copy of competency%2520master

8/10/2019 Copy of Competency%2520master

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COMPETENCY DICTIONARY

BEHAVIOURAL AND TECHNICAL COMPETENCIES

Introduction

Competency B!ed Mn"ement

U!in" t#e Competency Dictionrie!

What is important is that we all start to use a common language when we describe the skills, abilities and behaviors needed for IT jobs.

T$o Type! o% Dictionrie!

The Organizational Readiness Office, with the help of subject matter eperts and !" representatives from numerous departments,developed the competenc# dictionaries specificall# for the IT !ommunit# across government.

In toda#$s workplace, it$s not just completing tasks that$s important. %ow people perform their jobs and the behaviors the# demonstrate othe job are the ke# to success.

&lthough the focus of the competenc# dictionaries is on the skills, abilities and behaviors that are specific to jobs in IT !ommunit#, weassume that the behavioural dictionar# will also be appropriate for other communities.

!ompetenc# 'ased (anagement is a proven methodolog# being used in the workplace b# those who want to take an integrated approato human resources management. &t the centre of the s#stem is the )ob !ompetenc# *rofile. The profile is based on the work descriptiand built b# combining competenc# definitions from the behavioural and technical competenc# dictionaries.

The competenc# definitions describe the observable knowledge, skills, abilities and behaviors needed for successful job performance ainclude levels of proficienc# that are described in terms of behavioral indicators. The indicators highlight the behaviors that are epecteda certain level of job performance ranging from the introductor# and basic levels to the advanced and epert levels.

Once the )ob !ompetenc# *rofile has been created, it forms the foundation of the !ompetenc# 'ased (anagement s#stem and can be

used for the complete range of human resources planning and management functions. This includes developing statements of+ualifications, staffing using behavioralbased interviewing techni+ues, implementing selfevaluation and performance managementprocesses, and supporting learning and career development.

The IT !ommunit# competenc# dictionaries are tools that can be used for developing competenc# profiles. The dictionaries help identif#success factors b# defining the t#pes and level of skills and behaviors needed for the job.

The Organizational Readiness Office will be developing generic job competenc# profiles based on the generic work descriptions that habeen developed in collaboration with the IT !ommunit#. -ntil these are developed, #ou ma# want to refer to these dictionaries if #ou ar

developing work descriptions or statements of +ualifications or are considering developing a competenc# profile.

The 'ehavioral !ompetenc# ictionar# describes the nontechnical competencies that appl# to IT jobs. These competenc
http://www.solutions.gc.ca/oro-bgc/behav-comp/behav-comp00_e.asphttp://www.solutions.gc.ca/oro-bgc/behav-comp/behav-comp00_e.asp


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'oth behavioral and technical competencies are included in the job competenc# profiles.

T&e Loo&

0ou can take a look at the competenc# dictionaries to get a better idea of the range of re+uirements or +ualifications needed b# IT work

Be#'iour( Competency Dictionry

T)(e o% Content!

The Technical !ompetenc# ictionar# includes the skills, abilities and behaviors that are re+uired when appl#ing specific t

These da#s, managers use competencies to screen and select candidates. The# develop interview +uestions that focus on abilities andbehaviors instead of tasks and eperience. 0ou ma# have had eperience with this t#pe of interview process alread#.

The dictionaries can help #ou identif# the level of proficienc# #ou are working at now. 0ou can also see what is re+uired at the net levelassess #our abilit# to progress to that level. 0ou are better able to plan #our career b# targeting areas of strength and areas that needimprovement. '# focusing on the competencies, #ou can determine #our learning needs and be specific about what #ou need to learn.

Take a look at the dictionaries. -se them if #ou are developing competenc# profiles or learn more about what$s needed for work in the I!ommunit#.

3. Introduction

4. &daptabilit#

5. !ontinuous /earning

6. !ommunication

7. Organizational and 8nvironmental &wareness

9. !reative Thinking

:. ;etworking 2 Relationship 'uilding


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*+ INTRODUCTION

,#t re Competencie!-

Ho$ Are t#e Competencie! Structured-

Ho$ to U!e t#i! Dictionry-

.+ ADAPTABILITY

Level 1

Recognizes how change will affect work

Level 2

Adapts ones work to a situation

Level 3

Adapts to a variety of changes

Level 4

Adapts to large, cople! and"or fre#uent changes

!ompetencies are observableabilities, skills, knowledge, motivations or traits defined in terms of the behavioursneeded for successfuljperformance. !ompetencies are not new. What is new is their integrated use across human resource functions.

1or all competencies in the dictionar#, a definition is provided. 8ach competenc# also includes a proficienc# scale that indicates the fullrange of epression of the competenc#. (ost proficienc# scales have five levels. 8ach proficienc# level is described in terms of behavioindicators. The behaviours at each level of the scale are illustrative rather than definitive@ that is other eamples of behaviour are possib8ach competenc# scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, the#nonetheless appl#.

The contents of this dictionar# represent the behavioural or nontechnical competencies that appl# to jobs in the federal *ublic "ervice.dictionar# can be used for a variet# of purposes including recruitment and staffing, learning and career development and performancemanagement. 1or each job, choose the competencies and proficienc# learning that are most critical to performance ecellence.

Ad/u!tin" o$n )e#'iour! to $or& e%%icient(y nd e%%ecti'e(y in (i"#t o% ne$ in%ormtion0 c#n"in" !itution! nd1or di%%erenten'ironment!

&ccepts that things will change.

"eeks clarification when faced with ambiguit# or uncertaint#.

emonstrates willingness to tr# new approaches.

"uspends judgment@ thinks before acting.

&cknowledges the value of othersA contributions regardless of how the# are presented.

&dapts personal approach to meet the needs of different or new situations.

"eeks guidance in adapting behaviour to the needs of a new or different situation.

&dapts to new ideas and initiatives across a wide variet# of issues or situations.

"hifts priorities, changes st#le and responds with new approaches as needed to deal with new or changing demands.


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Level $

Adapts organizational strategies

2+ Continuou! Lernin"

Level 1

Assesses and onitors oneself to aintain personal effectiveness

Level 2

%eeks to iprove personal effectiveness in current situation

Level 3

%eeks learning opportunities &eyond current re#uireents

Level 4Aligns personal developent with o&'ectives of organization

Level $

Aligns personal learning with anticipated change in organizational strategy

*ublicl# supports and adapts to major2fundamental changes that show promise of improving established wa#s of operating.

"eeks opportunities for change in order to achieve improvement in work processes, s#stems, etc.

(aintains composure and shows self control in the face of challenges and change.

&nticipates change and makes large or longterm adaptations in organization in response to the needs of the situation.

*erforms effectivel# amidst continuous change, ambiguit# and, at times, apparent chaos.

"hifts readil# between dealing with macrostrategic issues and critical details.

NoteB C&daptabilit#C links to the competenc# C(anagement 8cellence D &ction (anagement,C identified as relevant for federal *ublic"ervice leaders.

Identi%yin" nd ddre!!in" indi'idu( !tren"t#! nd $e&ne!!e!0 de'e(opment( need! nd c#n"in" circum!tnce! to en#nper!on( nd or"ni3tion( per%ormnce

!ontinuall# selfassesses and seeks feedback from others to identif# strengths and weaknesses and wa#s of improving.

*ursues learning opportunities and ongoing development.

Tries new approaches to maimize learning in current situation.

Takes advantage of learning opportunities Ee.g., courses, observation of others, assignments, etc.F.

Integrates new learning into work methods.

"ets challenging goals and standards of ecellence for self in view of growth be#ond current job.

&ctivel# pursues selfdevelopment on an ongoing basis Etechnicall# and personall#F.

*ursues assignments designed to challenge abilities.

esigns personal learning objectives based on evolving needs of the portfolio or business unit.

-ses organizational change as an opportunit# to develop new skills and knowledge.

Identifies future competencies and epertise re+uired b# the organization and develops and pursues learning plans accordingl#.

!ontinuousl# scans the environment to keep abreast of emerging developments in the broader work contet.


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4+ Communiction

Li!tenin" to ot#er! nd communictin" in n e%%ecti'e mnner t#t %o!ter! open communiction

Level 1

Listens ( clearly presents inforation

Level 2

)osters two*way counication

Level 3

Adapts counication to others

Level 4

+ounicates cople! essages

Level $

+ounicates strategically

5+ Or"ni3tion( nd En'ironment( A$rene!!

NoteB C!ontinuous /earningC links to the competenc# C(anagement 8cellence D &ction (anagementC identified as relevant for federal*ublic "ervice leaders.

(akes self available and clearl# encourages others to initiate communication.

/istens activel# and objectivel# without interrupting.

!hecks own understanding of othersA communication Ee.g., repeats or paraphrases, asks additional +uestionsF.

*resents appropriate information in a clear and concise manner, both orall# and in writing.

8licits comments or feedback on what has been said.

(aintains continuous open and consistent communication with others.

Openl# and constructivel# discusses diverse perspectives that could lead to misunderstandings.

!ommunicates decisions or recommendations that could be perceived negativel#, with sensitivit# and tact.

"upports messages with relevant data, information, eamples and demonstrations.

&dapts content, st#le, tone and medium of communication to suit the target audienceAs language, cultural background and level of

understanding.

Takes othersA perspectives into account when communicating, negotiating or presenting arguments Ee.g., presents benefits from alperspectivesF.

Responds to and discusses issues2+uestions in an understandable manner without being defensive and while maintaining the dig

of others.

&nticipates reactions to messages and adapts communications accordingl#.

%andles comple onthespot +uestions Ee.g., from senior public officials, special interest groups or the mediaF.

!ommunicates comple issues clearl# and credibl# with widel# varied audiences.

-ses varied communication s#stems, methodologies and strategies to promote dialogue and shared understanding.

elivers difficult or unpopular messages with clarit#, tact and diplomac#.

!ommunicates strategicall# to achieve specific objectives Ee.g., considering such aspects as the optimal message to present, timi

and forum of communicationF.

Identifies and interprets departmental policies and procedures for superiors, subordinates and peers.

&cknowledges success and the need for improvement.

Under!tndin" t#e $or&in"!0 !tructure nd cu(ture o% t#e or"ni3tion ! $e(( ! t#e po(itic(0 !oci( nd economic i!!ue!0 toc#ie'e re!u(t!


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Level 1

nderstands foral structure

Level 2

nderstands inforal structure and culture

Level 3

-ffectively operates in e!ternal environents

Level 4

nderstands organizational politics, issues and e!ternal influences

Level $

.perates effectively in a &road spectru of political, cultural and social ilieu

6+ Creti'e T#in&in"

Level 1

Acknowledges the need for new approaches

(onitors work to ensure it aligns with formal procedures and the organizationAs accountabilities.

Recognizes and uses formal structure, rules, processes, methods or operations to accomplish work.

&ctivel# supports the public service mission and goals.

-ses informal structures@ can identif# ke# decisionmakers and influencers.

8ffectivel# uses both formal and informal channels or networks for ac+uiring information, assistance and accomplishing work goal

&chieves solutions acceptable to varied parties based on understanding of issues, climates and cultures in own and other

organizations.

&ccuratel# describes the issues and culture of eternal stakeholders. -ses this information to negotiate goals and initiatives.

&nticipates issues, challenges and outcomes and effectivel# operates to best position the organization.

"upports the changing culture and methods of operating, if necessar#, for the success of the organization.

8nsures due diligence b# keeping informed of business and operational plans and practices.

emonstrates broad understanding of social and economic contet within which the organization operates.

-nderstands and anticipates the potential trends of the political environment and the impact these might have on the organization.

Operates successfull# in a variet# of social, political and cultural environments.

-ses organizational culture as a means to influence and lead the organization.

NoteB COrganizational and 8nvironmental &warenessC links to the competenc# C&ction (anagement D esign and 8ecutionC identif iedrelevant for federal *ublic "ervice leaders.

7ue!tionin" con'ention( pproc#e!0 e8p(orin" (ternti'e! nd re!pondin" to c#((en"e! $it# inno'ti'e !o(ution! or !er'iu!in" intuition0 e8perimenttion nd %re!# per!pecti'e!+

Is open to new ideas.

Guestions the conventional approach and seeks alternatives.

Recognizes when a new approach is needed@ integrates new information +uickl# while considering different options.


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Level 2

/odifies current approaches

Level 3

0ntroduces new approaches

Level 4

+reates new concepts

Level $

urtures creativity

9+ Net$or&in" 1 Re(tion!#ip Bui(din"

Bui(din" nd cti'e(y mintinin" $or&in" re(tion!#ip! nd1or net$or&! o% contct! to %urt#er t#e or"ni3tion:! "o(!

Level 1

Accesses sources of inforation

Level 2

uilds key contacts

Level 3

%eeks new networking opportunities for self and others

&nal#zes strengths and weaknesses of current approaches.

(odifies and adapts current methods and approaches to better meet needs.

Identifies alternate solutions based on precedent.

Identifies an optimal solution after weighing the advantages and disadvantages of alternative approaches.

"earches for ideas or solutions that have worked in other environments and applies them to the organization.

-ses eisting solutions in innovative wa#s to solve problems.

"ees longterm conse+uences of potential solutions.

Integrates and s#nthesizes relevant concepts into a new solution for which there is no previous eperience.

!reates new models and methods for the organization.

Identifies fleible and adaptable solutions while still recognizing professional and organizational standards.

evelops an environment that nurtures creative thinking, +uestioning and eperimentation.

8ncourages challenges to conventional approaches.

"ponsors eperimentation to maimize potential for innovation.

NoteB C!reative ThinkingC links to the competenc# C"trategic Thinking,C identified as relevant for federal *ublic "ervice leaders.

"eeks information from others Ee.g., colleagues, customersF.

(aintains personal contacts in other parts of the organization with those who can provide workrelated information.

"eeks out the epertise of others and develops links with eperts and information sources.

evelops and nurtures ke# contacts as a source of information.

*articipates in networking and social events internal and eternal to the organization.


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Level 4

%trategically e!pands networks

Level $

+reates networking opportunities

;+ Con%(ict Mn"ement

Pre'entin"0 mn"in" nd1or re!o('in" con%(ict!

Level 1

0dentifies conflict

Level 2

Addresses e!isting conflict

Level 3

Anticipates and addresses sources of potential conflict

Level 4

0ntroduces strategies for resolving e!isting and potential conflict

Level $

+reates an environent where conflict is resolved appropriately

"eeks opportunities to partner and transfer knowledge Ee.g., b# activel# participating in trade shows, conferences, meetings,

committees, multistakeholder groups and2or seminarsF.

!ultivates personal networks in different parts of the organization and effectivel# uses contacts to achieve results..

Initiates and develops diverse relationships.

'uilds networks with parties that can enable the achievement of the organizationAs strateg#.

'rings informal teams of eperts together to address issues2needs, share information and resolve differences, as re+uired.

-ses knowledge of the formal or informal structure and the culture to further strategic objectives.

!reates and facilitates forums to develop new alliances and formal networks.

Identifies areas to build strategic relationships.

!ontacts senior officials to identif# potential areas of mutual, longterm interest.

Recognizes that there is a conflict between two or more parties.

'rings conflict to the attention of the appropriate individualEsF.

/istens to differing points of view and emphasizes points of agreement as a starting point to resolving differences..

Openl# identifies shared areas of interest in a respectful and timel# manner.

&nticipates and takes action to avoid2reduce potential conflict Ee.g., b# encouraging and supporting the various parties to get toget

and attempt to address the issues themselvesF.

Refocuses teams on the work and endgoals, and awa# from personalit# issues.

*rovides consultation to or obtains consultation 2 mediation for those who share few common interests and who are having a

significant disagreement.

Introduces innovative strategies for effectivel# dealing with conflict Ee.g., mediation, collaborative and Cmutual gainsC strategiesF.


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Level 2

akes calculated risks

Level 3

5ersonally takes significant risks

Level 4

6esigns strategies for dealing with high*risk initiatives

Level $

5rovides organizational guidance on risk

**+ Stre!! Mn"ement

Mintinin" e%%ecti'ene!! in t#e %ce o% !tre!!

Level 1

7orks in low level stress situations

Level 2

Ad'usts to teporary peaks in stress levels

escribes risk factors related to a situation2activit#.

-ses past eperience and best practices to identif# underl#ing issues, potential problems and risks.

*lans for contingencies.

Identifies possible causeeffect relationships.

Takes calculated risks with minor, but nontrivial, conse+uences of error Ee.g., risks involving potential loss of some time or mone#

which can be rectifiedF.

(akes decisions based on risk anal#sis.

(akes decisions in the absence of complete information.

*ersonall# takes calculated risks with significant conse+uences Ee.g., significant loss of time or mone#F but which can be rectified.

&nticipates the risks involved in taking action.

Identifies possible scenarios regarding outcomes of various options for action.

!onducts ongoing risk anal#sis, looking ahead for contingent l iabilities and opportunities and astutel# identif#ing the risks involved.

Implements initiatives with high potential for pa#off to the organization, where errors cannot be rectified, or onl# rectified at signific

cost.

!onducts risk assessment when identif#ing or recommending strategic and tactical options.

8ncourages responsible risk taking, recognizing that ever# risk will not pa# off.

*rovides a supportive environment for responsible risk taking Ee.g., b# supporting decisions of othersF.

Oversees the development of guidelines, principles and approaches to assist decisionmaking when risk is a factor.

*rovides guidance on the organizational tolerance for risk.

evelops broad strategies that reflect indepth understanding and assessment of operational, organizational, and political realities

and risks.

Heeps functioning effectivel# during periods of ongoing low intensit# stress.

(aintains focus during situations involving limited stress.

"eeks to balance work responsibilities and personal life responsibilities.

(aintains composure when dealing with short but intense stressful situations.


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Level 3

Adapts to prolonged stress

Level 4

-ploys stress anageent strategies

Level $

6eals with stress affecting the organization

*.+ In%(uence

?inin" !upport %rom nd con'incin" ot#er! to d'nce t#e o)/ecti'e! o% t#e or"ni3tion

Level 1

ses facts and availa&le inforation to persuade

Level 2

Adapts rationale to influence others

Level 3

-nderstands personal stressors and takes steps to limit their impact.

Heeps issues and situations in perspective and reacts appropriatel# Ee.g., does not overreact to situations, what others sa#, etc.F.

8ffectivel# withstands the effects of prolonged eposure to one or few stressors b# modif#ing work methods.

(aintains sound judgment and decision making despite ongoing stressful situations.

!ontrols strong emotions or other stressful responses and takes action to respond constructivel# to the source of the problem.

evelops and applies stress reduction strategies to cope with long eposure to numerous stressors or stressful situations.

Recognizes personal limits for workload and negotiates adjustments to minimize the effects of stress, while still ensuring appropri

levels of productivit#.

!ontrols own emotions and calms others in stressful situations.

emonstrates behaviours that help others remain calm, #et focused and energized during periods of etreme stress affecting the

organization.

(aintains composure and shows selfcontrol in the face of significant challenge facing the organization.

"uspends judgment@ thinks before acting.

Identifies and consistentl# models wa#s of releasing or limiting stress within the organization.

NoteB C"tress (anagementC is included in the competenc# C(anagement 8cellence D *eople (anagementC, a competenc# identifiedrelevant for federal *ublic "ervice leaders.

-ses appeals to reason, data, facts and figures.

-ses concrete eamples, visual aids and demonstrations to make a point.

escribes the potential impact of own actions on others and how it will affect their perception of self.

&nticipates the effect of oneAs approach or chosen rationale on the emotions and sensitivities of others.

&dapts discussions and presentations to appeal to the needs or interests of others.

-ses the process of giveandtake to gain support.

'uilds relationships through fair, honest and consistent behaviour.


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6eonstrates the &enefit of ideas

Level 4

uilds coalitions, strategic relationships and networks

Level $

6esigns cople! influence strategies

*2+ Inititi'e

Identi%yin" nd de(in" $it# i!!ue! procti'e(y nd per!i!tent(y@ !ei3in" opportunitie! t#t ri!e

Level

Addresses current issues

Level 2

Addresses iinent issues

Level 3

Acts proptly in a crisis situation

Level 4

Looks to the future

Level $

'uilds on successful initiatives and best practices internal and eternal to the organization to gain acceptance for ideas.

*resents pros and cons and detailed anal#ses to emphasize the value of an idea.

*ersuades others b# drawing from eperience and presenting multiple arguments in order to support a position.

&ssembles coalitions, builds behindthescenes support for ideas and initiatives.

evelops an etensive network of contacts.

-ses group process skills to lead or direct a group.

esigns strategies that position and promote ideas and concepts to stakeholders.

-ses indirect strategies to persuade, such as establishing alliances, using eperts or third parties. ains support b# capitalizing on understanding of political forces affecting the organization.

Recognizes and acts on present issues.

Offers ideas to address current situations or issues.

Works independentl#. !ompletes assignments without constant supervision.

Takes action to avoid imminent problem or to capitalize on imminent opportunit#.

/ooks for wa#s to achieve greater results or add value.

Works persistentl# as needed and when not re+uired to do so.

&cts +uickl# to address a crisis situation drawing on appropriate resources and eperience with similar situations.

Implements contingenc# plans when crises arise.

8ceeds re+uirements of job@ takes on etra tasks.

Takes action to avoid or minimize potential problems or maimize potential opportunities in the future b# drawing on etensive

personal eperience.

efines and addresses highlevel challenges that have the potential to advance the stateofthe art in an area.

"tarts and carries through on new projects.


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-ncourages initiative in others

*4+ Tem Leder!#ip

Ledin" nd !upportin" tem to c#ie'e re!u(t!

Level 1

8eeps the tea infored

Level 2

-nsures the needs of the tea and of e&ers are et

Level 3

-nsures tea e&er input

Level 4

-powers the tea

Level $

0nspires tea e&ers

*5+ C#n"e Leder!#ip

1osters an environment that anticipates and acts upon potential threats and2or opportunities.

!oaches others to spontaneousl# recognize and appropriatel# act on upcoming opportunities.

ets others involved in supporting efforts and initiatives.

8nsures that team members have the necessar# information to operate effectivel#.

8stablishes the direction2goalEsF for the team.

/ets team members affected b# a decision know eactl# what is happening and gives a clear rationale for the decision.

"ets an eample for team members Ee.g., respect of othersA views, team lo#alt#, cooperating with othersF.

(akes sure the practical needs of the team and team members are met.

(akes decisions b# taking into account the differences among team members, and overall team re+uirements and objectives.

8nsures that the teamAs tasks are completed.

&ccepts responsibilit# for the teamAs actions and results.

?alues and encourages othersA input and suggestions.

"timulates constructive discussion of different points of view, focusing on the organizationAs strategic objectives, vision or values.

'uilds cooperation, lo#alt# and helps achieve consensus.

*rovides constructive feedback and recognizes all contributions.

8nsures the respective strengths of team members are used in order to achieve the teamAs overall objectives.

!ommunicates team successes and organizationwide contribution to other organizational members.

8ncourages the team to promote their work throughout the organization.

8stablishes the teamAs credibilit# with internal and eternal stakeholders.

'uilds the commitment of the team to the organizationAs mission, goals and values.

&ligns team objectives and priorities with the broader objectives of the organization.

8nsures that appropriate linkages2partnerships between teams are maintained.

!reates an environment where team members consistentl# push to improve team performance and productivit#.


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Mn"in"0 (edin" nd en)(in" t#e proce!! o% c#n"e nd trn!ition $#i(e #e(pin" ot#er! de( $it# t#eir e%%ect!

Level 1

/akes others aware of change

Level 2

nderscores the positive nature of change

Level 3

/anages the process for change

Level 4

Aligns change initiatives with organizational o&'ectives

Level $

+hapions change

*6+ C(ient ocu!

Identi%yin" nd re!pondin" to current nd %uture c(ient need!@ pro'idin" !er'ice e8ce((ence to intern( nd e8tern( c(ient!

Level 1

Responds to client re#uests

Identifies and accepts the need and processes for change.

8plains the process, implications and rationale for change to those affected b# it.

Invites discussion of views on the change

*romotes the advantages of change.

!larifies the potential opportunities and conse+uences of proposed changes.

8plains how change affects current practices.

Identifies important 2 effective practices that should continue after change is implemented

&nticipates specific reasons underl#ing resistance to change and implements approaches that address resistance.

/inks projects2objectives to departmentAs2public serviceAs change initiatives and describes the impact on operational goals.

*resents realities of change and, together with staff, develops strategies for managing it.

Identifies future needs for change that will promote progress toward identified objectives.

!reates an environment that promotes and encourages change or innovation.

"hares and promotes successful change efforts throughout the organization.

*ersonall# communicates a clear vision of the broad impact of change.

Identifies client needs and epectations.

Responds to re+uests efficientl# and effectivel#.

Takes action be#ond eplicit re+uest within established service standards.

Refers comple +uestions to a higher decisionmaking level.

(eets client needs in a respectful, helpful and responsive manner.

"eeks feedback to develop a clear understanding of client needs and outcomes.

-ses client satisfaction monitoring methodologies to ensure client satisfaction.

&djusts service based on client feedback.


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Level 2

uilds positive client Relations

Level 3

Anticipates and adapts to client needs

Level 4

)osters a client*focused culture

Level $

+onsiders the strategic direction of client focus

*9+ Prtnerin"

Level 1

.perates effectively within partnerships

Level 2

!ontacts clients to follow up on services, solutions or products to ensure that their needs have been correctl# and effectivel# met.

-nderstands issues from the clientAs perspective.

Heeps clients uptodate with information and decisions that affect them.

(onitors services provided to clients and makes timel# adjustments as re+uired.

(aintains ongoing communication with clients.

Regularl# and s#stematicall# contacts clients or prospective clients to determine their needs.

-ses understanding of clientAs perspective to identif# constraints and advocate on their behalf.

Works with clients to adapt services, products or solutions to meet their needs.

8ncourages coworkers and teams to achieve a high standard of service ecellence.

&nticipates areas where support or influence will be re+uired and discusses situation2concerns with appropriate individuals.

*roposes new, creative and sound alternatives to improve client service.

Tracks trends and developments that will affect own organizationAs abilit# to meet current and future client needs.

Identifies benefits for clients@ looks for wa#s to add value.

"eeks out and involves clients or prospective clients in assessing services, solutions or products to identif# wa#s to improve.

8stablishes service standards and develops strategies to ensure staff meet them.

!ommunicates the organizationAs mission, vision and values to eternal clients.

"trategicall# and s#stematicall# evaluates new opportunities to develop client relationships.

!reates an environment in which concern for client satisfaction is a ke# priorit#.

/inks a comprehensive and indepth understanding of clientsA longterm needs and strategies with current and proposed

projects2initiatives.

Recommends2 determines strategic business direction to meet projected needs of clients and prospective clients.

See&in" nd )ui(din" !trte"ic ((ince! nd co(()orti'e rrn"ement! t#rou"# prtner!#ip! to d'nce t#e o)/ecti'e! o% t#or"ni3tion

-nderstands the roles pla#ed b# partners. Identifies and refers to areas of mutual interest as a means of establishing a business

relationship.

!ommunicates openl#, builds trust and treats partners fairl#, ethicall# and as valued allies.

(eets partner needs b# responding to re+uests efficientl# and effectivel#.

Recognizes the contributions of partners.


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/anages e!isting partnerships

Level 3

%eeks out partnership opportunities

Level 4

)acilitates partnerships

Level $

%ets strategic direction for partnering

*;+ De'e(opin" Ot#er!

o!terin" t#e de'e(opment o% ot#er! )y pro'idin" !upporti'e en'ironment %or en#nced per%ormnce nd pro%e!!ion( "ro$

Level 1

%hares e!pertise with others

Level 2

%upports individual developent and iproveent

Works with eisting partners, honouring established agreements2 contracts.

(onitors partnership arrangements to ensure that the objectives of the partnership remain on target.

"eeks input from partners to ensure that objectives are achieved.

"eeks mutuall# beneficial solutions with partners.

Initiates partnership arrangements that promote organizational objectives.

&ssesses the value of entering into partner relationships in terms of both short and long term return on investment.

evelops new and mutuall# beneficial partnerships that also serve the interests of the broader communit#.

Identifies benefits of a partnership and looks for wa#s to add value for the partner.

*rovides advice and direction on the t#pes of partner relationships to pursue, as well as ground rules for effective partner

relationships.

"upports staff in taking calculated risks in partner relationships.

;egotiates, as necessar#, to assist others to address issues or resolve problems surrounding partner relationships.

Identifies when modifications and terminations of partnerships are needed and takes appropriate measures.

*rovides strategic direction on partnerships that the organization should be pursuing.

"ets up an infrastructure that supports effective partner arrangements Ee.g., principles and frameworks for assessing the value of

partnerships@ epert assistance in aspects of partneringF.

Takes advantage of opportunities to showcase ecellent eamples of partner arrangements throughout the organization.

!reates and acts on opportunities for interactions that lead to strong partnerships within and eternal to the organization

NoteB C*artneringC links to the competenc# C8ngagement D (obilizing *eople, Organizations, *artnersC, identified as relevant for feder*ublic "ervice leaders.

Regularl# shares epertise with team members to support continuous learning and improvement.

&dvises, guides and coaches others b# sharing eperiences and discussing how to handle current or anticipated concerns.

*rovides performance feedback and support, reinforcing strengths and identif#ing areas for improvement. 8ncourages staff to develop and appl# their skills.


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Level 3

5rootes ongoing learning and developent

Level 4

5rovides opportunities for developent

Level $

+reates a continuous learning and developent environent

*


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6evelops plans for the &usiness unit

Level 4

0ntegrates and evaluates plans to achieve &usiness goals

Level $5lans and organizes at a strategic level

.=+ Deci!ionM&in"

M&in" deci!ion! nd !o('in" pro)(em! in'o('in" 'ried (e'e(! o% comp(e8ity0 m)i"uity nd ri!&

Level 1

/akes decisions &ased solely on rules

Level 2

/akes decisions &y interpreting rules

Level 3

!onsiders a range of factors in the planning process Ee.g., costs, timing, customer needs, resources available, etc.F.

Identifies and plans activities that will result in overall improvement to services.

!hallenges inefficient or ineffective work processes and offers constructive alternatives.

&nticipates issues and revise plans as re+uired.

%elps to remove barriers b# providing resources and encouragement as needed.

8stablishes alternative courses of action, organizes people and prioritizes the activities of the team to achieve results more effecti

8nsures that s#stems are in place to effectivel# monitor and evaluate progress.

8valuates processes and results and makes appropriate adjustments to the plan.

"ets, communicates and regularl# assesses priorities.

evelops strategic plans considering shortterm re+uirements as well as longterm direction.

*lans work and deplo#s resources to deliver organizationwide results.

"ecures and allocates program or project resources in line with strategic direction.

"ets and communicates priorities within the broader organization.

8nsures sufficient resources are available to achieve set objectives.

NoteB C*lanning and OrganizingC links to the competenc# C&ction (anagementC identified as relevant for federal *ublic "ervice leaders.

(akes straightforward decisions based on predefined options using clear criteria2procedures.

!onsults with others or refers an issue2situation for resolution when criteria are not clear.

eals with eceptions within established parameters using clearl# specified rules and procedures.

(akes decisions involving little or no conse+uence of error.

?erifies that the decision2resolution is correct.

&pplies guidelines and procedures that re+uire some interpretation when dealing with eceptions.

(akes straight forward decisions based on information that is generall# clear and ade+uate.

!onsiders the risks and conse+uences of action and2or decisions.

(akes decisions involving minor conse+uence of error.

"eeks guidance as needed when the situation is unclear.


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/akes decisions in situations where there is scope for interpretation of rules

Level 4

/akes cople! decisions in the a&sence of rules

Level $

/akes high*risk decisions in cople! and a&iguous situations

.*+ An(ytic( T#in&in"

Interpretin"0 (in&in"0 nd n(y3in" in%ormtion in order to under!tnd i!!ue!

Level 1

Analyzes and synthesizes inforation

Level 2

0dentifies critical relationships

Level 3

Analyses cople! relationships

&pplies guidelines and procedures that leave considerable room for discretion and interpretation.

(akes decisions b# weighing several factors, some of which are partiall# defined and entail missing pieces of critical information.

&s needed, involves the right people in the decisionmaking process.

'alances the risks and implications of decisions across multiple issues.

evelops solutions that address the root cause of the problem and prevent recurrence.

Recognizes, anal#zes and solves problems across projects and in comple situations.

"implifies comple information from multiple sources to resolve issues.

(akes comple decisions for which there are no set procedures.

!onsiders a multiplicit# of interrelated factors for which there is incomplete and contradictor# information.

'alances competing priorities in reaching decisions.

evelops solutions to problems, balancing the risks and implications across multiple projects.

Recommends solutions in an environment of risk and ambiguit#.

(akes highrisk strategic decisions that have significant conse+uences.

'alances a commitment to ecellence with the best interests of clients and the organization when making decisions.

-ses principles, values and sound business sense to make decisions.

(akes decisions in a volatile environment in which weight given to an# factor can change rapidl#.

Reaches decisions assuredl# in an environment of public scrutin#.

&ssesses eternal and internal environments in order to make a wellinformed decision.

Identifies the problem based on man# factors, often comple and sweeping, difficult to define and contradictor# Ee.g., fiscalresponsibilit#, the public goodF.

'reaks down concrete issues into parts and s#nthesizes succinctl#.

!ollects and anal#ses information from a variet# of appropriate sources.

Identifies the links between situations and information.

"ees connections, patterns or trends in the information available.

Identifies the implications and possible conse+uences of trends or events.

raws logical conclusions, providing options and recommendations.

&nal#ses comple situations, breaking each into its constituent parts.


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Level 4

Applies &road analysis

Level $

Applies a systes perspective to the analysis of enterprise*wide issues

..+ Re!u(t! Orienttion

ocu!in" per!on( e%%ort! on c#ie'in" re!u(t! con!i!tent $it# t#e or"ni3tion:! o)/ecti'e!

Level 1

%trives to eet work e!pectations

Level 2

+onsistently eets esta&lished e!pectations

Level 3

%urpasses esta&lished e!pectations

Level 4

%eeks out significant challenges

Recognizes and assesses several likel# causal factors or wa#s of interpreting the information available.

Identifies connections between situations that are not obviousl# related.

Integrates information from diverse sources, often involving large amounts of information.

Thinks several steps ahead in deciding on best course of action, anticipating likel# outcomes.

evelops and recommends polic# framework based on anal#sis of emerging trends.

athers information from man# sources, including eperts, in order to completel# understand a problem2situation.

Identifies multiple relationships and disconnects in processes in order to identif# options and reach conclusions.

&dopts a s#stems perspective, assessing and balancing vast amounts of diverse information on the varied s#stems and subs#ste

that comprise and affect the working environment.

Thinks be#ond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions

Ee.g., social, economic, partner, stakeholder interests, short and longterm benefits, national and global implicationsF.

NoteB C&nal#tical ThinkingC links to the competenc# C"trategic ThinkingC identified as relevant for federal *ublic "ervice leaders.

"ets goals and works to meet established epectations@ maintains performance levels.

*ursues organizational objectives with energ# and persistence. "ets high personal standards for performance.

&dapts working methods in order to achieve objectives.

&ccepts ownership of and responsibilit# for own work.

!onsistentl# achieves established epectations through personal commitment.

(akes adjustments to activities2processes based on feedback.

8ceeds current epectations and pushes for improved results in own performance.

Takes on new roles and responsibilities when faced with unepected changes.

"eeks significant challenges outside of current job scope.

Works on new projects or assignments that add value without compromising current accountabilities.

uides staff to achieve tasks, goals, processes and performance standards.


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Level $

5ursues e!cellence on an organizational level

.2+ Tem$or&

,or&in" co(()orti'e(y $it# ot#er! to c#ie'e common "o(! nd po!iti'e re!u(t!

Level 1

5articipates as a tea e&er

Level 2

)osters teawork

Level 3

6eonstrates leadership in teas

Level 4

+apitalizes on teawork opportunities

Level $

uilds &ridges &etween teas

(odels ecellence and motivates fellow organizational members to follow his2her eample.

8ncourages constructive +uestioning of policies and practices@ sponsors eperimentation and innovation.

%olds staff accountable for achieving standards of ecellence and results for the organization.

&ssumes personal responsibilit# and follows up to meet commitments to others.

-nderstands the goals of the team and each team memberAs role within it.

eals honestl# and fairl# with others, showing consideration and respect.

Willingl# gives support to coworkers and works collaborativel# rather than competitivel#. "hares eperiences, knowledge and best practices with team members.

&ssumes responsibilit# for work activities and coordinating efforts.

*romotes team goals.

"eeks othersA input and involvement and listens to their viewpoints.

"hifts priorities, changes st#le and responds with new approaches as needed to meet team goals.

"uggests or develops methods and means for maimizing the input and involvement of team members.

&cknowledges the work of others.

'uilds relationships with team members and with other work units.

1osters team spirit and collaboration within teams .

iscusses problems2 issues with team members that could affect results.

!ommunicates epectations for teamwork and collaboration.

1acilitates the epression of diverse points of view to enhance teamwork.

!apitalizes on the strengths of all members.

ives credit for success and acknowledges contributions and efforts of individuals to team effectiveness.

Initiates collaboration with other groups2 organizations on projects or methods of operating.

!apitalizes on opportunities and addresses challenges presented b# the diversit# of team talents.

"upports and encourages other team members to achieve objectives.

8ncourages others to share eperience, knowledge and best practices with the team.

8ncourages the team to openl# discuss what can be done to create a solution or alternative.

1acilitates collaboration across the organization and with other organizations to achieve a common goal.


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.4+ V(ue! nd Et#ic!

o!terin" nd !upportin" t#e princip(e! nd '(ue! o% t#e or"ni3tion nd t#e Pu)(ic Ser'ice ! $#o(e

Level 1

6eonstrates &ehaviours consistent with the organizations values

Level 20dentifies ethical iplications

Level 3

Aligns tea with organizations values and ethics

Level 4

5rootes the organizations values and ethics

Level $

-!eplifies and deonstrates the organizations values and ethics

.5+ Vi!ionin" nd Strte"ic Direction

Level 1

'uilds strong teams that capitalize on differences in epertise, competencies and background.

'reaks down barriers Estructural, functional, culturalF between teams, facilitating the sharing of epertise and resources.

Treats others fairl# and with respect.

Takes responsibilit# for own work, including problems and issues.

-ses applicable professional standards and established procedures, policies and2or legislation when taking action and making

decisions.

Identifies ethical dilemmas and conflict of interest situations and takes action to avoid and prevent them.

&nticipates and prevents breaches in confidentialit# and2or securit#.

Identifies and considers different ethical aspects of a situation when making decisions.

Identifies and balances competing values when selecting approaches or recommendations for dealing with a situation.

1osters a climate of trust within the work team.

Implements processes and structures to deal with difficulties in confidentialit# and2or securit#.

8nsures that decisions take into account ethics and values of the organization and *ublic "ervice as a whole.

Interacts with others fairl# and objectivel#.

&dvises others in maintaining fair and consistent dealings with others and in dealing with ethical dilemmas.

eals directl# and constructivel# with lapses of integrit# Ee.g., intervenes in a timel# fashion to remind others of the need to respect

dignit# of othersF.

efines, communicates and consistentl# eemplifies the organizationAs values and ethics.

8nsures that standards and safeguards are in place to protect the organizationAs integrit# Ee.g., professional standards for financial

reporting, integrit#2 securit# of information s#stemsF.

Identifies underl#ing issues that impact negativel# on people and takes appropriate action to rectif# the issues Ee.g., s#stemic

discriminationF.

NoteB C8thics and ?aluesC was identified as a competenc# relevant for federal *ublic "ervice leaders.

De'e(opin" nd in!pirin" commitment to 'i!ion o% !ucce!!@ !upportin"0 promotin" nd en!urin" (i"nment $it# t#eor"ni3tion:! 'i!ion nd '(ue!


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6eonstrates personal work alignent

Level 2

5rootes tea alignent

Level 3

Aligns progra"operational goals and plans

Level 4

0nfluences strategic direction

Level $

6evelops vision

Tec#nic( Competency Dictionry

%or t#e IT Community

"ets personal work goals in line with operational goals of work area.

!ontinuall# evaluates personal progress and actions to ensure alignment with organizational vision and operational goals.

/iaises with others to ensure alignment with the business goals and vision of the organization.

8ffectivel# communicates and interprets the strategic vision to emplo#ees within area of responsibilit#.

!learl# articulates and promotes the significance and impact of emplo#ee contributions to promoting and achieving organizational

goals.

(onitors work of team to ensure alignment with strategic direction, vision and values for the organization.

Identifies potential future directions for work area in line with vision.

*roactivel# helps others to understand the importance of the strateg# and vision.

Works with teams to set program2operational goals and plans in keeping with the strategic direction.

Regularl# promotes the organization, its vision and values to clients, stakeholders and partners.

Works with staff to set strategic goals for own sector of the organization.

&ssesses the gap between the current state and desired future direction and establishes effective wa#s for closing the gap in own

sector.

1oresees obstacles and opportunities for the organization and acts accordingl#. efines issues, generates options and selects solutions, which are consistent with the strateg# and vision.

"cans, seeks out and assesses information on potential future directions.

*rovides direction and communicates the vision to encourage alignment within the organization.

8nergeticall# and persistentl# promotes strategic objectives with colleagues in other business lines.

/eads the development of the vision for the organization.

efines and continuousl# articulates the vision and strateg# in the contet of wider government priorities.

escribes the vision and values in compelling terms to develop understanding and promote acceptance2 commitment among staff

and stakeholders. Identifies, conceptualizes and s#nthesizes new trends or connections between organizational issues and translates them into prior

for the organization.

NoteB C?isioningC was identified as a competenc# relevant for federal *ublic "ervice leaders.


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Technical !ompetenc# ictionar#

T)(e o% Content!

Introduction

%ow &re the !ompetencies "tructuredJ

Introduction

3. &pplication evelopment "upport and (aintenance

4. &rchitecture

5. 'usiness &nal#sis

6. atabase esign and (anagement

7. Infrastructure2*latforms

9. IT *rocurement and &sset (anagement

:. IT *roject (anagement


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no$(ed"e reuirement!>

1 0ntroductory

2 asic

3 0nterediate

4 Advanced

"#stems &nal#sis and esign

o Re+uirements &nal#sis

o eneral2eternal design Eincludes design principlesF

o -se of established techni+ues to assist in the anal#sis of business data2information flows and database construction Ee.g., data an

functional modelingF

&pplication evelopment and !ommercial OffThe"helf E!OT"F (anagement

o *rogramming languages Ee.g., software language structures, machine, assembl#, procedural, nonprocedural, objectoriented

languagesF

o "tandards and methods used in developing and maintaining a repositor# of information and processes Ee.g., development standar

including programming, user interface, design, naming, specificationsF

o "#stem development processes, tools and methodologies Ee.g., "#stems evelopment /ife !#cle including principles, best practic

and standards used in designing and maintaining a formal procedure and a related repositor# of informationF

o -nit testing processes and practices

o &pplication development tools Ee.g., !OT" development tools, technical productivit# tools, workstation operating s#stemsF

o *olices and practices related to office productivit# toolso *olicies and practices related to website design and use of Inter2Intranet technologies within the *ublic "ervice

emonstrates a basic level of understanding of software specifications or design techni+ues.

emonstrates a basic understanding of programming concepts.

emonstrates a general familiarit# with one or more programming languages and2or methodologies.

-nderstands the importance of testing, documentation and production assurance.

Hnows where to look for standards.

emonstrates a working knowledge of one or more programming languages.

Writes or adapts software modules for testing and integration.

-nderstands and emplo#s basic development methods and standards.

Tests2debugs program modules.

-ses a testing tool and prepares basic test cases.

-nderstands the migration c#cle and prepares program for migration.

*repares operational documentation.

emonstrates a detailed knowledge of several programming environments and a good working knowledge of hardware and softw

interfaces.

Writes original multimodule2comple programs or applies reusable modules.

esigns, tests and integrates software modules and resolves programming errors using various debugging tools and techni+ues.

*rovides support, guidance and production assurance for common problems.

!onducts impact anal#sis for proposed changes to or problems with the s#stem.

*repares technical documentation Ee.g., user guides, technical specificationsF.

-ndertakes routine anal#sis and works with designers and anal#sts to clarif# and improve specifications or to identif# alternative

programming solutions.

8nforces standards Ee.g., at walkthroughsF.


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$ -!pert


emonstrates indepth knowledge and capabilit# in software construction, testing, infrastructure, configuration, a wide range of

s#stem development methodologies and operating standards.

emonstrates knowledge in multiple applications, data management s#stems and technologies or in a single area of epertise.

emonstrates application and corporate knowledge, and understands how a change would affect multiple applications.

(akes recommendations2 decisions in application and program design, standards and program enhancements. ebugs ver# comple or urgent problems.

&nal#zes and models business functions, processes and information flow within or between s#stems.

*rovides guidance2mentors on programming practices and techni+ues to individuals and crossfunctional teams.

emonstrates epert knowledge of software design, construction, programming trends, programming and scripting languages acr

government in multiple applications and data management s#stems or in a single area of epertise.

*rovides effective strategic direction to enterprisewide application design.

uides and oversees multipleconcurrent software construction projects.

Works with users at all levels to define s#stem re+uirements and specif# appropriate s#stem environments to meet operational ne

and s#stem performance objectives.

*resents software construction disciplines to peers in public forums.

evelops polic# and standards for software construction.

K3LThis competenc# does not include data management or database management E"ee !ompetenc# 6F.

.+ Arc#itecture

Knowledge and ability to apply architecture theories, principles, concepts, practices, methodologies and frameworks.

8nterprise &rchitecture2Information Technolog# EITF "trateg#

o Implementation2enforcement of policies and support

o &rchitecture functions and the interrelationships with the organization$s vision

o &rchitecture direction, policies and practices with a focus on overnment of !anada priorities

Information &rchitecture

o Organization of information to effectivel# support the work of the organization

o !reation of an entit# relationship model and an integrated function or process dependenc# model

o Transaction services architecture, configuration and interfaces

o Relationship between the information architecture and other architectures

"#stems &rchitecture

o esign of the s#stems architecture and how its components are connected and operate with each other and other applications

o Relationship between the s#stems architecture and other architectures Ee.g., integrating technolog# and businessF

Technolog# &rchitecture

o esign of the fundamental hardware, software and telecommunications s#stems that provide the infrastructure on which business

applications are developed and run Ee.g., network topologiesF

o Interrelationships of the various technologies and their respective roles

o Technical standards

o Relationship between the technolog# architecture and other architectures

overnment and epartment *olicies and "tandards

o 'usiness polic# and standards development

o *rivac# &cto T'" 'usiness Transformation 8nablement *rogram E'T8*F
http://www.solutions.gc.ca/oro-bgc/comptech/comptech02_e.asp#_ftnref1%23_ftnref1http://www.solutions.gc.ca/oro-bgc/comptech/comptech02_e.asp#_ftnref1%23_ftnref1


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1 0ntroductory

2 asic

3 0nterediate

4 Advanced

$ -!pert

2+ Bu!ine!! An(y!i!


o (anagement of overnment Information E(IF

*ossesses basic understanding of architecture principles.

Reads and understands architecture specifications and models.

istinguishes between different architecture domains.

!reates basic models based upon specifications.

efines ke# terms and concepts.

1ocuses on a single area of epertise.

*roduces anal#tic and candidate design models to be used for further anal#sis Ee.g., telecommunications, networksF.

emonstrates awareness of other architectures. ?alidates models created b# projects and2or junior staff.

"igns off functional models.

emonstrates good understanding of architecture across the business lines and how the# interact but focuses on a single

architecture.

*roduces frameworks for a single architecture.

&ssesses new re+uirements and makes design recommendations.

"igns off architecture models.

(anages transformations.

efines metadata models and information models. (onitors standards.

-nderstands how architecture relates to the organization$s vision, how new business fits in the current business lines, the integrati

of business and technolog#, and relates government priorities to target architectures.

'uilds corporate data models.

elivers and signs off frameworks for architectures and integration models.

Recommends priorities for business based upon the architecture.

-nderstands and applies T' standards Ee.g., I"O, W!5 Gualit# standardsF.

&ddresses governance issues.

efines metadata models at the enterprise level, information models and the interoperabilit# model.

8tends the bod# of knowledge and contributes to government standards.

Knowledge and ability to apply the principles of business analysis in the planning, reengineering, reuirement gathering for governmebusiness environments, operations, processes, and practices.

overnment2business knowledge in various application areas Ee.g., financial2accounting, human resources, purchasing, suppl#,

policing, correctionsF

!ommon government2business management and decisionmaking concepts, principles, activities and practices Ee.g., overnment

and corporate planning c#cles and processes, accountabilit# and budgetar# c#cles and processesF


68/253

1 0ntroductory

2 asic

3 0nterediate

4 Advanced

$ -!pert

'usiness architecture Eat a project levelF and how it augments organizational design, planning s#stems and financial controls

Impact anal#sis and environmental scan methods, techni+ues and tools used to evaluate an organization$s strengths and challeng

'usiness case2cost benefit methodolog# and standards including return on investment EROIF and total cost of ownership ET!OF

T#pical organization structures, job functions, work activities and workflow 'usiness process anal#sis and business process reengineering methods and design benefits, methodologies and tools@ roles in

support of business change

!osting and cost recover#

Industr#, business line and the technical aspects of the business line

Relationship between the business architecture and other architectures

Transaction processing theor# and principles, flow and design

overnment and epartment policies and standards such asB

o 'usiness polic# and standards development

o *rivac# &ct

o T'" 'usiness Transformation 8nablement *rogram E'T8*F

o (anagement of overnment Information E(IF

emonstrates awareness of business rules and concepts.

-nderstands business lines.

-nderstands basic government and departmental services.

rafts simple re+uirements.

-nderstands client business re+uirements, business roles, business planning and business processes.

-nderstands and works within governance principles.

-nderstands audit and compliance principles, change management principles and the impact of changes.

-nderstands how technologies can enable business processes.

Translates business re+uirements into technical re+uirements.

evelops clear re+uirement statements.

evelops simple business cases.

!arries out simple business process reengineering, models and redesign processes.

?alidates business re+uirements, applies government and corporate priorities.

athers2refines comple business re+uirements, recommends or makes decisions on business re+uirements2interdependencies.

evelops comple business cases.

!arries out impact anal#ses and environmental scans to make recommendations.

/eads business process reengineering.

*resents and defends comple positions and strategies for business decisions, processes and plans.

uides other business anal#sts.

&dvises on compliance, governance structures and audit principles.

Works at the Cintegration levelC b# understanding the business architecture and its relationship to other architectures.


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1 0ntroductory

2 asic

30nterediate

(akes recommendations to senior management on strategies and plans.

!arries out environmental scans of architecture.

&ssesses corporate impacts of changes and recommends strategies to senior management.

evelops comple business cases across multiple business lines and platforms.

"ets standards for compliance and governance structures.

4+ Dt)!e De!i"n nd Mn"ement

Knowledge and ability to apply the methods, practices and policies that are used in the design and the management of databases.

!oncepts, policies, principles, theories, practices and techni+ues associated with information management and information

technolog# as it relates to database design and management

Relationship between database design2management and application performance

atabase design and architecture logical structure and ph#sical structure Ee.g., functional, metadata and process modelsF

atabase t#pes Ee.g., data warehouse, decision support, operational, +uer#, 8R* and relationship to technologiesF

ata securit# and recover#

atabase integrit#, capacit# planning, performance and tuning

'(" and data warehouse principles, best practices and standards

Interoperabilit#

atabase software installation processes and techni+ues

atabase tools to design and manage databases Ee.g., data management tools, data modeling tools, database integration toolsF

/anguages for data modeling, manipulation, control and database +uer#

atabase trends and directions

emonstrates basic understanding of database management, logical design concepts and levels of database securit#.

-nderstands the difference between different database structures Ee.g., relational vs. networkF.

!omprehends database design Ee.g., diagrams, schemas, modelsF.

emonstrates basic understanding of data manipulation language E(/F.

emonstrates an awareness of performance issues Ee.g., distribution of data, size definitionsF.

-nderstands a single database management s#stem E'("F, its components and how the# relate to each other.

emonstrates a good knowledge of data manipulation language E(/F and data definition language E/F. !odes2tests basic database access modules Ee.g., stored proceduresF.

Troubleshoots, at a basic level, to understand database problem and identif# where to direct it Ee.g., basic database accessibilit#F.

Recognizes the importance of database basic recover# and, with guidance, performs backup and recover#.

-nderstands database release management, applications business rules, data integrit# issues, database securit# implementation,

workload manager and interaction with '(" Ee.g., !I!", ;TF.

*erforms data population, debugging and testing.

!onducts basic impact anal#sis for database change management.

emonstrates working level understanding of a single '(" relevant operating s#stems, applications business rules and itsdependencies with other applications, databases and2or business partners.


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4 Advanced

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&pplies wide range of concepts to the corporate2vendor environment Ee.g., database securit# and2or individual profilesF.

(akes recommendations on logical2ph#sical models Ee.g., converts from logical model, implements and maintains ph#sical model

meet storage, availabilit#, and performance re+uirementsF.

evelops, codes, tests and reviews comple database access modules.

"olves problems that impact on the business or service, resolves data integrit# issues and implements data integrit# safeguards, a

uses diagnostic and monitoring tools to prevent problems2enhance performance and availabilit#.

emonstrates a solid knowledge of s#stem testing and integration environments.

evelops, selects, recommends and implements strategies for backup and recover#, data population and migration.

!onducts general impact anal#sis on database change management.

emonstrates broad understanding of multiple '(" or an indepth knowledge of one or more '(".

evelops logical models incorporating business re+uirements such as high availabilit#, redundanc# and disaster recover# into the

logical2ph#sical database design.

Researches, pilots, evaluates new technologies and standards, identifies how the# will integrate with the corporate network and

recommends strategies.

"olves unusual problems or problems with a significant impact on the business.

eals with major and2or multiple application groups.

!reates or reviews certification testing.

evelops standards and procedures for implementing new database technolog#.

(entors people and provides input2guidance to crossfunctional teams.

emonstrates epert knowledge of data management, data stewardship, governmentwide data management initiatives and trend

data management and how the# can be applied.

%olds an enterprisewide view and2or is regarded as the subject matter epert in one or more areas of epertise, and provides

effective strategic direction to enterprisewide data management.

evelops enterprisewide multidisciplinar# architectural documents translating business data re+uirements into topographical for

emonstrates broadbased knowledge of information technolog# Ee.g., programming, data management, platformsF.

evelops business cases for enterprisewide data management initiatives as a direct response to business drivers.

uides and oversees multipleconcurrent data management projects.

!onducts procurement for data management solutions and related services.

evelops strategies, polic# and standards for corporate data management and contributes to standards working groups

governmental and2or industr#.

7. Infrastructure2*latformsK4L

Knowledge and ability to support the enterprise computing infrastructure !e.g., enterprise servers, client server, storage devices andsystems, hardware and software" in the provision, management, storage, operation, scheduling, support and maintenance of theinfrastructure.

*rinciples, practices, standards, methods and techni+ues related to interoperabilit# of hardware2software configuration controls

*latform environment Ee.g., clientserver environment, enterprise server2mainframe environmentF

"torage and retrieval Ee.g., area network, mainframe storage, media storage, virtual storageF

"#stems hardware and its characteristics Ee.g., mainframe computers, mini and microcomputers, !*-, memor#, disk, registers, b

channelF

%ardware2software and connection, implementation and maintenance

Operating s#stems, communications and software utilities used on enterprise server2mainframe and distributed computer s#stems
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4 Advanced

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!ooperative processing Etwo or more computers simultaneousl# processing portions of the same program or operating on the sam

data such as multiple!*- s#stems, distributed s#stemsF

(onitoring of s#stems software Ei.e., the operating s#stem and all utilit# programs that manage computer resources at a low levelF

including compilers, loaders, linkers, and debuggers

Operations performance monitoring and capacit# planning of the deliver# platform

Treasur# 'oard and corporate IT standards and policies regarding the development and support of infrastructure s#stems and

networks

emonstrates awareness of the platform principles and procedures.

-nderstands need for capacit# planning and performance management.

Operates the platform at a simple level under supervision.

emonstrates awareness of the standards for the platform.

-nderstands the platform technolog# and concepts.

-nderstands how basic concepts relate to each other and applies them.

-nderstands how the platform integrates with other environments, at a basic level, from an enduser perspective.

Operates the platform at a simple level.

Troubleshoots basic ph#sical or software problems.

-nderstands and applies the standards.

-nderstands how the platform integrates with other environments Ee.g., networkF.

*articipates in da#toda# operations Ee.g., monitoring operations of the platformF.

-ses performance data collection tools and techni+ues.

Installs software and hardware on the platform. "olves routine problems.

"olves t#pical hardware and software problems.

-ses diagnostic tools to solve comple problems.

8ecutes standards.

emonstrates indepth knowledge of an area of epertise.

!ontributes to highlevel architecture.

8valuates2pilots new technologies, assesses the results, identifies how the# integrate with the platform and implements them.

!arries out performance measurement and capacit# planning. Incorporates business re+uirements such as high availabilit#, redundanc# and disaster recover# into platform design.

Resolves comple problems.

evelops and monitors2enforces standards and procedures for new technolog# configuration and implementation.

(entors2guides individuals and crossfunctional teams.

emonstrates epert knowledge of platform principles, technolog#, governmentwide technolog# initiatives and technological trend

emonstrates an intimate knowledge of the environment, interdependencies and impact of change.

*rovides effective strategic direction to enterprisewide platform design and initiatives.

evelops enterprisewide multidisciplinar# architectural and design documents. Resolves ver# comple problems and recommends capacit# and performance improvements.


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6+ IT Procurement nd A!!et Mn"ement


1 0ntroductory

2 asic

3 0nterediate

!onducts procurement for platform hardware and services.

"ets standards and technolog# direction for the platform.

/eads the development of people in the infrastructure domain.

K4L This competenc# does not include network2telecommunication s#stems E"ee competenc#


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1 0ntroductory

2 asic

1ormulates and applies performance management guidelines to asset management.

*ossesses a specific area of epertise and business knowledge of the life c#cle for his2her asset area Ee.g., sunset proceduresF.

;egotiates multilevel, multila#er million dollar contracts.

Hnows rules for !anadian and International governing bodies Ee.g., ;&1T&, Trade Tribunal, !ITTF and negotiates !ITT challenges

Reviews, signs off and approves R1*2R1I documents.

/iaises with *W"! to communicate re+uirements, terms and conditions.

(onitors and enforces values and ethics.

!onsults with regions and senior management Ee.g., leveraging assets, inventor# and plans for sunset2refresh, professional servic

and trainingF.

(entors junior staff.

emonstrates a ver# deep understanding of one area of epertise or a broad understanding of multiple areas and provides guidan

to senior management.

emonstrates a broad understanding of software licensing models, the market and how to leverage the knowledge.

emonstrates an indepth understanding of procurement, the industr#, the vendor communit# and industr# trends.

*ossesses corporate knowledge and understands service levels.

;egotiates with vendors at a high2comple level.

*rovides advice in large suppl# agreements.

*erforms Ctotal cost of ownershipC anal#sis.

9+ IT Pro/ect Mn"ement

Knowledge and ability to apply formal pro$ect management principles and practices during the planning, implementation, monitoring acompletion of pro$ects, ensuring effective management of scope, resources, time, cost, uality, risk and communications.

8nhanced (anagement 1ramework for the management of information technolog#2projects

*roject management concepts, techni+ues, methods and tools and industr# best practices in the management of projects in an IT

environment Ee.g., *roject (anagement 'od# of Hnowledge E*('oHFF

*roject estimating and planning techni+ues

*roject progress monitoring (anagement of change, risk and problem

%uman resources management

overnment of !anada policies and standards

-nderstands basic concepts Ee.g., project goals, risk, scope, participants$ roles, planning and the importance of project managem

principles such as time, cost and +ualit# managementF.

*rovides input to project plan.

-nderstands project reporting.


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4 Advanced

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;+ Te(ecommuniction! Dt nd VoiceF Net$or&


evelops simple project plans including work breakdown structure and estimates.

Identifies and escalates issues and potential dela#s.

(anages small, straightforward projects or specific components of larger projects.

(anages a complete multistage project in own area.

Identifies, allocates and manages resources needed to meet project objectives.

evelops and manages the project plan, including timelines, deliverables, milestones and costs.

Identifies potential roadblocks and risks and develops contingenc# plans to deal with them.

Oversees implementation of the project plan, monitors progress, resource usage and +ualit#, and makes needed adjustments.

(anages comple, multifaceted2 interrelated projects that span own area or department boundaries.

!onducts comprehensive risk assessment and develops plans for eliminating or mitigating the risks identified.

(entors other project managers.

-nderstands the impact of the project on the department as a whole.

evelops comple plans Ee.g., with interdependencies or crossdepartmentF.

Implements standards.

Oversees2manages large, highl# comple, diverse or strategic projects that impact the organization as a whole.

evelops departmental policies and standards.

(arkets project management principles and benefits across the department.

"ets2evolves the vision of how project management should be done.

!hanges project management practices.

Hnows multiple projet management disciplines.

Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, management ause of the hardware and software used to transfer information such as data, voice, images and video.

Theories and concepts, methods, policies and practices to design, develop, plan telecommunications networkinfrastructure s#ste

Ee.g., calculation of peak and mean bandwidth re+uirements, response time, propagation dela#s, priorities, traffic t#pes, traffic flows Epoi

topoint, multicast, broadcastF, error detection and protection, securit#, interoperabilit#, growth, +ualit# of service, availabilit#F Installation, configuration, operation and maintenance of telecommunications infrastructure hardware and software

o Telecommunication s#stems$ operating s#stems, s#stem software and utilities

o /ow level interfaces Ee.g., modems, !"-2"-F

o ?oice communication devices Ee.g., 'lackberr# units, cell phones, gatewa#s, routers, switches, *'MF

"tandards describing the structure of data echange between s#stems Ee.g., O"I seven la#er reference modelF

"tandards describing the format content and echange mechanisms between s#stems, such as communication protocols Eincludin

protocols that relate to the convergence of technologies, such as ?oice over I*F, connection oriented versus connectionless protocols

!lasses of networking s#stems Ee.g., /ocal &rea ;etwork E/&;F, (etropolitan &rea ;etwork E(&;F, epartment Wide &rea ;etwo

EW&;F, Wide &rea ;etwork EW&;F, ?irtual *rivate ;etwork E?*;F, ?oice ;etwork "#stem, Remote &ccess ;etworks, associatedhardware and software, operating s#stems and protocolsF

;etwork topologies Eph#sical and logicalF and their characteristics


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4 Advanced

!lasses of telecommunication media, such as wire based Ee.g., copper, fibreF and wireless Echaracteristics of various fre+uenc# b

from %1 to microwaveF

The purpose and use of different networks Ee.g., Internet, Intranets, 8tranetsF

?alue added networks Ei.e., services added within a communications network be#ond data transfer such as message routing,

resource management and conversion facilitiesF

*erformance anal#sis, diagnosis, capacit# planning and data communications monitoring2management practices, protocols and to ata, voice and video re+uirements and services

Traffic and transmission management

!ommon carrier services data transmission and telephon# service offerings provided b# private sector companies

"ecurit#, including specific methods, policies and best practices to secure information within the telecommunications network

infrastructure

Industr# regulations and tariffs Ee.g., !RT!F

emonstrates basic understanding of data communications and components, definitions, ke# concepts, communication protocols

platforms Ee.g., 1irewalls, "ecurit#, 1rame Rela#, ";&, &T(, %ubs2Routers2 atewa#s switches, ?OI*, I";, routing protocolsF. -nderstands need for capacit# planning and performance management.

-nderstands data communications routing and switching technolog#.

-nderstands how basic concepts relate to each other and applies them Ee.g., vendorspecific standardsF.

-nderstands how data communications integrate with other environments Ee.g., mainframeF and are distributed, at a basic level, f

an enduser perspective.

&ssists in the design of basic connections Ee.g., connecting 3>> people to a W&; or designing a small site Eless than 7>FF.

Troubleshoots basic ph#sical or software connectivit# problems, network congestion Ee.g., cables2connections, defective e+uipme

logging in to network e+uipment, checking configuration of routers2switchesF. -ses data

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