Identifies  When  Identifies  Identifies  Identifies
basic predefined standard complex broad, highly
problems solutions are problems problems complex
based on not based on a based on a problems
clear and applicable, range of broad range based on a
fundamental identifies factors, most of factors, multitude of
factors. straightforwa of which are many of factors, many
rd; practical clear. which are of which are
solutions. ambiguous or complex and
 Identifies difficult to sweeping in
main features  Identifies define. nature,
of basic  Selects alternate difficult to
problems. solutions to solutions, define and
basic considering  While often
problems, applicable remaining contradictory
 Identifies considering precedents. guided by
links between (e.g., fiscal
predefined organizational responsibility)
related options and values,
problems,  Identifies .
using clear identifies
while keeping criteria/proce optimal optimal
distinct dures. solutions solutions,  Creates
problems based on thinking first procedures to
separate to weighing the in terms of articulate the
avoid  Verifies advantages possible nature of
confusing the problems and approaches problems and
issue. have been disadvantage and to identify
solved. s of flexibilities in and weigh
alternative the system alternate
approaches. vs. blind solutions.
adherence to
 After rules or
procedures.  Evaluates the
implementati effectiveness
on, evaluates of solutions
the  Evaluates the using
effectiveness effectiveness approaches
and efficiency and efficiency tailored to
of solutions. of solutions the situation.
after they
have been
implemented
and identifies
needed
changes.
Project Management
Planning, implementing, monitoring and completing projects, ensuring effective management of scope,
resources, time, cost, quality, risk and communications.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates
introductory knowledge and ability knowledge and advanced knowledge expert knowledge
understanding and and, with guidance, ability, and can and ability, and can and ability, and can
ability and, with can apply the apply the apply the apply the
guidance, applies the competency in competency, with competency in new competency in the
competency in a few, common situations minimal or no or complex most complex
simple situations. Can that present limited guidance, in the situations. Guides situations.
direct people to the difficulties. full range of typical other professionals. Develops new
appropriate source for situations. Would approaches,
further information. require guidance to methods or policies
handle novel or in the area. Is
more complex recognized as an
situations. expert, internally
and/or externally.
 Understands  Assumes  Takes  Manages  Manages
project goals, personal personal complex, large,
participants' responsibility responsibilit multifaceted/ highly
roles, and the for specific, y for a interrelated complex or
importance of straightforward complete, projects that strategic
project components of multi-stage span own projects
management larger projects. project in area or that impact
principles, own area. department the
such as time, boundaries. organization
cost and  Takes personal as a whole.
quality responsibility,  Identifies
management. with guidance, and  Determines
for small, allocates resource  Oversees
straightforward resources requirements diverse,
 Participates in projects, needed to for multi- multi-
project support involving complete faceted or disciplinary
activities (e.g., coordination the project. multi-stage teams.
gathers with others. projects.
needed
information).  Develops a
 Understands project  Conducts
the importance plan, comprehensiv
 Participates, of reporting including, e risk
under quality for assessment,
supervision, information on example, and develops
with others in the project. timelines plans for
small and well and inputs eliminating or
defined and outputs mitigating the
components of at various risks
the project. stages. identified.

 Identifies
potential
roadblocks
and
develops
contingency
plans to
deal with
them.

 Oversees
implementa
tion of the
project
plan,
monitors
progress,
resource
usage, and
quality, and
makes
needed
adjustments
.
Relationship Building
Establishing, sustaining and fostering professional contacts to build, enhance and connect networks for
work purposes.
Level 1 Level 2 Level 3 Level 4 Level 5
Uses existing Nurtures existing Builds a planned Strategically expands Creates networking
contacts contacts network networks opportunities
 Identifies  Actively  Scans the  Actively and  Envisions,
current or nurtures environment continuously creates and
past contacts existing to identify expands one's facilitates
who can contacts by new contacts network to connections
provide pro-actively who may be meet strategic to develop
work-related sharing of potential goals. and enhance
information information, use in the partnerships,
or best near future. alliances and
assistance. practices,  Identifies and networks that
and creates advance
respective  Identifies opportunities shared
 Shares interests and opportunities to initiate new interests
contact areas of to develop connections (e.g., multi-
names and expertise. new (including organizational
basic contacts. partnerships) research
contextual that will and/or
information  Makes a facilitate the program
with contacts conscious  Builds a achievement
planned initiatives to
(e.g., effort to of strategic address
organization, build rapport network of goals.
contacts to common
role, with contacts societal
priorities). by address a
specific  Evaluates issues).
identifying
and drawing need. current
 Fosters two- inferences network for  Engages
way trust in from shared effectiveness, senior
dealing with interests. sufficiency/incl personnel to
contacts usivity and promote
(e.g., relevance to potential
maintains  Suggests achieving the areas of
confidentialit possible organization’s mutual, long-
y regarding collaborative strategic term interest.
sensitive efforts with objectives.
information). contacts.
 Brokers
transparent
relationships
between
organizations
and societal
sectors that
further the
achievement
of
government
goals (Public
Service.)
Resilience
Remains energized and focused in the face of ambiguity, change or strenuous demands.
Level 1 Level 2 Level 3 Level 4 Level 5
Works effectively in Works effectively in the Adapts to ongoing, Proactively assists Creates a positive
standard situations face of occasional or regular others in dealing environment and
strenuous work strenuous work with strenuous assists others in
demands demands work demands dealing with ongoing
strenuous work
demands
 Remains  Remains  Remains  Provides  Through own
focused and effective and effective advice and behaviour,
productive retains and retains guidance to creates an
in the face perspective in perspective others to environment
of standard the face of in the face assist them of high
work periodic of difficult in coping energy,
demands disruptions (e.g., or with difficult enthusiasm
(e.g., sets identifies own demanding or and optimism,
own personal limit for situations demanding despite high
priorities work load and (pervasive situations. demands or
and clarifies makes ambiguity, difficult
expectation appropriate frequent workloads.
s). adjustments). change,  Creates a
high work
workloads). environmen  Instills
 Shows  While remaining t in which organizational
flexibility open to other wellness practices to
and strives viewpoints,  Views and balance mitigate
to meet demonstrates disruptions are valued. disruptive or
objectives realistic as stressful
when confidence in challenges situations for
working own abilities, rather than  Helps staff.
under views or threats. others
changing or decisions when retain a
unclear challenged. balanced  Recognizes
conditions  Adjusts perspective and shows
(e.g., personal and remain appreciation
revises  Demonstrates an coping energized, for the
daily/weekly awareness of mechanisms in the face demands
work how own actions to deal with of ongoing placed on
priorities). or reactions disruptions. or frequent employees.
impact others situations
(i.e., others’ involving
 Adapts to stress levels) and high-level
changing adjusts stress.
circumstanc behaviour
es or accordingly.
demands.
 Takes steps to
deal
constructively
with setbacks.
Resource Management
Manages resources (financial, human, physical and information resources) to achieve planned goals.
Level 1 Level 2 Level 3 Level 4 Level 5
Uses resources Monitors the use of Manages the use of Evaluates effective Sets direction for
effectively resources resources use of resources use of resources
 Uses  Identifies  Allocates and  Evaluates  Sets overall
resources resourcing needs controls the direction for
in a to effectively resources effectiveness how
conscient support current within own of resource resources
ious and initiatives, area. utilization are to be
effective services and and adjusts used in
manner. offerings. accordingly. order to
 Implements achieve the
ways of more vision,
 Sets  Communicates effectively  Identifies values and
priorities expectations and utilizing gaps in goals of the
and objectives of resources. resources organization.
manages resource usage, that impact
time to provides ongoing on the
accomplis feedback, and  Allocates and organization'  Institutes
h addresses controls s organization-
objective shortcomings. financial effectiveness wide
s. resources . mechanisms
within own and
 Considers the area consistent processes to
 Seeks workload, with goals,  Develops promote and
ways to commitments and priorities and strategies to support
improve priorities of budget. address resource
personal individuals when resource management
efficiency setting issues. .
and expectations and  Implements
effective assigning work. processes that
ness. improve the  Clearly and
quality of consistently
 Monitors and planning, communicat
ensures the control and es and
efficient and decision- reinforces
appropriate use making. priorities for
of resources. usage of
 Provides resources.
models,
encouragemen
t and / or
incentives for
generating
revenue and
optimizing the
use of
resources.
Results Management
Organizes time, work and resources to accomplish objectives in the most effective and efficient way.
Level 1 Level 2 Level 3 Level 4 Level 5
Plans and Supervises work / Establishes methods Implements Sets
organizes own time projects for managing work organizational organizational
and work and measuring objectives objectives
success
 Plans and  Recommends  Sets clear  Establishes  Ensures
organizes clear and and realistic organizational that the
own work realistic project project goals, systems for: organizatio
load, setting goals, activities, activities, managing nal
and/or timelines, timelines, work; structure
clarifying deliverables/pro deliverables/ assigning supports
priorities ducts, and products, work; defining the
and accountabilities. and authorities / strategic
expectation accountabiliti responsibilities direction of
s. es. ; tracking, the
 Monitors monitoring and organizatio
progress, quality measuring n.
 Monitors of work, and use  Delegates success;
the quality of resources; responsibility assessing and
and provides status , where managing risk;  Secures
timeliness updates, and appropriate, evaluating and and
of one’s makes rather than valuing the allocates
work, adjustments as taking work of the resources
appropriatel needed. charge or organization. to
y using the micro- accomplish
resources at managing organizatio
one’s  Takes calculated when staff  Sets nal
disposal. risks within the have the challenging objectives.
boundaries set capability. but realistic
by the goals for own
 Seeks organization to area of  Takes a
necessary achieve goals.  Estimates responsibility. leadership
information and allocates role in
to clearly resources identifying
understand (people,  Encourages the limits
if expected supplies, responsible of
work results services etc) risk taking to acceptable
have been and assigns achieve risk,
achieved. responsibiliti desired congruent
es. results. with
achieving
desired
results.
Risk Taking
Identifying, assessing and managing risk while striving to attain objectives.
Level 1 Level 2 Level 3 Level 4 Level 5
Supports risk taking Personally takes Personally takes Leads high-risk Provides
by others risks significant risks initiatives organizational
guidance on risk
 Publicly  Takes  Personally  Ensures the  Takes
supports calculated takes development leading
responsible risk risks with calculated and application action in
taking by minor, but risks with of guidelines, clarifying
others. non- significant principles and and
trivial, consequences approaches to expanding
conseque of error (e.g., assist decision the
 Participates in nces of significant making when boundaries
responsible risk error loss of time risk is a factor. of acceptable
taking by (e.g., risks or money, but risk to the
others. involving can be organization.
potential rectified).  Conducts risk
loss of assessment
some when  Oversees
time/mon  Fully assesses identifying or and provides
ey, but the risks recommending input into
can be involved. strategic and the
rectified tactical options. development
with some of guidelines,
 Identifies principles
time/mon ways to  Encourages
ey). and
mitigate the responsible risk approaches
risks. taking, to assist
 Makes recognizing decision-
decisions that every risk making
in the will not pay off. when risk is
absence a factor.
of  Implements
complete initiatives with
informatio  Develops
high potential broad
n. pay off for the strategies
organization, that reflect
 Takes where errors in-depth
calculated cannot be understandin
risks to rectified, or g and
improve only rectified at assessment
performan significant cost. of
ce. operational,
organization
al, and
 When political
calculated realities and
risk does risks.
not pay
off,
focuses
on lessons
learned,
vs. fault
finding.
Self-confidence
Demonstrating realistic trust in own abilities.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates Offers expertise Speaks truth to Demonstrates
confidence in daily confidence when power confidence under
activities challenged public scrutiny
 Works  Demonstrates  Seeks  Demonstrates  Confidently
independent confidence in challenging the confidence makes high-
ly and own abilities, assignments/a to stand alone impact
interdepend views or dded when this is decisions,
ently, decisions responsibility. the best even when
without when course. the
seeking challenged. anticipated
ongoing  Realistically immediate
reassurance presents self  "Speaks truth reaction
(e.g., makes  Expresses as an expert, to power" with may be
appropriate counter- offering own conviction and unfavourabl
independent arguments talents to composure e.
decisions). confidently. resolve (e.g., to
complex superiors,
issues. stakeholders  Publicly
 Expresses  Solicits and or others in accepts
views discusses positions of ownership
willingly and varied  Demonstrates power and for high
confidently, views/opinions self- influence). profile
while that differ assurance. decisions,
remaining from one's even when
open to own. these are
other unpopular.
alternatives.

 Realistically
trusts own
talents.
Strategic Thinking
Understands and processes complex information and exercises sound judgment, considering the situation,
the issues, the key players, and levels of authority involved. Proposes course of action that further the
objectives, priorities and vision of organization.
Level 1 Level 2 Level 3 Level 4 Level 5
Processes complex Integrates and Identifies and handles Formulates broad Manages
information on interprets broad and strategic issues strategies on multi- macro-strategic
aspects of an issue complex issues dimensional strategic issues
issues
 Demonstrates  Integrates and  Foresees  Develops  Builds
awareness of interprets longer-term strategies for intellect
organization's multi-faceted implications of dealing with ual
priorities as information proposed multi- framew
they relate to from varied positions, dimensional orks
own area of sources on a options and issues (e.g., that
work. range of approaches multi-lateral, provide
complex that are not national and a
issues. readily global). shared
 Demonstrates apparent. vision
awareness of for
the roles of  Recommends  Conducts highly
key players optimal  Exercises ongoing risk disparat
who may be approaches to sound analysis, e
affected by the address critical judgment in recognizing perspec
issues or issues in the new situations strategic tives
decisions made immediate and in the absence opportunities and
in own area of medium-term. of specific for success as that
work. guidance. well as guide
potential risks, analysis
 Recognizes the and adeptly
 Demonstrates need for a  Identifies and and the
shifts develop
awareness of modified considers orientation to
the approach to emerging ment of
deal with proposa
relationship of data/ opportunities them.
own work to information and risks when ls and
the work of gathering/ articulating position
their analysis. astute and  Maintains a s.
organization. defensible broad,
options and strategic  Looks
 Demonstrates recommendati perspective
 Judiciously awareness of beyond
ons. while the
weighs varied the impact of identifying and
factors own work on horizon
focusing on to
involving aspects of  Strategically crucial details.
data/informati organizational provides new identify
on gathering strategy and information or new
and analysis the impact of data to key  Demonstrates issues
on specific organizational decision broad and rich and to
aspects of an strategy on makers or understanding position
issue. own work. stakeholders to of the dynamic the
influence their relationships, organiz
understanding viewpoints and ation to
 Formulates  Identifies and decisions. agendas, both address
explanations implications of acknowledged emergin
that account own analysis and implicit, of g trends
for several (e.g., potential  Demonstrates key players (e.g.,
aspects of a impact on insightful and capitaliz
situation or certain understanding stakeholders in es on
event. stakeholders). of the own areas of trends
organizational expertise. or takes
context and action
 Explores viable  Anticipates priorities, how before
options based how others in they interact issues
on analysis of own and other and how they escalate
data/informati affected affect issues. ).
on. organizations
will respond to
and use the
information/da
ta generated.
Stress Management
Maintaining effectiveness in the face of stress.
Level 1 Level 2 Level 3 Level 4 Level 5
Adapts to Adapts to frequent Adapts to frequent, Proactively addresses Assists others in
occasional, limited low-level stress high-level stress stressful situations dealing with stress
stress* (* “Limited
stress” refers to the
inevitable
frustrations and
stressors that are
part of any job (e.g.,
equipment failures,
last-minute changes
in plans))
 Functions  Maintains  Maintains  Identifies  Helps others
effectively composure and sound potentially remain calm,
and effectiveness judgment stressful yet focused
maintains despite and decision situations and and
focus during stressful making plans to energized in
situations circumstances. despite reduce their the face of
involving stressful impact. stress.
limited situations.
stress.  Understands
personal  Recognizes  Monitors the
stressors and  Views personal limits level of
 Controls takes steps to stressful for workload stress in the
strong limit their situations as and environment
emotions impact. challenges negotiates and takes
(e.g., anger, rather than adjustments steps to help
frustration) threats. to minimize people
when  Keeps issues the effects of maintain
occasionally and situations stress, while effectiveness
under low- in perspective  Adjusts still ensuring (e.g.,
level stress. and reacts personal appropriate secures
appropriately coping levels of additional
(e.g. does not mechanisms productivity. assistance).
over-react to to deal with
situations or high-level
what others stress.  Identifies  Promotes
say). needed discussion of
adjustments workplace
before stress and
workload means of
demands coping.
become
unreasonable.
 Helps others
to cope with
stress (e.g.
by working
together on
issues,
redistributin
g
responsibiliti
es).
Team Leadership
Assuming a leadership role in helping others achieve excellent results.
Level 1 Level 2 Level 3 Level 4 Level 5
Meets team's Facilitates Builds strong teams Empowers team Inspires team
fundamental needs achievement of team members members
results
 Ensures that  Considers  Identifies  Uses  Cultivates a
team members team and individual as feeling of
have the members' addresses well as group energy,
information they competencies gaps in goal setting excitement
need (e.g., , interests team to maximize and
informs others of and concerns expertise. performance. optimism in
decisions that in the team.
affect them; establishing
explains team  Resolves  Challenges
rationale for structures, conflict rules or  Creates an
decisions). roles, and among practices environmen
responsibilitie team that present t where
s. members inappropriate team
 Ensures that fairly and barriers to members
team members' sensitively. independent consistently
health and  Encourages action and push for
safety are and values decision- improved
safeguarded in team  Delegates making. team
the workplace members' authority to performanc
and that they input. match e and
have the responsibilit  Brings productivity.
fundamental y, and holds excellent
equipment/resou  Shows staff performance
rces needed to appreciation accountable to the
do their jobs. for work well for agreed attention of
done. upon the larger
commitment organization.
 Treats team s.
members fairly  Capitalizes on
and equitably. diversity  Seeks
among team  Coaches resources
members to and that will
 Accommodates optimize supports enhance the
diversity among team staff in team's
team members. functioning. taking productivity.
independent
action.

 Delegates
responsibilit
y rather
than taking
charge or
micro-
managing
when staff
have the
capability.
Teamwork
Working collaboratively with others to achieve organizational goals.
Level 1 Level 2 Level 3 Level 4 Level 5
Collaborates with Proactively assists Fosters teamwork Coaches Builds bridges
others and involves others others/resolves between teams
conflicts
 Deals  Initiates  Gives credit  Coaches  Facilitates
honestly and collaboration and others on collaboration
fairly with with others. acknowledg teamwork across teams
others, es skills to to achieve a
showing contributions promote high common goal.
consideratio  Assumes and efforts team
n and additional of other performance.
respect for responsibilitie team  Breaks down
individual s to facilitate members. barriers
differences. the  Provides (structural,
achievement constructive functional,
of team  Makes feedback to cultural)
 Does own goals. outstanding fellow team between
fair share of efforts to members. teams,
the work. help other facilitating the
 Seeks input team sharing of
from other members.  Facilitates expertise and
 Seeks team beneficial resources.
assistance members on resolutions to
from other matters that  Fosters conflict among
team affect them. team spirit. team  Creates
members, as members. opportunities
needed. for groups to
 Ensures that work together
all group and get to
 Assists other members know each
team have an other to
members. opportunity further
to contribute organizational
to group objectives.
 Shares all discussions.
relevant
information  Promotes
with others.  Helps build agendas that
consensus support the
among team organization's
members. broader goals.

 Creates cross-
functional
teams to solve
problems.
Using Financial Information
Understanding and using financial information to accomplish own work and achieve organizational goals.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates
introductory knowledge and knowledge and advanced knowledge expert knowledge
understanding and ability and, with ability, and can and ability, and can and ability, and can
ability and, with guidance, can apply apply the apply the apply the
guidance, applies the competency in competency, with competency in new competency in the
the competency in a common situations minimal or no or complex most complex
few, simple that present limited guidance, in the full situations. Guides situations. Develops
situations. Can difficulties. range of typical other professionals.. new approaches,
direct people to the situations. Would methods or policies
appropriate source require guidance to in the area. Is
for further handle novel or recognized as an
information. more complex expert, internally
situations. and/or externally.
 Makes entries  Prepares  Solicits input  Requests and  Quickly and
in straightforwar on financial uses accurately
straightforwa d financial requirements information analyzes
rd financial summaries. and from new large
records. prioritizes financial amounts of
these models/analy financial
 Compiles requirements ses to obtain data,
 Records costs financial in terms of insights in identifying
against information business plan solving trends,
standard to identify or objectives. difficult issues anomalies,
budget estimate (e.g., uses threats and
categories. expenditures, financial data opportunities.
costs and/or  Uses financial to help
revenues for data in reduce long-
 Monitors current or making  Uses
straightforwa term risk and
planned recommendat improve long- understandin
rd budgets, undertakings ions or g of the
reporting term
(e.g., obtains decisions. viability). organization’s
over- and information (e.g., financial
under- to estimate compares performance
expenditures. travel costs). actual to as a key
planned input to
financial developing
results to business
assess strategies.
progress/pro
blem areas).
Using Information Technology
Using software and information technology to accomplish one's work.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates expert
introductory knowledge and ability knowledge and ability, advanced knowledge and
understanding and and, with guidance, and can apply the knowledge and ability, and can apply
ability and, with can apply the competency, with ability, and can the competency in
guidance, applies competency in minimal or no guidance, apply the the most complex
the competency in common situations in the full range of competency in situations. Develops
a few, simple that present limited typical situations. new or complex new approaches,
situations. Can difficulties. Would require guidance situations. Guides methods or policies
direct people to to handle novel or more other in the area. Is
the appropriate complex situations. professionals. recognized as an
source for further expert, internally
information. and/or externally.
 Uses a few  Uses several,  Experiments and  Helps  Writes or
basic, common problem solves others to customizes
standard software to produce the make computer
commands features (e. g., desired effect. optimal software to
requiring produces use of accomplish
minimal business software the work.
knowledge formatting of  Customizes own packages
of software documents). interface with to produce
(e.g., cut, the software. desired  Evaluates
copy, results. effectiveness
paste).  Converts files of information
from one  Uses a wide technology
format to range of features  Uses systems and
 Uses basic another. or options for a and/or computer
functionalit given software modifies software.
y of word package. complex
processing,  Importing data software
Internet, between features in  Performs
common  Uses a few highly
Intranet, different accomplish
Email. applications. ing work. specialized
software and complex
packages to tasks relating
 Uses  Conducts produce the  Uses to specific
features of simple desired result. complex systems.
IT tools database software
(e.g. searches. relevant to
Phone, job  Evaluates
Email, objectives information
Photocopie to technology
rs, Fax). accomplish needs.
work.
Visioning and Alignment
Supporting, promoting and ensuring alignment with the organization's vision and values.
Level 1 Level 2 Level 3 Level 4 Level 5
Aligns personal work Aligns team goals Aligns program/ Aligns strategic Shapes the vision
goals and actions and actions operational support support and values
 Ensures that  Ensures that  Develops  Sets  Plays a
personal work team and strategic leadership
goals are aligned activities are implements goals and role in
with own work aligned with programs approaches shaping the
area. the broader and in line with organization'
vision. processes the s vision and
aligned with organization' values.
 Demonstrates the strategic s vision and
understanding of  Helps team direction values.
how own role members and vision.  Describes
assists in understand the vision
achieving the the broader  Scans and values
organization's vision and  Monitors external and in
vision. how their current internal compelling
work relates developmen environment terms to
to it. ts and s to identify promote
trends that and assess enthusiasm
may affect emerging and
 Eliminates or implementat trends, commitment
restructures ion of opportunities .
activities that organization and threats
do not al direction, that may
support the programs or influence  Positions the
future plans. future organization
success of directions. to deal with
the broad
organization. emerging
 Responds to trends and
emerging issues.
trends with
initiatives
that are
aligned with
the
organization'
s vision and
values.

 Promotes a
shared
understandin
g of the
organization'
s vision and
implications
for
organization
al direction.
Work Ethics and Values
Demonstrating and supporting the organization's ethics and values.
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates the Proactively identifies Promotes the Sets the standard
organization’s ethics and ethical implications organization’s ethics
values. and values
 Demonstrates  Seeks to  Ensures that  Plays a key
understanding of the identify and others role in
organization’s ethics consider understand shaping
and values (e.g., different the organization
treats others fairly ethical organization’ al ethics and
and respectfully). aspects of a s ethics and values by
situation values. defining,
when making communicati
 Makes decisions. ng and
decisions/recommend  Monitors the consistently
ations and takes work exemplifying
action consistent with  Initiates environment, them.
the organization’s discussion of identifying
ethics and values, ethical and
even in the absence dimensions of addressing  Ensures that
of popular support. situations. any ethical standards
issues that and
could safeguards
 Takes responsibility  Identifies and negatively are in place
for own work, seeks to affect staff or to protect
including ownership of balance stakeholders. the
problems and issues. competing organization’
values when s integrity
selecting  Deals directly (e.g.,
 Avoids conflicts of approaches or and
interest. professional
recommendati constructively standards
ons for with, as for financial
dealing with a opposed to reporting;
situation. ignoring, integrity/sec
lapses of urity of
integrity information
(e.g., systems).
intervenes to
remind
others of the
need to
respect the
dignity of
others).
Writing Skills
Communicating ideas and information in writing to ensure that information and messages are understood
and have the desired impact.
Level 1 Level 2 Level 3 Level 4 Level 5
Conveys basic Selects and Conveys in-depth Conveys complex Conveys strategic
information structures information information perspective
information
 Writes brief,  Writes  Writes  Writes on  Writes
factual material longer, documents complex and strategica
(e.g., notes; e- straightforwa providing highly lly, from a
mail; standard rd information specialized broad,
letters). documents on/explainin issues (e.g., corporate
(e.g., g specific complex perspectiv
summaries issues (e.g., policy, e, clearly
 Writes clearly, of meetings; briefing scientific or and
using correct instructions) notes). legal accurately
grammar, that are documents). presentin
spelling and logical and ga
punctuation. comprehensi  Combines position,
ve, yet information  Transforms while
concise. from multiple technical demonstr
 Communicates sources. information
respectfully. ating an
for a non- understan
 Combines specialist ding of
information  Tailors the audience,
communicati the needs
from a few without and
sources. on to the "talking down"
reader (e.g., sensitiviti
to them. es of
level of
 Uses varied detail, formal varied
sentence or informal  Writes constitue
structure and style). creative, ncies.
vocabulary. promotional
material
 Conveys designed to
critical influence
nuances and people's
qualifiers to beliefs or
facilitate behaviour.
complete
understandin
g of the
material.
Leadership Competencies
Critical Judgment
Evaluating ideas and information while referring to objective criteria to reach rational conclusion.
Level 1 Level 2 Level 3 Level 4 Level 5
Processes complex Integrates and Identifies and Formulates broad Manages macro-
information interprets broad and handles ambiguity strategies on multi- strategic issues
complex information dimensional strategic
issues
 Judiciously  Recommends  Foresees  Maintains a  Identifies
weighs varied optimal longer-term broad, solutions
factors approaches to implications strategic and makes
involving address of perspective recommen
data/informati critical issues. recommenda while dations
on gathering tions, identifying and based on a
and analysis positions, focusing on multitude
on specific  Identifies options and crucial details. of factors,
aspects of an implications of approaches many of
issue. own analysis that are not which are
(e.g., readily  Demonstrates complex
potential apparent. broad and rich and
 Formulates impact of understanding sweeping
explanations judgment, of the dynamic in nature,
that account potential  Exercises relationships, difficult to
for several impact on sound viewpoints and define and
aspects of a certain judgment in agendas, both often
situation or stakeholders). new acknowledged contradict
event. situations in and implicit, of ory.
the absence key players
 Anticipates of specific and
 Identifies the how others in guidance. stakeholders.  Creates
problem based own and other procedures
on a limited affected to
number of organizations  Identifies  Makes articulate
clear and basic will respond to and complex the nature
factors. and use the considers recommendati of the
information/d emerging ons for which problem
ata generated. opportunities there is no set and to
 Selects the and risks precedent.
solution from identify
when and weigh
predefined  Identifies articulating
options, using problems  Considers a alternate
astute and solutions.
clear based on a defensible multiplicity of
criteria/proced range of options and interrelated
ures. factors, most recommenda factors for  Makes
of which are tions. which there is judgment-
clear. incomplete based
 Constructively and
questions recommen
 Strategically contradictory dations
current  Identifies an provides new information.
practices and optimal that have
information wide-
processes. solution and or data to
recommendati  Balances ranging
key decision impacts on
on based on makers or competing
 Suggests weighing the priorities in a given
improvements stakeholders area
advantages to enhance making
to current and recommendati (nationally
approaches. their and
disadvantages understandin ons.
of alternative possibly
g and internation
 approaches. decisions. ally).

 Applies  Identifies the  Identifies

guidelines and problem unique
procedures based on a approache
that require broad range s to deal
some of factors, with
interpretation many of situations
in dealing with which are for which
exceptions. ambiguous no known
or difficult to precedent
define. exists.
 Makes
straightforwar
d  Identifies
recommendati alternate
ons based on recommenda
information tion or
that is solutions,
generally including
adequate. some that
are not
based on
precedent.

 Applies
guidelines
and
procedures
that leave
considerable
room for
discretion
and
interpretation
.
Developing Others
Fostering employee development by providing a supportive learning environment.
Level 1 Level 2 Level 3 Level 4 Level 5
Shares knowledge Coaches others Ensures ongoing Fosters Fosters a culture of
learning organizational continuous learning
learning
 Freely shares  Works with  Conducts  Ensures that  Sets clear
knowledge employees to development developmenta expectations
with other set and career l resources about
employees. performance planning (e.g., investments
goals and dialogues with assignments, in
expectations. employees. tools, developing
 Provides courses) and employees.
advice to time are
others on  Provides  Assembles available and
how to do honest, teams with provided  Alerts
the work. timely, clear complementar equitably to organization
and specific y skills and all employees. to broad
feedback on promotes the future
performance expectation learning
in ways that that they will  Institutes needs that
maintain learn from one organization- may affect
others' self- another. wide organization
esteem. mechanisms al capability.
and processes
 Identifies high to promote
 Coaches potential continuous  Ensures that
staff, individuals and learning (e.g., policies,
transferring provides them employee-led systems and
accumulated with targeted presentations processes
knowledge opportunities on topics; are
and for growth. mechanisms implemente
expertise. for collecting d to support
and sharing continuous
 Mentors learning and
 Conducts employees to information
on best that they
post-mortems promote their are
with staff to learning. practices).
evaluated
identify and and
facilitate the modified if
application of  Ensures that
post-mortems needed to
lessons maximize
learned. are conducted
to identify and achievement
facilitate the of the
application of intended
lessons results.
learned.
Impact and Influence
Influencing and gaining others' support.
Level 1 Level 2 Level 3 Level 4 Level 5
Appeals to reason Appeals to others' Capitalizes on success Builds coalitions Uses complex
interests influence
strategies
 Persuades by  Adapts  Builds on  Builds  Uses
appealing to arguments to successful "behind understan
reason. others' organizational the ding of
needs/interests initiatives to scenes" competing
. gain support support for interests to
 Uses available for ideas. initiatives. manoeuvre
data to successfull
persuade.  Anticipates y to a
others'  Anticipates and  Builds win/win
reactions. builds on coalitions outcome.
 Presents others' of partners
information in reactions to to support
a confident  Uses the keep proposals.  Uses
manner. process of give- momentum and chains of
and-take to support for an indirect
gain support. approach.  Uses influence
 Uses concrete experts or
examples to (e.g., get
other third A to do B,
make a point.  Considers  Makes multiple, parties to
others’ which in
tailored efforts influence. turn will
viewpoints to persuade
when influence
(e.g., one-to- C).
formulating a one and group
persuasive discussions,
rationale. presentations,  Gains
demonstrations support by
). capitalizing
on
understan
ding of
political
forces
affecting
the
organizatio
n.
Leading and Managing Change
Supporting, implementing and initiating change, while helping others deal with the transition.
Level 1 Level 2 Level 3 Level 4 Level 5
Supports change Facilitates change Manages/orchestrate Leads change Champions change
s change
 Seeks to  Asks others  Adjusts  Anticipates  Promotes
fully for input and priorities and and pursues information
understand feedback on reallocates ways of gathering to
the change. changes that resources to overcoming anticipate and
will affect the effect the resistance to identify
work unit. change. change. opportunities
 Deals for and
constructiv potential
ely with  Openly  Adapts  Leads the impacts of
own shares existing goals, translation of change.
resistance information plans and broad
to change. on decisions processes, or organizational
and changes develops new change  Creates an
in a timely ones to strategies into environment
 Accepts manner. respond specific that
and tries effectively to directions and encourages
new ideas the change. goals. change,
and ways  Gains innovation
of doing support for and
things. non-  Coaches  Creates and improvement.
traditional or others on maintains a
innovative dealing with sense of
 Solves activities. resistance to urgency to  Identifies and
problems in change. sustain implements
own area momentum for broad change
related to  Enhances change. strategies to
the change. understandin  Tracks the achieve
g of and impact of the desired
commitment change,  Builds results.
to change by making commitment
involving adjustments for new
those as needed. initiatives.  Personally
affected by communicates
it. a clear vision
 Partners with of the broad
change impact of
 Identifies and leaders and change.
addresses managers in
specific planning,
reasons for implementing
others' and
resistance to evaluating
change. interventions
to improve
organizational
performance.
Organizational Awareness
Understanding and using the workings, structure, climate and culture of the organization to achieve
results.
Level 1 Level 2 Level 3 Level 4 Level 5
Understands and uses Understands and Understands and Understands and Understands and
formal structures uses informal uses organizational uses organizational operates in a broad
structures culture and climate politics, issues and spectrum of political,
external influences cultural and social
milieus
 Recognizes  Effectively  Achieves  Uses  Demonstrates
and uses the uses both "win/win" understandi broad and in-
organization's formal and solutions ng of power depth
formal informal based on relationships understanding
structures, channels to understandi and dynamic of the political,
rules, facilitate the ng of issues tensions social, and
processes and progress of and culture among key economic
procedures to work. in own and players and contexts in
accomplish other issues to which the
results. organization frame organization
 Establishes s. communicati operates.
and ons and
 Demonstrates maintains an develop
understanding informal  Recognizes strategies,  Uses
of the general network of what is and positions understanding
environment in relationships is not and of political,
which the to facilitate acceptable/p alliances. cultural and
organization progress ossible at social contexts
operates. towards certain times to position the
objectives. given the  Anticipates organization or
organization issues, to address
al culture challenges long-term
 Positions and climate. and issues critical
arguments outcomes to the
based on and organization's
understandi  Anticipates effectively success.
ng of outcomes operates to
informal based on an best position
communities understandi the work
of shared ng of unit or
interest. organization organization.
al culture.

 Recognizes
when the
time is "ripe"
for action,
having
positioned
all key
elements to
maximize
the
probability
of success.

 Seeks to
change
culture and
methods of
operating
that are
counterprod
uctive to
organization
al success.
Resource Management
Manages resources (financial, human, physical and information resources) to achieve planned goals.
Level 1 Level 2 Level 3 Level 4 Level 5
Uses resources Monitors the use of Manages the use of Evaluates effective Sets direction for
effectively resources resources use of resources use of resources
 Uses  Identifies  Allocates and  Evaluates  Sets overall
resources resourcing needs controls the direction for
in a to effectively resources effectiveness how
conscient support current within own of resource resources
ious and initiatives, area. utilization are to be
effective services and and adjusts used in
manner. offerings. accordingly. order to
 Implements achieve the
ways of more vision,
 Sets  Communicates effectively  Identifies values and
priorities expectations and utilizing gaps in goals of the
and objectives of resources. resources organization.
manages resource usage, that impact
time to provides ongoing on the
accomplis feedback, and  Allocates and organization'  Institutes
h addresses controls s organization-
objective shortcomings. financial effectiveness wide
s. resources . mechanisms
within own and
 Considers the area consistent processes to
 Seeks workload, with goals,  Develops promote and
ways to commitments and priorities and strategies to support
improve priorities of budget. address resource
personal individuals when resource management
efficiency setting issues. .
and expectations and  Implements
effective assigning work. processes that
ness. improve the  Clearly and
quality of consistently
 Monitors and planning, communicat
ensures the control and es and
efficient and decision- reinforces
appropriate use making. priorities for
of resources. usage of
 Provides resources.
models,
encouragemen
t and / or
incentives for
generating
revenue and
optimizing the
use of
resources.
Results Management
Organizes time, work and resources to accomplish objectives in the most effective and efficient way.
Level 1 Level 2 Level 3 Level 4 Level 5
Plans and Supervises work / Establishes methods Implements Sets
organizes own time projects for managing work organizational organizational
and work and measuring objectives objectives
success
 Plans and  Recommends  Sets clear  Establishes  Ensures
organizes clear and and realistic organizational that the
own work realistic project project goals, systems for: organizatio
load, setting goals, activities, activities, managing nal
and/or timelines, timelines, work; structure
clarifying deliverables/pro deliverables/ assigning supports
priorities ducts, and products, work; defining the
and accountabilities. and authorities / strategic
expectation accountabiliti responsibilities direction of
s. es. ; tracking, the
 Monitors monitoring and organizatio
progress, quality measuring n.
 Monitors of work, and use  Delegates success;
the quality of resources; responsibility assessing and
and provides status , where managing risk;  Secures
timeliness updates, and appropriate, evaluating and and
of one’s makes rather than valuing the allocates
work, adjustments as taking work of the resources
appropriatel needed. charge or organization. to
y using the micro- accomplish
resources at managing organizatio
one’s  Takes calculated when staff  Sets nal
disposal. risks within the have the challenging objectives.
boundaries set capability. but realistic
by the goals for own
 Seeks organization to area of  Takes a
necessary achieve goals.  Estimates responsibility. leadership
information and allocates role in
to clearly resources identifying
understand (people,  Encourages the limits
expected supplies, responsible of
work results services etc) risk taking to acceptable
have been and assigns achieve risk,
achieved. responsibiliti desired congruent
es. results. with
achieving
desired
results.
Risk Taking
Identifying, assessing and managing risk while striving to attain objectives.
Level 1 Level 2 Level 3 Level 4 Level 5
Supports risk taking Personally takes Personally takes Leads high-risk Provides
by others risks significant risks initiatives organizational
guidance on risk
 Publicly  Takes  Personally  Ensures that  Takes
supports calculated takes development leading
responsible risk risks with calculated and application action in
taking by minor, but risks with of guidelines, clarifying
others. non- significant principles and and
trivial, consequences approaches to expanding
conseque of error (e.g., assist decision the
 Participates in nces of significant making when boundaries
responsible risk error loss of time risk is a factor. of acceptable
taking by (e.g., risks or money, but risk to the
others. involving can be organization.
potential rectified).  Conducts risk
loss of assessment
some when  Oversees
time/mon  Fully assesses identifying or and provides
ey, but the risks recommending input into
can be involved. strategic and the
rectified tactical options. development
with some of guidelines,
 Identifies principles
time/mon ways to  Encourages
ey). and
mitigate the responsible risk approaches
risks. taking, to assist
 Makes recognizing decision-
decisions that every risk making
in the will not pay off. when risk is
absence a factor.
of  Implements
complete initiatives with
informatio  Develops
high potential broad
n. pay off for the strategies
organization, that reflect
 Takes where errors in-depth
calculated cannot be understandin
risks to rectified, or g and
improve only rectified at assessment
performan significant cost. of
ce. operational,
organization
al, and
 When political
calculated realities and
risk does risks.
not pay
off,
focuses
on lessons
learned,
vs. fault
finding.
Strategic Thinking
Understands and processes complex information and exercises sound judgment, considering the situation,
the issues, the key players, and levels of authority involved. Proposes course of action that further the
objectives, priorities and vision of organization.
Level 1 Level 2 Level 3 Level 4 Level 5
Processes complex Integrates and Identifies and handles Formulates broad Manages
information on interprets broad and strategic issues strategies on multi- macro-strategic
aspects of an issue complex issues dimensional strategic issues
issues
 Demonstrates  Integrates and  Foresees  Develops  Builds
awareness of interprets longer-term strategies for intellect
organization's multi-faceted implications of dealing with ual
priorities as information proposed multi- framew
they relate to from varied positions, dimensional orks
own area of sources on a options and issues (e.g., that
work. range of approaches global national, provide
complex that are not and multi- a
issues. readily lateral). shared
 Demonstrates apparent. vision
awareness of for
the roles of  Recommends  Conducts highly
key players optimal  Exercises ongoing risk disparat
who may be approaches to sound analysis, e
affected by the address critical judgment in recognizing perspec
issues or issues in the new situations strategic tives
decisions made immediate and in the absence opportunities and
in own area of medium-term. of specific for success as that
work. guidance. well as guide
potential risks, analysis
 Recognizes the and adeptly
 Demonstrates need for a  Identifies and and the
shifts develop
awareness of modified considers orientation to
the approach to emerging ment of
deal with proposa
relationship of data/ opportunities them.
own work to information and risks when ls and
the work of gathering/ articulating position
their analysis. astute and  Maintains a s.
organization. defensible broad,
options and strategic  Looks
 Demonstrates recommendati perspective
 Judiciously awareness of beyond
ons. while the
weighs varied the impact of identifying and
factors own work on horizon
focusing on to
involving aspects of  Strategically crucial details.
data/informati organizational provides new identify
on gathering strategy and information or new
and analysis the impact of data to key  Demonstrates issues
on specific organizational decision broad and rich and to
aspects of an strategy on makers or understanding position
issue. own work. stakeholders to of the dynamic the
influence their relationships, organiz
understanding viewpoints and ation to
 Formulates  Identifies and decisions. agendas, both address
explanations implications of acknowledged emergin
that account own analysis and implicit, of g trends
for several (e.g., potential  Demonstrates key players (e.g.,
aspects of a impact on insightful and capitaliz
situation or certain understanding stakeholders in es on
event. stakeholders). of the own areas of trends
organizational expertise. or takes
context and action
 Explores viable  Anticipates priorities, how before
options based how others in they interact issues
on analysis of own and other and how they escalate
data/informati affected affect issues. ).
on. organizations
will respond to
and use the
information/da
ta generated.
Team Leadership
Assuming a leadership role in helping others achieve excellent results.
Level 1 Level 2 Level 3 Level 4 Level 5
Meets team's Facilitates Builds strong teams Empowers team Inspires team
fundamental needs achievement of team members members
results
 Ensures that  Considers  Identifies  Uses  Cultivates a
team members team and individual as feeling of
have the members' addresses well as group energy,
information they competencies gaps in goal setting excitement
need (e.g., , interests team to maximize and
informs others of and concerns expertise. performance. optimism in
decisions that in the team.
affect them; establishing
explains team  Resolves  Challenges
rationale for structures, conflict rules or  Creates an
decisions). roles, and among practices environmen
responsibilitie team that present t where
s. members inappropriate team
 Ensures that fairly and barriers to members
team members' sensitively. independent consistently
health and  Encourages action and push for
safety are and values decision- improved
safeguarded in team  Delegates making. team
the workplace members' authority to performanc
and that they input. match e and
have the responsibilit  Brings productivity.
fundamental y, and holds excellent
equipment/resou  Shows staff performance
rces needed to appreciation accountable to the
do their jobs. for work well for agreed attention of
done. upon the larger
commitment organization.
 Treats team s.
members fairly  Capitalizes on
and equitably. diversity  Seeks
among team  Coaches resources
members to and that will
 Accommodates optimize supports enhance the
diversity among team staff in team's
team members. functioning. taking productivity.
independent
action.

 Delegates
responsibilit
y rather
than taking
charge or
micro-
managing
when staff
have the
capability.
Visioning and Alignment
Supporting, promoting and ensuring alignment with the organization's vision and values.
Level 1 Level 2 Level 3 Level 4 Level 5
Aligns personal work Aligns team goals Aligns program/ Aligns strategic Shapes the vision
goals and actions and actions operational support support and values
 Ensures that  Ensures that  Develops  Sets  Plays a
personal work team and strategic leadership
goals are aligned activities are implements goals and role in
with own work aligned with programs approaches shaping the
area. the broader and in line with organization'
vision. processes the s vision and
aligned with organization' values.
 Demonstrates the strategic s vision and
understanding of  Helps team direction values.
how own role members and vision.  Describes
assists in understand the vision
achieving the the broader  Scans and values
organization's vision and  Monitors external and in
vision. how their current internal compelling
work relates developmen environment terms to
to it. ts and s to identify promote
trends that and assess enthusiasm
may affect emerging and
 Eliminates or implementat trends, commitment
restructures ion of opportunities .
activities that organization and threats
do not al direction, that may
support the programs or influence  Positions the
future plans. future organization
success of directions. to deal with
the broad
organization. emerging
 Responds to trends and
emerging issues.
trends with
initiatives
that are
aligned with
the
organization'
s vision and
values.

 Promotes a
shared
understandin
g of the
organization'
s vision and
implications
for
organization
al direction.
Job Specific Competencies--Financial
Accounting and Reporting
Understanding and applying accounting concepts and methodologies.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Intermediate: Advanced: Expert: Demonstrates
Demonstrates Demonstrates Demonstrates solid Demonstrates expert knowledge
introductory basic knowledge knowledge and advanced knowledge and ability, and can
understanding and and ability and, ability, and can and ability, and can apply the competency
ability and, with with guidance, can apply the apply the competency in the most complex
guidance, applies the apply the competency, with in new or complex situations. Develops
competency in a few, competency in minimal or no situations. Guides new approaches,
simple situations. Can common situations guidance, in the full other professionals. methods or policies in
direct people to the that present range of typical the area. Is
appropriate source limited difficulties. situations. Would recognized as an
for further require guidance to expert, internally
information. handle novel or and/or externally.
more complex
situations.
 Demonstrates  Applies  Validates  Demonstrates  Demonstrates
awareness of GAAP, and a sound in-depth
what an including reconciles understanding understanding
income accrual accounting of accounting of the
statement is accounting. records and linkages intricacies of
and its general G/L between cost
purpose. accounts. departments. accounting.
 Conducts
financial
 Demonstrates statement  Recognizes  Prepares  Evaluates
awareness of reconciliati and financial different
what a on. investigates statements, accounting
balance sheet anomalies in such as public systems,
is and its financial accounts and processes and
general  Processes information. trial balances. procedures,
purpose. payments. and
recommends
 Records  Advises and improvements.
 Demonstrates receipts coaches
awareness of according to managers on
what a general current accounting.  Develops, as
ledger is and legislation needed, cost-
its general reports. accounting
purpose. techniques to
address
unique
 Demonstrates organizational
awareness of needs.
the CICA
Handbook and
its general  Anticipates the
purpose. effect of new
accounting
principles on
the
organization,
and assists in
leading the
change to
adopt the new
principles.
Auditing
Understanding and applying auditing concepts and methodologies.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates
introductory ability and, with knowledge and advanced expert knowledge
understanding and guidance, can apply ability, and can apply knowledge and and ability, and can
ability and, with the competency in the competency, with ability, and can apply the
guidance, applies the common situations minimal or no apply the competency in the
competency in a few, that present limited guidance, in the full competency in most complex
simple situations. difficulties. range of typical new or complex situations. Develops
Can direct people to situations. Would situations. Guides new approaches,
the appropriate require guidance to other methods or policies
source for further handle novel or more professionals. in the area. Is
information. complex situations. recognized as an
expert, internally
and/or externally.
 Awareness of  Plans and  Determines net  Assists  Publishes
the CICA controls audits worth such as other books and/or
Handbook and with when books auditors in articles in
its general assistance are planning & refereed
purpose. from inadequate. controlling journals
supervisor/tea audits. (e.g., in
m leader on Fellow
 Awareness of small to  Analyzes Chartered
what an audit medium sized internal  Puts Accountant).
is and its organization. controls for procedure
general large files. s in place
purpose. to audit  Conducts
 Basic electronic seminars/
awareness of  Plans and data (e.g., workshops
 Awareness of Generally controls an to for peers on
the different Accepted audit without determine highly
types of Auditing assistance. if all the complex
reports and Standards data are issues.
their general (GAAS). present).
purposes.  Applies
sampling  Provides
 Knowledge of techniques/me advice on
the difference thods. auditing
between an principles as
audited an industry
financial specialist.
statement/revi
ew
engagement  Advises on
vs. non highly
audited. complex
audits.

 Conducts an
at-risk analysis
on a small file.
Financial Budgeting, Planning and Reporting
Providing advice and services on financial planning, budgeting, reporting and financial coding to ensure
the optimal allocation of financial resources to objectives.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert: Demonstrates
Demonstrates basic knowledge and Demonstrates solid Demonstrates expert knowledge
introductory ability and, with knowledge and advanced knowledge and ability, and can
understanding guidance, can apply ability, and can apply and ability, and can apply the competency
and ability and, the competency in the competency, apply the in the most complex
with guidance, common situations with minimal or no competency in new situations. Develops
applies the that present limited guidance, in the full or complex new approaches,
competency in a difficulties. range of typical situations. Guides methods or policies in
few, simple situations. Would other professionals. the area. Is
situations. Can require guidance to recognized as an
direct people to handle novel or more expert, internally
the appropriate complex situations. and/or externally.
source for further
information.
 Develops a  Consistently  Understands  Understands  Provides
sound applies sound the broad the strategic
grasp of financial context in mechanics financial
his/her management which and management
role within principles in financial processes advice and
his/her carrying out planning and involved with direction to all
work unit assignments. resource strategic levels of
and the management resource management
organizatio takes place in management. and financial
n.  Monitors the information
financial organization. users.
situations for  Leads the
 Develops a trends, development
sound variances and  Analyzes the of main and  Challenges
understan unusual financial supplementar managers in
ding of the discrepancies. implications y estimates, the
practices, of policy, strategic and justification of
policies program, and operational financial
and  Applies costing project plans, proposals and
principles methodologies. proposals. business the quality of
of plans, etc. related
resource  Researches financial
manageme  Links information.
and compiles program  Analyzes,
nt. background strategies to interprets and
information. financial evaluates  Implements
operations. financial and complex
 Prepares basic non-financial financial and
reports in performance non-financial
 Supports in relation to strategies.
response to managers in
management program
the strategies.
information development  Recommends
needs. of their and
budgets.  Provides implements
 Demonstrates management risk
familiarity with with strategic management
 Assesses advice on strategies.
appropriate budgets to
policies, resource
check allocation,
procedures alignment  Recommends
and guidelines cash
with management, creative and
of the organizational practical
organization. budgeting
and other alternatives
financial for continuous
goals. issues. improvement
of service
delivery.
Financial Policy Development, Interpretation and
Application
Researching, developing and implementing policies and procedures that are client focused and are
compliant with central agency requirements, including relevant legislation, policies, procedures and
standards and generally accepted accounting principles.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates
introductory ability and, with knowledge and advanced knowledge expert knowledge
understanding and guidance, can apply ability, and can and ability, and can and ability, and can
ability and, with the competency in apply the apply the apply the
guidance, applies the common situations competency, with competency in new competency in the
competency in a few, that present limited minimal or no or complex most complex
simple situations. Can difficulties. guidance, in the full situations. Guides situations.
direct people to the range of typical other professionals. Develops new
appropriate source situations. Would approaches,
for further require guidance to methods or policies
information. handle novel or in the area. Is
more complex recognized as an
situations. expert, internally
and/or externally.
 Demonstrates  Demonstrates  Interprets,  Understands  Influences
awareness of a general integrates the interface senior
how understanding and applies between the manageme
government of the federal legislative, bureaucratic nt and
works, and of government’s policy and and political operational
central agency legislative and business systems. decision-
requirements, financial policy requirement making by
including environment. s into the providing
governing Department’  Understands advice,
legislation, s systems, the interpretati
policies,  Understands standards, relationship on support
procedures the role of key processes between and
and standards players and specific issues training.
relevant to inside/outside practices. and broader,
his/her policy the federal horizontal
area. government; public  Influences
and dynamic  Contributes financial the
trends, to the policy issues. developme
 Researches, structures and development nt of a
synthesizes, relationships and wide-range
and integrates relevant to evaluation of  Strategically of emerging
financial his/her policy managemen uses the department
literature in area. t policy process al and
assisting frameworks to move central
his/her work and control strategic agency
team in  Awareness of standards priorities policy
developing key that balance forward. instruments
policy jurisprudence risk versus ,
instruments, and relevant controls. regulations
central agency  Leads the
management development, and
frameworks policies and legislation.
procedures for  Leads small- consultation,
and control communicatio
standards. specific details. scale
projects or n,  Initiates
contributes implementati and
 Applies limited  Applies in a team on and promotes
aspects of relevant capacity to evaluation of the
policies and legislation, large-scale technical developme
procedures, policies, projects. policies, nt and use
with guidance, procedures directives, of technical
and standards, guidelines,
in with guidance,  Consults tools, policy
circumscribed, in with clients training, and instruments
straightforwar straightforwar to briefings. , including
d situations. d situations. understand training and
and assess developme
 Leads the nt.
their
implementati
learning
on and
needs.
evaluation of  Ensures
sound that
management department
frameworks al policy
and control instruments
standards reflect
that balance effective
risks against comptroller
controls. ship, which
includes
risk
 Ensures manageme
accountability nt
for strategies
compliance and
with central appropriate
agency, internal
legislative controls.
and
regulatory
requirements,
and
delegated
financial
authorities.

 Initiates and
promotes the
development
and use of
effective
management
frameworks
and control
standards
that balance
risk versus
controls.
Financial Systems, Processes and Technology
Designing, implementing and maintaining financial management and reporting systems and
complementary financial and administrative business processes, to support the effective and judicious use
of financial resources.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates
introductory ability and, with knowledge and advanced knowledge expert knowledge
understanding and guidance, can apply ability, and can apply and ability, and can and ability, and
ability and, with the competency in the competency, with apply the competency can apply the
guidance, applies common situations minimal or no in new or complex competency in the
the competency in that present limited guidance, in the full situations. Guides most complex
a few, simple difficulties. range of typical other professionals. situations.
situations. Can situations. Would Develops new
direct people to require guidance to approaches,
the appropriate handle novel or more methods or
source for further complex situations. policies in the
information. area. Is recognized
as an expert,
internally and/or
externally.
 Develops  Demonstrates  Understands  Evaluates  Leads
an an integrated accounting large-scale
understandi understanding information and reporting projects
ng of the of the systems and systems and that are
organizatio organization’s processes procedures. aligned
n’s financial financial related to with the
systems, systems, accounting, organizatio
processes processes and reporting and  Re-engineers n’s
and supporting strategic improvements mandate
supporting technology. financial that ensure and
technology. management. effective financial
processing. objectives.
 Recognizes and
 Actively explains the  Designs,
maintains flow of internal develops, tests  Ensures the  Leads the
computer transactions and maintains integration implementa
literacy on through the integrated between tion of new
the organization, systems and people, or revised
systems and the basic key financial applications systems,
and business business and systems. processes
applications functions, processes or
that are financial through  Understands technology.
critical to processes and applying the the potential
the finance administrative system impact of
community. procedures of development  Assesses
change on the
the life cycle systems and
organization. process of the potential
 Prepares processes. impacts of
organization.
basic technical
reports in  Provides  Leads project solutions
response to support and  Writes and teams in the on the
manageme responds to communicates development organizatio
nt enquiries on complex of small to n in terms
information systems, technical medium scale of
needs. processes, and information to projects. efficiencies
technology to IT personnel, introduced,
users and financial manual
managers. systems  Evaluates processes
analysts, financial eliminated,
financial systems and risks,
 Understands managers and applications benefits
organization's
standards for program against the and cost
the assembly managers. needs and and
and exchange mandate of resource
of financial the savings.
information.  Participates in organization.
the review of
automated  Conducts
financial evaluations
systems, , offers
responds to strategic
review advice and
findings and makes
applies recommend
recommended ations on
system integrating
improvements. information
manageme
nt systems
 Designs, and
writes and business
delivers practices
training into
courses accounting
related to and/or
processes, business
systems and manageme
technology. nt
frameworks
.

 Ensures
that
integrated
system
procedures
comply
with the
organizatio
n's
legislation,
policy and
business
requiremen
ts.
Job Specific Competencies--Sales
Competitive Knowledge
Using knowledge of competitors and their products and services to gain an organizational advantage
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates expert
introductory ability and, with knowledge and advanced knowledge knowledge and
understanding and guidance, can apply ability, and can and ability, and can ability, and can apply
ability and, with the competency in apply the apply the the competency in
guidance, applies the common situations competency, with competency in new the most complex
competency in a few, that present limited minimal or no or complex situations. Develops
simple situations. difficulties. guidance, in the situations. Guides new approaches,
Can direct people to full range of typical other professionals. methods or policies
the appropriate situations. Would in the area. Is
source for further require guidance recognized as an
information. to handle novel or expert, internally
more complex and/or externally.
situations.
 Demonstrates  Demonstrates  Develops  Demonstrates  Adapts
understanding knowledge of and detailed strategy to
of own main implements understanding position
organization’s competitors’ a strategy of all organization
position in the positions in to pitch competitors against
market. the market. own and their changing
organizatio offers. competition.
n against
 Demonstrates  Demonstrates specific
awareness of knowledge of competitors  Uses  Demonstrates
who the main . knowledge of advanced
competitors competitor’s competition to knowledge of
are in the products/servi identify the competitors
marketplace. ces.  Objectively features so that it
critiques which own would be
the organization possible to
 Pitches own competition can and sell
organization (strengths, cannot competitor’s
against weaknesses compete products as
competition in ). against. easily as own
generic terms. organization’s.

 For a given  Identifies

 Demonstrates bid, various types  Anticipates
an evaluates of indirect future
understanding direct competition competition
of the concept competition for a given and
and potential in order to customer. develops/impl
of indirect position ements a
competition. own strategy to
organizatio minimize its
n impact.
appropriate
ly.
 Develops
strategies to
 Identifies respond to
one type of indirect
indirect competition.
competition
for a given
customer.
Industry Knowledge
Understanding of how own organization fits into the industry, the industry as a whole and the links to
related industries
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates expert
introductory ability and, with knowledge and advanced knowledge knowledge and
understanding and guidance, can apply ability, and can and ability, and can ability, and can apply
ability and, with the competency in apply the apply the the competency in
guidance, applies the common situations competency, with competency in new the most complex
competency in a few, that present limited minimal or no or complex situations. Develops
simple situations. difficulties. guidance, in the situations. Guides new approaches,
Can direct people to full range of typical other professionals. methods or policies
the appropriate situations. Would in the area. Is
source for further require guidance recognized as an
information. to handle novel or expert, internally
more complex and/or externally.
situations.
 Demonstrates  Reads  Continually  Demonstrates  Demonstrates
generic industry develops in-depth in-depth
understanding journals and industry knowledge of knowledge of
of own publications knowledge own all related
organization’s to keep up to by organization’s industries.
industry. date. attending industry.
trade
shows,  Demonstrates
 Performs  Demonstrates seminars,  Uses industry detailed
preliminary a thorough conferences knowledge to understanding
research on understanding etc. position of current and
own of own product future
organization’s organization’s against industry
industry. industry.  Identifies competitors trends.
current and client
industry needs.
 Performs  Identifies trends.  Uses own and
preliminary related related
research on industries that  Speaks about industry
customer’s may have an  Explains own trends to
industry impact on industry organization’s position
before a sales own industry. trends to industry at product
call or customers. trade shows, against
campaign. seminars and competitors
conferences. and client
 Develops needs.
knowledge
of related
industries
and their
impact on
own
industry.
Product Knowledge
Understanding the products and services provided
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates expert
introductory ability and, with knowledge and advanced knowledge knowledge and
understanding and guidance, can apply ability, and can and ability, and can ability, and can
ability and, with the competency in apply the apply the apply the
guidance, applies common situations competency, with competency in new competency in the
the competency in a that present limited minimal or no or complex most complex
few, simple difficulties. guidance, in the full situations. Guides situations. Develops
situations. Can range of typical other professionals. new approaches,
direct people to the situations. Would methods or policies
appropriate source require guidance to in the area. Is
for further handle novel or recognized as an
information. more complex expert, internally
situations. and/or externally.
 Demonstrates  Demonstrates  Effectively  Continuously  Demonstrates
basic full matches reviews detailed
awareness of understandin product quality of understandin
organization’s g of simple knowledge to products/serv g of very
products/serv products/serv the implicit ices. complex
ices. ices. needs of the products/serv
client. ices.
 Feeds back
 Uses  Matches quality of
knowledge of product/servi  Demonstrates products/serv  Implements
products/serv ce to obvious understandin ices to conceptual
ices to meet needs of g of production. solutions by
client needs. client. moderately designing
complex services or
products/serv  Recommends products to
 Sells available  Differentiates ices. alternative meet client
products/serv between products/serv needs.
ices. product/servi ices that are
ce features  Demonstrates related to
and benefits. technical client needs.  Uses product
 Uses basic knowledge of knowledge to
product product/servi anticipate
knowledge to  Locates and ce.  Trains others future client
identify uses about needs.
customer expertise of products/serv
needs. others to  Uses ices.
improve knowledge of  Acts as a
product alternative subject
knowledge. products/serv  Demonstrates matter expert
ices to enable good on own
upselling. understandin products/serv
 Displays g of complex ices.
knowledge of products/serv
how  Effectively ices.
products/serv troubleshoots
ices compare product
with those of related  Influences
competition. problems. decision-
makers by
personalizing
the benefits
of the
products/serv
ices.
Sales Process
Understanding and applying organizational sales process effectively
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Intermediate: Advanced: Expert: Demonstrates
Demonstrates Demonstrates basic Demonstrates solid Demonstrates expert knowledge
introductory knowledge and knowledge and advanced knowledge and ability, and can
understanding and ability and, with ability, and can apply and ability, and can apply the
ability and, with guidance, can apply the competency, apply the competency competency in the
guidance, applies the competency in with minimal or no in new or complex most complex
the competency in common situations guidance, in the full situations. Guides situations. Develops
a few, simple that present limited range of typical other professionals. new approaches,
situations. Can difficulties. situations. Would methods or policies in
direct people to the require guidance to the area. Is
appropriate source handle novel or more recognized as an
for further complex situations. expert, internally
information. and/or externally.
 Demonstrat  Demonstrat  Critically  Adapts the  Develops a
es es evaluates the implementatio sales process
knowledge understandi effectiveness n of the sales for own
of the ng of own of the sales process to organization.
importance organization’ process and each individual
of a sales s sales recommends client.
process. process. improvement.  Mentors/teach
es the sales
 Improves/ada process to
 Successfully  Demonstrat  Demonstrates pts the sales junior staff
identifies es flexibility in process as and oversees
the steps fundamental following the appropriate. their
involved in a knowledge steps in the application of
sales of all of the sales process. it.
process. steps in the  Proceeds
sales through the
process.  Facilitates/lea sales process  Recommends
 Demonstrat ds the sales quickly and modification
es more process by effectively. to the sales
detailed  Follows the mapping it to process as a
knowledge sales client result of a
of one or process in responses.  Involves the major
two steps in detail, step- customer as a organizational
the sales by-step. partner in the change or
process. sales process. introduction of
a new
 Displays product/servic
awareness  Accurately
determines e.
of own
position in cost of sales.
sales
process at
any one
point.

 Reflectively
falls back to
the sales
process
when in
doubt.
Territory Management
Allocating resources appropriately to organization’s sales area(s).
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates
introductory ability and, with knowledge and advanced knowledge expert knowledge
understanding and guidance, can apply ability, and can apply and ability, and can and ability, and can
ability and, with the competency in the competency, apply the apply the
guidance, applies the common situations with minimal or no competency in new competency in the
competency in a few, that present limited guidance, in the full or complex most complex
simple situations. difficulties. range of typical situations. Guides situations.
Can direct people to situations. Would other professionals. Develops new
the appropriate require guidance to approaches,
source for further handle novel or more methods or policies
information. complex situations. in the area. Is
recognized as an
expert, internally
and/or externally.
 Understands  Demonstrates  Demonstrates  Demonstrates  Effectively
and uses the knowledge of knowledge of knowledge of assigns
concept of prospects the top and key decision organizatio
“territory” in within own bottom makers, nal territory
relation to : territory. accounts influential to members
accounts, within the parties, of sales
products/servi organization’s buying team.
ces, area of  Identifies territory. processes and
industry, leads for budgets of
geographical other organizations  Oversees
location, territories/dep  Manages own within the
customer/pro artments. territory by territory. manageme
spect size. allocating nt of
time and territories
 Develops resources.  Demonstrates within a
 Displays short-term knowledge of sales team.
awareness of territory competitor’s
own plans.  Understands territories.
territory/resp trends in the  Recognizes
onsibility territory (e.g. relationship
 Makes short- customer  Makes s and links
within term forecasts
organization. trends). intermediate between
and revenue forecasts and own and
projections revenue competitor
 Demonstrates for territory.  Develops and projections territories.
knowledge of maintains for territory.
organization’s mid-term
overall territory  Identifies
territory and plans.  Develops and potential
how it is maintains for new
allocated. long-term territories.
 Develops territory
contingency plans.
plans.  Makes long
range
forecasts
and
revenue
projections
for
territory.
Job Specific Competencies--IT
Application Development/Support and Maintenance
Knowledge and ability to design, define, construct, enhance, support and maintain application software on
one or more platforms including web.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge Demonstrates solid Demonstrates Demonstrates
introductory and ability and, with knowledge and advanced knowledge expert knowledge
understanding and guidance, can apply ability, and can and ability, and can and ability, and can
ability and, with the competency in apply the apply the competency apply the
guidance, applies common situations competency, with in new or complex competency in the
the competency in a that present limited minimal or no situations. Guides most complex
few, simple difficulties. guidance, in the full other professionals. situations. Develops
situations. Can range of typical new approaches,
direct people to the situations. Would methods or policies
appropriate source require guidance to in the area. Is
for further handle novel or recognized as an
information. more complex expert, internally
situations. and/or externally.
 Demonstrate  Demonstrate  Demonstrate  Demonstrates  Demonstrate
s a basic s a working s a detailed in-depth s expert
level of knowledge knowledge knowledge and knowledge
understandin of one or of several capability in of software
g of software more programmin software design,
specifications programmin g construction, construction,
or design g languages. environment testing, trends,
techniques. s and a good integration and programmin
working infrastructure. g and
 Writes or knowledge scripting
 Demonstrate adapts of hardware languages in
s a basic software and software  Demonstrates multiple
understandin modules for interfaces. knowledge in applications
g of testing and multiple and data
programmin integration. applications/tec management
g concepts.  Designs, hnologies or in systems or in
develops, a single area of a single area
 Employs tests, debugs expertise.
 Demonstrate basic of expertise.
and
s a general development integrates
familiarity methods and original  Understands  Provides
with one or standards. multi- how a change effective
more module/com would affect strategic
programmin plex multiple direction to
g languages  Tests/debug applications.
s program programs or enterprise-
and/or applies wide
methodologi modules.
reusable  Makes application
es. modules. design.
recommendatio
 Uses a ns/decisions in
 Understands testing tool application and
and prepares  Provides  Guides and
the support, program oversees
importance basic test design,
cases. guidance multiple-
of testing, and standards and concurrent
documentati production program software
on and  Understands assurance enhancements. construction
production the for common projects.
assurance. migration problems.  Debugs very
cycle and complex or
prepares  Defines
 Knows urgent
where to program for  Conducts problems. system
look for migration. impact environment
standards. analysis for s to meet
 Analyzes and operational
proposed
 Prepares models needs and
changes to
operational business performance
or problems
documentati functions, objectives.
with the
on. processes and
system.
information flow
within or  Presents
 Prepares between software
technical systems. construction
documentati disciplines to
on. peers in
 Provides public
guidance/mento forums.
 Undertakes rs on
routine programming
analysis and practices.  Develops
works with policy and
designers standards for
and analysts software
to clarify and construction.
improve
specifications
or to identify
alternative
programmin
g solutions.
Architecture
Knowledge and ability to apply architecture theories, principles, concepts, practices, methodologies and
frameworks.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Intermediate: Advanced: Expert: Demonstrates
Demonstrates Demonstrates Demonstrates solid Demonstrates expert knowledge and
introductory basic knowledge knowledge and advanced knowledge ability, and can apply
understanding and and ability and, ability, and can and ability, and can the competency in the
ability and, with with guidance, apply the apply the competency most complex
guidance, applies the can apply the competency, with in new or complex situations. Develops
competency in a few, competency in minimal or no situations. Guides new approaches,
simple situations. Can common guidance, in the full other professionals. methods or policies in
direct people to the situations that range of typical the area. Is
appropriate source for present limited situations. Would recognized as an
further information. difficulties. require guidance to expert, internally
handle novel or and/or externally.
more complex
situations.
 Possesses  Creates  Focuses on  Demonstrates  Understands
basic basic a single good how
understanding models area of understanding architecture
of architecture based expertise. of architecture relates to the
principles. upon across the organization's
specificati business lines vision, how
ons.  Produces and how they new business
 Reads and analytic and interact but fits in the
understands candidate focuses on a current
architecture  Defines design single business lines,
specifications key terms models to architecture. and the
and models. and be used for integration of
concepts. further business and
analysis  Produces technology.
 Distinguishes (e.g., frameworks for
between telecommun a single
different ications, architecture.  Builds
architecture networks). corporate data
domains. models.
 Assesses new
 Validates requirements
models and makes  Delivers and
created by design signs off
projects recommendatio frameworks for
and/or ns. architectures
junior staff. and integration
models.
 Signs off
 Signs off architecture
functional models.  Recommends
models. priorities for
business based
 Manages upon the
transformations architecture.
.

 Understands
 Defines and applies
metadata standards
models and (e.g., ISO,
information WC3 Quality
models. standards).

 Monitors  Addresses
compliance to
architecture governance
standards. issues.

 Defines
metadata
models at the
enterprise
level,
information
models and the
interoperability
model.

 Extends the
body of
knowledge and
contributes to
organizational
standards.
Business Analysis
Knowledge and ability to apply the principles of business analysis in the planning, reengineering, and
requirement gathering for business environments, operations, processes, and practices.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Intermediate: Advanced: Demonstrates Expert:
Demonstrates Demonstrates basic Demonstrates solid advanced knowledge and Demonstrates
introductory knowledge and knowledge and ability, and can apply the expert
understanding and ability and, with ability, and can competency in new or knowledge and
ability and, with guidance, can apply apply the complex situations. Guides ability, and can
guidance, applies the competency in competency, with other professionals. apply the
the competency in a common situations minimal or no competency in
few, simple that present limited guidance, in the full the most
situations. Can difficulties. range of typical complex
direct people to the situations. Would situations.
appropriate source require guidance to Develops new
for further handle novel or approaches,
information. more complex methods or
situations. policies in the
area. Is
recognized as an
expert, internally
and/or
externally.
 Demonstrate  Understands  Understands  Validates business  Works at
s awareness business client requirements, the
of business lines. business applies corporate "integrati
rules and requirement priorities. on level"
concepts. s, business by
 Understands roles, understa
basic business  Gathers/refines nding the
corporate planning complex business business
and and requirements, architect
department business recommends or ure and
al services. processes. makes decisions on its
business relationsh
requirements/interd ip to
 Drafts  Understands ependencies.
simple other
and works architect
business within
requirement  Develops complex ures.
governance,
s. audit and business cases.
compliance,  Makes
and change  Carries out impact recomme
managemen analyses and ndations
t principles. environmental scans to senior
to make manage
recommendations. ment on
 Understands business
impacts of strategies
changes.  Leads business and
process plans.
 Understands reengineering.
how  Carries
technologies  Presents and out
can enable defends complex environm
business positions and ental
processes. strategies for scans of
business decisions, business
 Translates processes and plans. architect
business ure.
requirement  Guides other
 s into business analysts.  Assesses
technical corporate
requirement impacts
s.  Advises on
of
compliance,
changes
governance
and
 Develops structures and audit
recomme
clear principles.
nds
requirement
strategies
statements
to senior
and simple
manage
business
ment.
cases.

 Develops
 Develops
complex
simple
business
business
cases
cases.
across
multiple
 Carries out business
simple lines and
business platforms
process .
reengineerin
g.
 Sets
standards
for
complian
ce and
governan
ce
structure
s.
Database Design and Management
Knowledge and ability to apply the methods, practices and policies that are used in the design and the
management of databases.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates expert
introductory ability and, with knowledge and advanced knowledge knowledge and
understanding and guidance, can apply ability, and can and ability, and can ability, and can
ability and, with the competency in apply the apply the apply the
guidance, applies common situations competency, with competency in new competency in the
the competency in a that present limited minimal or no or complex most complex
few, simple difficulties. guidance, in the full situations. Guides situations. Develops
situations. Can range of typical other professionals. new approaches,
direct people to the situations. Would methods or policies
appropriate source require guidance to in the area. Is
for further handle novel or recognized as an
information. more complex expert, internally
situations. and/or externally.
 Demonstrates  Understands  Demonstrates  Demonstrates  Demonstrates
basic a single working level broad expert
understandin database understandin understandin knowledge of
g of database management g of a single g of multiple corporate
management, system, its DBMS DBMS or an data
design components relevant in-depth management
concepts and and how they operating knowledge of and data
levels of relate to each systems, one or more stewardship.
database other. applications DBMS.
security. business
rules and its  Provides
 Demonstrates dependencies  Develops effective
 Understands a good with other logical strategic
the difference knowledge of applications, models direction to
between data databases incorporating enterprise-
different manipulation and/or business wide data
database language and business requirements management.
structures. data partners. such as high
definition availability,
language. redundancy  Develops
 Demonstrates  Applies wide and disaster enterprise-
basic range of recovery into wide multi-
understandin  Codes/tests concepts to the disciplinary
g of data basic the logical/physic architectural
manipulation database corporate/ve al database documents
language. access ndor design. translating
modules. environment. business data
requirements
 Demonstrates  Researches, into
an awareness  Recognizes  Makes pilots, topographical
of the recommendat evaluates format.
performance importance of ions on new
issues. database logical/physic technologies
basic al models. and  Demonstrates
recovery and, standards, broad-based
with identifies how knowledge of
guidance,  Develops, they will information
performs codes, tests integrate with technology.
backup and and reviews the corporate
recovery. complex network and
database  Develops
recommends business
access strategies.
 Understands modules. cases for
database enterprise-
release  Solves wide data
 management,  Uses unusual management
applications diagnostic problems or initiatives as
business and problems a direct
rules, data monitoring with a response to
integrity tools to significant business
issues, prevent impact on the drivers.
database problems/enh business.
security ance
implementati  Guides and
performance
on, workload  Deals with oversees
and
manager and major and/or multiple-
availability.
interaction multiple concurrent
with DBMS. applications. data
 Demonstrates management
a solid projects.
 Performs  Creates or
knowledge of
data reviews
system
population, certification  Conducts
testing and
testing, testing. procurement
integration
debugging for data
environments
and management
.  Develops solutions and
troubleshooti standards
ng, at a basic related
and services.
level.  Develops,
procedures
selects,
for
recommends
 Conducts implementing  Develops
and
basic impact new database strategies,
implements
analysis for technology. policy and
strategies for
database standards for
backup and
change corporate
recovery,  Mentors and data
management. data provides management.
population input/guidanc
and e to teams.
migration.

 Conducts
general
impact
analysis on
database
change
management.

 Resolves data
integrity
issues and
implements
data integrity
safeguards.
Infrastructure/Platforms
Knowledge and ability to support the enterprise computing infrastructure (e.g., enterprise servers, client
server, storage devices and systems, hardware and software) in the provision, management, storage,
operation, scheduling, support and maintenance of the infrastructure.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates
introductory ability and, with knowledge and advanced knowledge expert knowledge
understanding and guidance, can apply ability, and can and ability, and can and ability, and can
ability and, with the competency in apply the apply the competency apply the
guidance, applies common situations competency, with in new or complex competency in the
the competency in a that present limited minimal or no situations. Guides most complex
few, simple difficulties. guidance, in the full other professionals. situations. Develops
situations. Can range of typical new approaches,
direct people to the situations. Would methods or policies
appropriate source require guidance to in the area. Is
for further handle novel or recognized as an
information. more complex expert, internally
situations. and/or externally.
 Demonstrate  Understands  Understands  Demonstrates  Demonstrate
s awareness the platform how the in-depth s expert
of the technology platform knowledge of knowledge of
platform and concepts. integrates an area of platform
principles and with other expertise. principles,
procedures. environment technology,
 Understands s. corporate
how basic  Contributes to technology
 Understands concepts high-level initiatives and
need for relate to each  Participates technology trends.
capacity other and in day-to- architecture.
planning and applies them. day
performance operations.  Demonstrate
management.  Evaluates/pilot s an intimate
 Understands s new knowledge of
how the  Uses technologies, the
 Operates the platform performance assesses the environment,
platform at a integrates data results, and interdepende
simple level with other collection integrates with ncies and
under environments tools and the existing impact of
supervision. at a basic techniques. platform. change.
level.
 Demonstrate  Installs  Carries out  Provides
s awareness  Operates the software performance effective
of the platform at a and measurement strategic
standards for simple level. hardware on and capacity direction to
the platform. the planning. enterprise-
platform. wide platform
 Troubleshoot
s basic  Incorporates design and
physical or  Solves business initiatives.
software routine requirements
problems. problems such as high  Develops
such as availability, enterprise-
typical redundancy wide multi-
 Understands hardware and disaster
and applies disciplinary
and recovery into architectural
standards software platform
under and design
problems. design. documents.
supervision.

 Uses  Resolves  Resolves very

diagnostic complex complex
 tools to infrastructure problems and
solve problems. recommends
complex capacity and
problems. performance
 Develops and improvement
monitors/enfor s.
 Executes ces standards
standards. and
procedures for  Conducts
new procurement
technology for platform
configuration hardware and
and services.
implementatio
n.
 Sets
standards
 Mentors/guide and
s individuals technology
and teams. direction for
the platform.
IT Procurement and Asset Management
Knowledge and ability to evaluate, negotiate, procure, track, manage IT assets including software licenses
and computer leases.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert: Demonstrates
Demonstrates basic knowledge and Demonstrates solid Demonstrates expert knowledge
introductory ability and, with knowledge and advanced and ability, and can
understanding and guidance, can apply ability, and can knowledge and apply the competency
ability and, with the competency in apply the ability, and can in the most complex
guidance, applies the common situations competency, with apply the situations. Develops
competency in a few, that present limited minimal or no competency in new new approaches,
simple situations. Can difficulties. guidance, in the full or complex methods or policies in
direct people to the range of typical situations. Guides the area. Is
appropriate source situations. Would other recognized as an
for further require guidance to professionals. expert, internally
information. handle novel or and/or externally.
more complex
situations.
 Understands  Understands  Knows the  Possesses a  Demonstrates
the values and corporate procurement specific a very deep
ethics involved processes, cycle and area of understanding
in standards processes, expertise of one area of
procurement. and and proposal/ and expertise or a
governance evaluation business broad
structures for processes. knowledge understanding
 Demonstrates IT services of the asset of multiple
basic and goods. life cycle. areas.
understanding  Possesses
of general
procurement  Assists in knowledge of  Negotiates  Demonstrates
process for IT gathering procurement multi-level, a broad
services and requirements and conducts multi-layer understanding
goods. from the low-level million of software
business. procurement. dollar licensing
contracts. models, the
market and
 Understands how to
IT asset  Knows rules leverage the
business and for knowledge.
language. Canadian (if
applicable)
and  Demonstrates
 Evaluates Internation in-depth
products and al understanding
services and governing of
identifies the bodies procurement,
vehicle(s) to (e.g., the industry,
use. NAFTA, the vendor
Trade community
 Provides Tribunal, and industry
advice on Canadian trends.
reporting and Internation
inventory, al Trade
Tribunal  Possesses
policies and corporate
procedures. (CITT)) and
negotiates knowledge
CITT and
 Establishes challenges. understands
partnerships service levels.
with Finance.
 Reviews,
signs off  Negotiates
 Formulates and with vendors
and applies approves at a
performance proposal high/complex
management documents. level.
guidelines to
asset
management.  Monitors  Provides
and advice in large
enforces supply
values and agreements
ethics. and guidance
to senior
management.
 Mentors
junior staff.
 Performs
"total cost of
ownership"
analysis.
IT Project Management
Knowledge and ability to apply formal project management principles and practices during the planning,
implementation, monitoring and completion of projects, ensuring effective management of scope,
resources, time, cost, quality, risk and communications.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert: Demonstrates
Demonstrates basic knowledge Demonstrates Demonstrates expert knowledge and
introductory and ability and, with solid knowledge advanced ability, and can apply the
understanding and guidance, can apply and ability, and knowledge and competency in the most
ability and, with the competency in can apply the ability, and can complex situations.
guidance, applies common situations competency, with apply the Develops new
the competency in a that present limited minimal or no competency in new approaches, methods or
few, simple difficulties. guidance, in the or complex policies in the area. Is
situations. Can full range of situations. Guides recognized as an expert,
direct people to the typical situations. other professionals. internally and/or
appropriate source Would require externally.
for further guidance to
information. handle novel or
more complex
situations.
 Understands  Understands  Manages a  Manages  Oversees/manage
basic project complete complex, s large, highly
concepts: reporting. multi- multifaceted/ complex, diverse
project stage interrelated or strategic
goals, risk, project in projects that projects that
scope,  Develops own area. span own impact the
participants’ simple area or organization as a
roles, project plans department whole.
planning and including  Identifies, boundaries.
the work allocates
importance breakdown and  Develops
of project structure manages  Conducts corporate policies
management and resources comprehensi and standards.
principles estimates. needed to ve risk
such as meet assessment
project and develops  Markets project
time, cost  Identifies management
and quality objectives. plans for
and eliminating principles and
management escalates benefits across
. or mitigating
issues and  Develops the risks the organization.
potential and identified.
 Provides delays. manages
the project  Sets/evolves the
input to vision of how
project plan. plan,  Mentors
 Manages including other project project
small, timelines, managers. management
straightforwa deliverable should be done.
rd projects s,
or specific milestones  Understands
components the impact of  Changes project
and costs. management
of larger the project
projects. on the practices.
 Identifies organization.
potential  Applies multiple
roadblocks project
and risks  Develops
complex management
and disciplines.
develops plans.
contingenc
y plans to  Implements
deal with project
management
 them. standards.

 Oversees
implement
ation of
the project
plan,
monitors
progress,
resource
usage and
quality,
and makes
needed
adjustmen
ts.
Security/Information and Application Protection
Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the
continuity of IT infrastructure services by implementing IT security principles, methods, practices, policies
and tools, including information and operations security, physical security, business continuity/disaster
recovery planning, methods to deal with security breaches and security assessment in a technical
environment.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Intermediate: Advanced: Expert:
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates expert
introductory knowledge and knowledge and advanced knowledge knowledge and
understanding and ability and, with ability, and can and ability, and can ability, and can apply
ability and, with guidance, can apply apply the apply the the competency in
guidance, applies the the competency in competency, with competency in new the most complex
competency in a few, common situations minimal or no or complex situations. Develops
simple situations. that present limited guidance, in the full situations. Guides new approaches,
Can direct people to difficulties. range of typical other professionals. methods or policies
the appropriate situations. Would in the area. Is
source for further require guidance to recognized as an
information. handle novel or expert, internally
more complex and/or externally.
situations.
 Demonstrates  Understands  Executes  Demonstrates  Demonstrates
awareness of concepts of security test a broad an expert
security IT security plans. understandin understandin
requirements. and its g or very g or very
application detailed area detailed area
to computer  Deals with of expertise in of expertise in
 Demonstrates systems low impact security multiple
awareness of architecture. threats. subject(s). security
certification subject(s).
policies.
 Participates  Acts to  Demonstrates
in disaster protect a broad  Demonstrates
 Demonstrates recovery integrity of knowledge of expert
awareness of tests. system data security knowledge of
privacy at operation policies and law,
requirements level (e.g., interprets regulation
and single key policies. and policies,
standards. incident). and interprets
policies and
 Understands standards.
 Performs a specific
security security
certifications. application or  Is an expert
tool and how in multiple
 Provides it works. security
advice on applications
disaster and tools.
 Conducts risk
recovery assessments.
planning.  Leads risk
and security
 Assesses safeguards
 Recommends security
security assessments.
safeguards.
safeguards.
 Mitigates
 Deals with threats and
 Executes threats and
standards. serious
serious security
incidents. incidents at
the enterprise
 Deals with
 intrusions at a level.
high threat
level.
 Consults on
security
 Mentors issues and
individuals recommends
and teams. corporate
strategies.

 Leads the
development
of enterprise
policies and
standards.
Service Management Processes
Knowledge and ability to implement the methods, practices and policies governing the design,
development and use of the IT support processes designed to keep the IT environment functioning
efficiently, effectively and securely.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Intermediate: Advanced: Expert:
Demonstrates Demonstrates basic Demonstrates solid Demonstrates Demonstrates
introductory knowledge and knowledge and advanced knowledge expert knowledge
understanding and ability and, with ability, and can and ability, and can and ability, and can
ability and, with guidance, can apply apply the apply the competency apply the
guidance, applies the competency in competency, with in new or complex competency in the
the competency in a common situations minimal or no situations. Guides other most complex
few, simple that present limited guidance, in the full professionals. situations. Develops
situations. Can difficulties. range of typical new approaches,
direct people to the situations. Would methods or policies
appropriate source require guidance to in the area. Is
for further handle novel or recognized as an
information. more complex expert, internally
situations. and/or externally.
 Understands  Understands  Understands  Implements and  Negotiates,
service and follows interrelation manages develops,
managemen a process in ships and services using implements
t processes problem interdepend the principles and manages
and managemen encies and methods service level
concepts. t, change between associated with agreements.
managemen service Information
t or managemen Technology
 Understands configuratio t processes. Infrastructure  Develops
concepts, n Library (ITIL) service
techniques managemen and other management
and t.  Installs, industry best standards,
practices of configures, practices. practices and
help desk troubleshoot policies.
operations  Provides IT s and
and service help desk supports  Identifies who to
delivery. support application call for severe or  Builds and
services. software. complex maintains a
problems. network of
experts.
 Gathers  Analyzes,
information evaluates  Manages the
from end- and provision of help  Develops SLA
users to diagnoses desk services templates.
determine technical and problem
the nature problems resolution.  Negotiates
of problems and complex
and resolve proposes SLAs.
them. solutions.  Analyzes
problem trends
and makes  Provides
 Monitors  Manages recommendation guidelines for
SLAs and process s. service
escalates ensuring it is management
problems. followed. .
 Develops service
measurement/m
 Performs  Schedules anagement tools  Recommends
initial release after and processes. continual
evaluation of ensuring improvement
problem and absence of s in service
routes as conflicts.  Writes/negotiate
s SLAs for management
operational level strategy and
 necessary.  Serves as a agreements and processes.
point of internal SLAs.
escalation.
 Understands  Designs
the  Develops enterprise
requirement  Conducts customer performance
s of a customer satisfaction management
service satisfaction surveys and key strategies.
managemen surveys. performance
t process. indicators.
 Analyzes
 Guides performance
others in  Sets guidelines measurement
processes. for others to results.
follow.

 Implements
changes to
processes.
Telecommunications (Data and Voice) Network
Knowledge and ability to implement the methods, practices and policies governing the design, analysis,
development, management and use of the hardware and software used to transfer information such as
data, voice, images and video.
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Demonstrates Intermediate: Advanced: Expert:
Demonstrates basic knowledge and Demonstrates solid Demonstrates Demonstrates
introductory ability and, with knowledge and advanced knowledge expert knowledge
understanding and guidance, can apply ability, and can and ability, and can and ability, and can
ability and, with the competency in apply the apply the competency apply the
guidance, applies common situations competency, with in new or complex competency in the
the competency in a that present limited minimal or no situations. Guides most complex
few, simple difficulties. guidance, in the full other professionals. situations. Develops
situations. Can range of typical new approaches,
direct people to the situations. Would methods or policies
appropriate source require guidance to in the area. Is
for further handle novel or recognized as an
information. more complex expert, internally
situations. and/or externally.
 Demonstrate  Understands  Understands  Incorporates  Demonstrate
s basic data how data business s expert
understandin communicatio communicati requirements knowledge of
g of data ns routing ons (e.g., high data
communicati and switching integrate availability, communicati
ons and technology. with other redundancy, ons
components, environment disaster principles,
definitions, s such as recovery) into network
key concepts,  Understands mainframe, data technology,
communicati how data distributed, communication industry
on protocols communicatio E- s design. technology
and ns integrate commerce, initiatives and
platforms. with other firewalls and technological
environments external  Evaluates/pilot trends.
and are networks, at s and
 Understands distributed, at a implements
need for a basic level. component new  Develops
capacity level. technologies. enterprise-
planning and wide multi-
performance  Assists in the disciplinary
management. design of  Understands  Resolves architectural
basic vendor- unusual or documents.
connections. specific atypical
network network
switching problems.  Develops
 Troubleshoot business
s basic and routing
products. cases for
physical or  Creates or enterprise-
software reviews wide network
connectivity  Translates certification technology
problems, multiple testing. initiatives.
network client
congestion. network  Develops  Provides
connectivity standards and
requirement effective
 Uses data procedures for strategic
communicatio s and new
limitations direction to
ns diagnostic technology enterprise-
tools. into configuration
technical wide network
and design.
specification implementatio
 Tests, s. n.
configures,  Guides and
installs and oversees
 Designs
 supports building  Mentors multiple-
hardware and environment individuals and concurrent
software at s using teams. network
any typical existing projects.
site. standards.
 Deals with
major client  Conducts
 Talks clients  Resolves groups. procurement
through typical for network
problems. hardware solutions.
and  Demonstrates
software comprehensive
problems knowledge of  Develops
such as data policy and
connectivity communication standards for
and s. networking
congestion. technology
and
 Designs contributes to
 Conducts complex industry
certification infrastructures. standards.
testing.

 Executes
standards.
Testing
Knowledge and ability to perform testing of software and/or hardware using a systematic approach (i.e.,
the orderly progression of testing in which software elements, hardware elements or both are combined
and tested until the entire system has been integrated).
Level 1 Level 2 Level 3 Level 4 Level 5
Introductory: Basic: Intermediate: Advanced: Expert:
Demonstrates Demonstrates Demonstrates solid Demonstrates Demonstrates
introductory basic knowledge knowledge and ability, advanced knowledge expert knowledge
understanding and and ability and, and can apply the and ability, and can and ability, and can
ability and, with with guidance, competency, with apply the apply the
guidance, applies can apply the minimal or no guidance, competency in new competency in the
the competency in competency in in the full range of typical or complex most complex
a few, simple common situations. Would require situations. Guides situations.
situations. Can situations that guidance to handle novel other professionals. Develops new
direct people to the present limited or more complex approaches,
appropriate source difficulties. situations. methods or policies
for further in the area. Is
information. recognized as an
expert, internally
and/or externally.
 Demonstrat  Tests and  Understands  Conducts  Manages
es debugs systems complex integration
awareness software integration series test testing.
of testing modules. principles. scenarios.
principles
and  Sets
processes.  Conducts  Understands  Prepares test standards
unit release and plans and for cycle
testing. certification strategies. testing.
 Understand processes.
s testing
terminology  Understan  Researches/te  Designs
. ds testing  Prepares test sts testing testing
standards, cases/scripts. tools and methodolog
methodolo makes ies.
gies and recommendati
principles.  Carries out ons.
complex  Develops
testing/validation. test
 Executes  Tests, standards,
test implements best
scripts.  Conducts and monitors practices
application testing. standards and and
practices for policies.
 Reports testing.
test  Matches results
results. with expectations  Demonstrat
in the design  Understands es expert
document. the impact of understandi
 Understan testing on the ng of
ds and environment testing
applies IT  Troubleshoots/reso
lves issues. and other practices.
system tests being
security for carried out.
application  Implements test
s. tools.
 Ensures that
the
 Uses a  Applies standards right/appropri
testing for testing. ate tests are
tool. being carried
out.
 Mentors
others and
guides
application
stakeholders
in testing
methods and
tools.