CRA comp guide 2012.pdf

8/20/2019 CRA comp guide 2012.pdf

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CompetencyCatalogue

Revised November 2012

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Table of contentsAbout the Competency Catalogue ................................................................................................. 4

Catalogue contents ........................................................................................................................ 4

Definition of competency ................................................................................................................ 4

Categories of competencies ........................................................................................................... 4

Using the Catalogue ....................................................................................................................... 5

Behavioural competencies.............................................................................................................. 7

Adaptability (ADAP) ........................................................................................................................ 8

Tips for understanding Adaptability (ADAP) ................................................................................. 9

Analytical Thinking (AT)................................................................................................................ 11

Tips for understanding Analytical Thinking (AT) ......................................................................... 12 Change Leadership (ChL) ............................................................................................................ 14

Tips for understanding Change Leadership (ChL) ...................................................................... 15

Client Service Orientation (CSO) .................................................................................................. 16

Tips for understanding Client Service Orientation (CSO) ........................................................... 17

Conflict Resolution (CR) ............................................................................................................... 19

Tips for understanding Conflict Resolution (CR) ......................................................................... 20

Creative Thinking (CT) ................................................................................................................. 22

Tips for understanding Creative Thinking (CT) ........................................................................... 23

Dealing with Difficult Situations (DDS) ......................................................................................... 24

Tips for understanding Dealing with Difficult Situations (DDS) ................................................... 25 Decisiveness (DEC) ..................................................................................................................... 26

Tips for understanding Decisiveness (DEC) ............................................................................... 27

Developing Others (DEV) ............................................................................................................. 29

Tips for understanding Developing Others (DEV) ....................................................................... 30

Effective Interactive Communication (EIC) ................................................................................... 31

Tips for understanding Effective Interactive Communication (EIC) ............................................. 32

Impact and Influence (IMP) .......................................................................................................... 34

Tips for understanding Impact and Influence (IMP) .................................................................... 35

Initiative (INT) ............................................................................................................................... 36

Tips for understanding Initiative (INT) ......................................................................................... 37

Relationship/Network Building (RNB) ........................................................................................... 38

Tips for understanding Relationship/Network Building (RNB) ..................................................... 39

Self-Confidence (SCF) ................................................................................................................. 41 Tips for understanding Self-Confidence (SCF) ........................................................................... 42

Strategic Outlook and Alignment (SOA) ....................................................................................... 43

Tips for understanding Strategic Outlook and Alignment (SOA) ................................................. 44

Team Leadership (TL) .................................................................................................................. 45

Tips for understanding Team Leadership (TL) ............................................................................ 46

Teamwork and Cooperation (TWC) .............................................................................................. 48

Tips for understanding Teamwork and Cooperation (TWC) ....................................................... 49

Technical competencies................................................................................................................ 50

Introduction to Technical Competencies ...................................................................................... 51

Proficiency Scale for the Technical Competencies ....................................................................... 52 Technical Competencies and Definitions...................................................................................... 53

Accounting (A) ............................................................................................................................ 53

Actuarial Sciences (AS) .............................................................................................................. 53

Auditing (AU) .............................................................................................................................. 53

Business Continuity Planning (BCP) .......................................................................................... 53

Business Equity Valuation (BEV) ................................................................................................ 53


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Business Structure of the Canada Revenue Agency (BSA) ....................................................... 54

Canada Revenue Agency’s Business and Management Systems (BMS) .................................. 54 Canada Revenue Agency’s Office Technology (OT) .................................................................. 54

Electronic Business Systems and Related Technologies (EBSRT) ............................................ 55

Electronic Publishing Software/Technology (EPST) ................................................................... 55

Evaluation (E) ............................................................................................................................. 55

Financial Management (FIN) ...................................................................................................... 56

Human Resource Management (HRM) ...................................................................................... 56

Industry/Sector Knowledge (ISK) ................................................................................................ 56

Information Seeking Techniques (IS) ......................................................................................... 56

Information Technology (ITEC) ................................................................................................... 57

Internal Auditing (IAU) ................................................................................................................ 57 Legislation, Policies and Procedures (LEG) ............................................................................... 57

Library and Information Science (LIS) ........................................................................................ 57

Materiel Management (MM) ........................................................................................................ 58

Negotiating Techniques (NT) ...................................................................................................... 58

Planning, Organizing and/or Monitoring (PO) ............................................................................. 58

Project Management (PM) .......................................................................................................... 58

Real Estate / Personal Property Appraisal (REPPA) .................................................................. 59

Real Property (RP) ..................................................................................................................... 59 Research (STAT) ........................................................................................................................ 59

Rules of Evidence (ROE) ............................................................................................................ 60

Sciences (Pure/Applied) (SPA) ................................................................................................... 60

Security Systems, Applications and Concepts (SSAC) .............................................................. 60

Sustainable Development (SD) .................................................................................................. 60

Tax Planning (TPMT).................................................................................................................. 60

Technology and Business (IT) .................................................................................................... 61

Telephony (TEL) ......................................................................................................................... 61

Writing Skills (WR) ...................................................................................................................... 61


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About the Competency CatalogueHuman Resources Management within the Canada Revenue Agency (CRA) is competency-based.Competency-based human resources management (CBHRM) is founded on the principle thatorganizational performance will result from having the right people in the right jobs with the right skillsand abilities. CBHRM focuses on common competencies which are used in a number of humanresources activities.

Catalogue contents

The CRA Competency Catalogue (Catalogue) is the official list of competencies required by theorganization in order to attain its objectives and to deliver service to Canadians. It ensures consistentapplication of the competencies across the organization.

The Catalogue was developed and is maintained by the Competencies, Performance, andRecognition Division (CPRD) in the Human Resources Branch (HRB). Input is provided from varioussources within the CRA such as job competency profiles coordinators, unions and competencyconsultants. Comments and suggestions from managers and employees who participate in thedevelopment of job competency profiles and assessment of the competencies also help to further

refine the Catalogue.

Although competencies are widely used throughout many organizations, the Catalogue is unique tothe CRA as it reflects our business needs and organizational values. It is an evolving document thatwill change with the organization. Competencies will be added, deleted or modified as required.

Definition of competency

The CRA defines a competency as an observable or measurable knowledge, skill, ability orbehavioural characteristic that contributes to successful job performance.

There are two major components to a competency – the definition and the scale. The definitionexplains what the competency means. This provides a common language that everyone in theorganization can use. Each competency also has a scale, which is divided into levels withdescriptions of what is required to progress through the competency.

Categories of competencies

The Catalogue contains two categories of competencies:

Behavioural competencies refer to the key interpersonal and personal attributes that are necessaryfor specific jobs across the organization. These competencies generally refer to the way a person

acts, thinks or feels and are products of personal motives, traits and self images.

Technical competencies refer to the technical knowledge, skills and abilities that are relevant tospecific jobs or roles across the organization. Technical competencies are usually acquired throughspecific learning or work experience in applying the knowledge and skill.


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Using the Catalogue

Behavioural competenciesIn order to understand a behavioural competency it is important to first read the definition, followed bythe progression of scale, and then the underlying notions for each level. These are the key elementsof behavioural competencies and should all be considered to provide a full description of thecompetency.

The title does not fully explain what is meant by the competency so the entire definition should beread to avoid misunderstanding. The definition contains all the critical elements of the competency. Itensures a common understanding of what this competency means within CRA. The core motivation is also helpful to determine the underlying intention behind the behaviour. The progression of scale describes how the behaviours change and evolve as the levels increase. The underlying notions describe the aspects of behaviours which are demonstrated at each level. The elements in theprogression of scale must be considered in relation to the underlying notions as they influence thebehaviours displayed. The behaviours generally build on each other. As the levels increase, elementsof the preceding levels are usually demonstrated.

You may use the following information as a general guideline when reviewing the underlying notionsfor each level of competency:

Level 1 – usually reactive behaviour. The behaviour is usually in response to a situation andmay be influenced or prompted by someone else, such as a supervisor or a client.

Level 2 – usually active behaviour. It involves effort or attention required to engage in action.This behaviour may be demonstrated by an action, attitude, or a concern.

Level 3 – usually proactive behaviour. It involves foresight in order to take action in advance orprepare for an expected occurrence or situation rather than waiting to respond until after ithappens. This type of behaviour is often based on knowledge or past experience.

Level 4 – usually strategic. This behaviour involves a broad perspective in order to plan andtake action related to a strategy for addressing a complex situation. The outcome of thisbehaviour may have future impacts on the larger organization.

Types of behaviours are provided to give a further explanation of the underlying notions. Theydescribe actions, thoughts or feelings that may generally be seen at each level. They are not intendedto be an exhaustive list and should not be used as a checklist since there are many ways in which thebehaviours can be demonstrated.

Each behavioural competency also has a Tips for Understanding page. This page is intended tohelp further the understanding of the competency by providing more details related to important

elements of the competency. It contains the Purpose, which describes why the competency isimportant to the CRA and how the behaviour can support our business. There is also an explanationof the progression of scale and a section on what the competency means and does not mean.

Competencies are not pure and pristine; they often have some overlapping elements. This is thenature of human behaviour, and competencies reflect this complexity. A section on how eachcompetency links to other competencies is provided at the end of the tips for understanding page.The same situation can provide an opportunity to demonstrate a number of behaviours which mayreflect more than one competency. For example, an individual who is providing service to a client


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might show Client Service Orientation and Effective Interactive Communication. The EffectiveInteractive Communication may be demonstrated during their discussions with the client in order toensure that their message is understood. The Client Service Orientation may be demonstratedthrough their desire and commitment to provide quality service to the client.

Technical CompetenciesEach technical competency has its own definition however they all share a generic five-levelproficiency scale. The progression of this scale begins with a basic knowledge at level 1 to a

demonstrated expert capability at level 5. When reading a technical competency it is important thatyou read the entire definition and refer to the Proficiency Scale for the Technical Competencies for anunderstanding of each level.


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Behavioural competencies


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Adaptability (ADAP)

Definition: Adaptability is altering behaviours and/or attitudes to work effectively when faced withnew information, a changing situation or environment.

Core motivation: To be flexible in response to various circumstances.

Consider the progression of the scale when reviewing the underlying notions and related types ofbehaviours.

Progression of the scale: magnitude of the change and degree of behavioural flexibility

Scale Underlying notion Types of behaviours

Level 1

Recognizingchange andrespondingappropriately

• Keeps an open mind and shows respect for different opinionsor ideas.

• Obtains necessary information or clarification in order tounderstand the change.

• Accepts and goes along with the change.

Level 2 Adjusting yourapproach to thesituation

• Demonstrates a positive attitude and changes behaviour tomeet the needs of a new or different situation.

• Adapts to the situation by gathering more information, using anew skill, or applying knowledge in a different way.

• Displays flexibility to meet the needs of the situation while stilladhering to organizational values.

Level 3Embracing new

ways of working

• Welcomes and supports change to work methods.

• Prepares for change by examining your point of view, acquiringknowledge, and developing new work methods.

• Adapts plans, policies, processes, or systems to accommodatethe change.

Level 4

Assimilatingto majororganizationalchange

• Introduces change to advance organizational objectives.

• Develops a strategy to integrate change into the organization’sestablished ways of operating.

• Effectively shift priorities and modifies strategies to respond toemerging trends, opportunities, or risks.


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Tips for understanding Adaptability (ADAP)

Purpose: Adaptability encourages employees to be objective and receptive to new or differentsituations, ideas or problems in the work environment. The ability to change behaviours or attitudes isimportant to effectively achieve Agency goals and objectives.

Adaptability is about dealing with change and taking responsibility for changing your behaviours andattitudes. Individuals who are adaptable recognize the need for change rather than being opposed toit or trying to hinder it. They are able to cope with various circumstances and people in order to carryout their work objectives

In the progression of the scale, the magnitude of the change refers to the type of change and itsimpact on you. At lower levels, the change tends to be smaller and have a narrower impact such asintroducing a new form or procedure. At higher levels, the change tends to be larger and have greaterimpacts such as a major initiative, program change or role change. Behavioural flexibility isdemonstrated through your actions, reactions, opinions, and thoughts when encountering change.The degree of behavioural flexibility focuses on how much your behaviour or attitude has changed. Atlower levels, there is a small change in your behaviour or attitude to adapt to a certain situation whileat higher levels there is a more significant change in both your behaviour and attitude to adapt to abroader situation.

Adaptability means... Adaptability does not mean...

• being open to different ideas and perspectives • believing that your opinion is the only correctone

• making an effort to work effectively withothers even though their preferred way ofworking is different from yours

• avoiding working with people who don't dothings your way

• accepting that others may do things differentlythan you would

• expecting others to do things your way

• showing flexibly when applying guidelines orprocedures to get the job done and meetorganizational objectives

• rigorously adhering to guidelines orprocedures when it is not necessary

• recognizing that certain situations requiredifferent approaches and reactingappropriately

• always taking the same approach regardlessof the situation

• adjusting priorities and plans in response tochanging circumstances

• sticking to your original work plan regardlessof changing circumstances

• enthusiastically adopting new systems orprocedures

• wanting to do things the way you have alwaysdone them


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Links to other competencies

Adaptability supports many other attitudinal and cognitive competencies, such as Client ServiceOrientation, Creative Thinking, Effective Interactive Communication, and Impact and Influence, whichrequire some degree of behavioural flexibility in accepting and adapting to different points of view orways of thinking. Adaptability is inherent in Change Leadership because in order to lead change onemust first adapt to it. Adaptability may support Teamwork and Cooperation because in some casesone may need to adjust to other team members’ styles in order to work cooperatively. Adaptabilitymay also support Team Leadership and Developing Others by being able to adapt differentleadership and learning styles to suit the needs of team members.


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Analytical Thinking (AT)

Definition: Analytical Thinking is using a logical reasoning process to break down and workthrough a situation or problem to arrive at an outcome.

Core motivation: To understand a situation.


Progression of the scale: degree of thinking challenge and complexity of the situation


Level 1

Recognizingfundamentalelements of a

situation

• Reflects on the situation and identifies basic facts orinformation to be collected.

• Distinguishes between relevant and irrelevant information.

• Identifies tasks or issues to be addressed.

• Determines a solution based on a limited number ofpre-established responses or options.

Level 2

Clarifying thesituation byidentifying andlinking relatedelements

• Gains a clearer understanding of the situation by gathering andusing relevant facts or information which may have beenincomplete or not readily apparent.

• Studies the available or obtained information and recognizesconnections, patterns, or trends.

• Makes linkages between facts or identifies cause and effectrelationships to draw logical conclusions.

Level 3

Examining theelements of thesituation andmaking anassumption tomove forward withthe analysis

• Develops a possible explanation by using an assumption to fill

in an information gap.• Uses a concept or principle to bridge an information gap in

order to move the thought process forward.

• Examines how existing facts relate to the assumed informationor concept applied and how it could impact the outcome.

• Identifies multiple causal relationships and consequencesbetween factors that are not obviously related.

• Draws a logical conclusion based on a combination of availableand assumed information.

Level 4

Evaluating andintegrating diverseandmultidimensionalelements to arriveat a completesolution

• Identifies and breaks down multiple elements of a complex

problem or issue and realizes links between them.• Integrates a large amount of information from various sources.

• Evaluates how the information gathered, assumptions orconcepts impact on various aspects of the problem.

• Considers potential impacts or consequences of differentapproaches.

• Develops a comprehensive solution that may be precedentsetting or have impacts for the broader organization.


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Tips for understanding Analytical Thinking (AT)

Purpose: Analytical Thinking describes the mental behaviours involved in the thinking process thatresults in useful information and analysis to support appropriate actions and decisions in the CRA.

This competency focuses on how you mentally analyze situations or problems that pose a challengeto your thinking, rather than on the actions you took or technical tools you used to obtain or analyzeinformation. Analytical Thinking is about your train of thought and reasoning that leads to a specificaction or direction.

Analytical Thinking involves one or more of the following: organizing the parts of a problem orsituation in a systematic way; making logical comparisons of different features or aspects; tracingimplications or issues in an orderly manner; setting priorities on a rational basis; identifying timesequences, or causal relationships.

In the progression of the scale, the degree of thinking challenge refers to the amount of mental effortneeded to analyze the situation. As the levels increase, it takes more mental effort to think throughand understand situations in order to reach a logical conclusion because the situations areincreasingly complex. Complexity means that the problem or situation is composed of a variety ofconnected or related parts, causes, or consequences. At lower levels the problem involves fewerdimensions and as the levels progress it becomes increasingly multidimensional.

At levels 1 and 2, Analytical Thinking involves the use of tangible facts or information that is readilyavailable or can be obtained through research in order to reach a conclusion. At levels 3 and 4, itinvolves intangible elements and information gaps that cannot be filled by doing further research.There is a need to use assumptions or concepts in order to bridge the gaps to finally arrive at aconclusion or possible explanation. For the purpose of this competency an assumption can mean asupposition, hypothesis, or theory.

Analytical Thinking means... Analytical Thinking does not mean...

• breaking-down problems into componentparts

• dealing with a problem by trying out the firstthing that comes to mind

• thinking about the chain of events that led to aproblem

• overlooking the factors that led up to theproblem

• thinking ahead about the consequences of anaction ("If I do A, then B, and C will alsohappen")

• solving the immediate problem withoutthinking about the consequences and whatother problems may follow

• thinking through a problem before offering asolution

• jumping to a conclusion without thinkingthrough the facts

•

looking at the problem from different angles•

accepting facts and information as presented


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While there may be some similarity between Analytical Thinking and Creative Thinking at higherlevels, their focus is different. Analytical Thinking refers to the mental reasoning process required tobreak down and analyze problems, while Creative Thinking focuses on the solution. There may alsobe a correlation between Analytical Thinking and Decisiveness; however, the motivation is againdifferent since Decisiveness focuses on the need to choose and commit to a certain course of action.

Analytical Thinking may also support Impact and Influence since some amount of thought isnecessary to analyze information and determine an influencing strategy. Analytical Thinking may alsosupport Developing Others in order to analyze learning needs and determine development activities.Higher levels of Analytical Thinking may lead to Strategic Outlook and Alignment, as the situationsare more complex and may have impacts on the broader organization.


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Change Leadership (ChL)

Definition: Change Leadership is delivering the message of change and creating an environmentthat inspires people to change.

Core motivation: To promote change or be a change agent.


Progression of the scale: degree of involvement in the change process and complexity of thestrategy


Level 1Informing others ofchange

• Communicates the message of change and the rationale toindividuals affected by it.

• Explains the effects of the change to others.

• Provides individuals with status updates regarding the change.

Level 2

Promoting andbuildingcommitment forchange

• Promotes the benefits and advantages of change.

• Builds commitment and encourages acceptance.

• Includes individuals affected by the change in the decisionmaking process, when possible.

• Focuses the message of change to make it relevant to theaudience.

• Helps others adapt or overcome their resistance to change.

Level 3Managing thechange process

• Develops a plan to effectively manage the change process.

• Translates change strategies into specific goals, objectives,and timeframes.

• Anticipates areas of resistance and identifies ways to reduceobstacles to assist in a smooth transition.

• Responds to the needs of others during times of change.

• Manages resources effectively to enable change.

• Monitors the transition and readily adapts approach asrequired.

Level 4Championingchange

• Leads the development and implementation of changestrategies.

•

Identifies and enlists the support of key individuals to advancechange.

• Ensures communication strategies are in place to facilitateunderstanding and commitment to change.

• Creates an environment that supports change.

• Creates or adjusts organizational infrastructure to facilitate thetransition.


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Tips for understanding Change Leadership (ChL)

Purpose: The CRA needs strong change leadership in order to ensure that employees are able toadjust to change as the organization evolves.

Change Leadership means being an advocate for change that will help the organization accomplishits objectives. Change Leadership refers to the ability to guide a group through a change process ortransition period. It involves the ability to communicate and manage change. It also includesrecognizing the impact of change on yourself and others, and developing strategies to promote andimplement change. Although this competency is mainly seen in management positions, employeesmay be able to demonstrate lower levels of Change Leadership behaviours without being in an officialmanagement position.

As the scale progresses, the involvement in the change process increases as does the complexity ofthe change strategy. At the lower levels, the change strategy is less complex and the involvement ismainly focused on explaining and promoting the change in order to help others to understand andaccept it. At the higher levels, the change strategy is more complex and as such there is moreinvolvement in planning and implementing the change.

Change Leadership means... Change Leadership does not mean...

• emphasizing the positive aspects of thechange to others

• assuming that others will realize the positiveaspects of the change

• defining and expressing a clear vision forchange that people can personally relate to

• trying to force your vision for change onpeople without anticipating their concerns

• proactively searching out opportunities tocommunicate and promote the change

• engaging the organization in a one-time-onlycommunication and expecting everyone toaccept the change

• encouraging and recognizing the behavioursof others that contribute to the change

• encouraging behaviours that are counter tothe change

• modeling behaviours that support the change • expecting others to support the changewithout demonstrating your personalcommitment

• addressing opposition to the change in orderto maintain a positive environment

• ignoring opposition to the change and hopingthings will work themselves out


Elements of Change Leadership may be seen in Team Leadership particularly when leading a teamthrough a period of change, thus Change Leadership may support Team Leadership. To be effective

in leading change, many other competencies are also drawn upon, such as: Adaptability because onemust be adaptable in order to lead change; Effective Interactive Communication to communicate thechange; Conflict Resolution to deal with resistance to change; Strategic Outlook and Alignment todetermine how the change will impact the organization in the future; and a certain amount of Impactand Influence to persuade others of the benefits of change.


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Client Service Orientation (CSO)

Definition: Client Service Orientation is giving the best service to internal or external clients.

Core motivation: To help or serve clients; to satisfy their needs.


Progression of the scale: degree of involvement and commitment to the client


Level 1

Responding to aclient’s request orto servicerequirements

• Provides the client with a response to their questions orconcerns.

• Provides a service, including helpful information or assistance,which is consistent with relevant service standards andguidelines.

Level 2

Takingresponsibility foraddressing aclient’s need or formeeting servicerequirements

• Shows concern for and commitment to the client.

• Ensures that the client’s need is understood or establisheswhat service will be delivered.

• Takes the necessary steps to ensure the client's need isaddressed; may involve the assistance of third parties.

• Works to resolve client service problems.

• Follows-up and makes timely adjustments or advises the clientof delays, as required.

Level 3

Exceeding aclient’sexpectation orservicerequirements

• Determines a client’s underlying need and provides additionalinformation or assistance.

• Uses experience and knowledge to provide additional, value-added service for the client or to improve the client’s situationin some way.

• Seeks client feedback to validate that additional serviceprovided has been beneficial.

Level 4Improving client

service delivery

• Seeks to improve service to a client base.

• Anticipates clients' future needs; plans and acts accordingly toprovide long-term benefits.

• Gains an in-depth knowledge and understanding of the

business and needs of the client base.• Implements initiatives to optimize client satisfaction.

• Recommends or determines strategic service delivery to meetprojected needs of clients and prospective clients.


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Tips for understanding Client Service Orientation (CSO)

Purpose: Client Service Orientation reflects on the CRA’s commitment to provide service that meetsclient's needs or expectations. The value of the service to our clients could be expressed by one ormore of the following: quality, timeliness, completeness, knowledge, skills, courtesy, fairness, andoutcome.

At levels 1, 2, and 3, the involvement and commitment usually relates to a single client, while atlevel 4 it relates to improving service delivery to a client base (more than one client).

For this competency, the term client is used broadly and may include persons from within or outsidethe organization to whom you provide a service (for example, employees, taxpayers, other regions orbranches, other government departments, or provinces). Your work description (client service resultsand key activities) and your manager can assist you in determining who your clients are within your

job context.

It is important to be able to identify the client and the service you provide to them or that they have anexpectation of receiving from someone in your position or role. Assisting your manager or fellow teammembers normally corresponds to Teamwork and Cooperation, rather than Client ServiceOrientation, because it leads to the achievement of a common goal.

Client requests, needs or expectations are often stated by the client. However, in cases where theyare not stated or are unrealistic, client service can then refer to service requirements such asestablished service standards, policies, procedures, or service delivery models.

In the progression of the scale, the degree of involvement refers to the effort expended to help theclient. The commitment to the client refers to the care and concern felt for and the treatment of theclient. It also includes the dedication that one shows in resolving client issues or improving the client’ssituation. At higher levels, the client’s need may be more complex or diverse which would require agreater degree of involvement and commitment in order to help them.

Client Service Orientation means... Client Service Orientation does not mean...

• interacting with clients in a respectful, helpfuland responsive manner

• being condescending to clients or interactingwith them in a rushed or mechanical manner

• discussing the client’s need with them andtheir satisfaction with service delivered

• assuming the client will let you know if there isa problem

• taking responsibility to resolve a client'sproblem even if it goes beyond the usual ornormal demands of the job

• passing on client problems to others whenyou could have handled them yourself

• taking the time to ensure that the clientunderstands the information provided as itrelates to their situation

• providing information without any apparentthought as to whether the client trulyunderstands

• using your knowledge to think through whatwould be best for the client and actingaccordingly

• doing what is faster and easier for you

• taking into consideration the client’s viewpointand feedback to identify how to serve themmore effectively

• ignoring client feedback that could improveclient service


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Client Service Orientation means... Client Service Orientation does not mean...

• building and maintaining productive long-termrelationships with clients

• focusing on short-term interactions withclients without considering the long-termimplications

• using an understanding of client’s perspectiveto identify constraints and advocate on their

behalf

• failing to pursue a solution to client problemswhen encountering obstacles or resistance


One can often find some degree of Adaptability in Client Service Orientation because you may adaptyour approach to the needs of the client. Effective Interactive Communication is also linked to ClientService Orientation in order to understand client requests and provide appropriate responses.Initiative and Creative Thinking may be linked to the higher levels of Client Service Orientation inorder to add value for the client and determine innovative ways to improve client service.


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Conflict Resolution (CR)

Definition: Conflict Resolution is the ability to address conflict between people in order to preservepositive working relationships with others such as colleagues, clients or taxpayers.

Core motivation: To deal with conflict effectively in order to promote harmonious workingrelationships.


Progression of the scale: degree of involvement in addressing conflict


Level 1

Noticing and

reflecting onconflict

• Recognizes that there is a difference of opinion ordisagreement that could negatively affect working relationshipsor disrupt the workplace.

•

Identifies and acknowledges personal causes, symptoms, andreactions to conflict.

• Reflects on the conflict and decides whether or not toaddress it.

Level 2

Preparing for andengaging in aconflict resolutionconversationaimed at reachinga mutuallysatisfactorysolution

• Considers various elements of the conflict (for example, needs,communication styles, possible outcomes, and timing).

• Determines how to best approach the person or personsinvolved in the conflict.

• Engages the other party in a conversation attempting toresolve the conflict.

• Listens to the other party and tries to understand theirperspective and identify common interests.

• Communicates with the other party in a respectful manner anddemonstrates a willingness to resolve the conflict.

• Focuses the conversation on the issue, not the person.

Level 3

Demonstratingand promotingeffective conflict

resolutionprinciples andpractices

• Demonstrates and encourages active listening and opendiscussion as a means to resolve conflict.

• Promotes the benefits of and resources for conflict resolution(such as, conflict resolution policy, conflict resolution advisors,learning products).

• Serves as a role model in resolving conflict situations.• Provides an environment in which individuals feel free to

express differing opinions and concerns without fear of reprisal.

• Looks beyond the immediate issue and attempts to deal withthe root of the conflict so that it does not continue or escalate.


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Progression of the scale: degree of involvement in addressing conflict


Level 4Creating aworkforcecompetent inconflict resolution

• Provides guidance or assists individuals in resolving conflict byenhancing their understanding of differing interests and helpingthem work towards an acceptable solution.

• Enables individuals to develop conflict resolution skills andbehaviours which will empower them to handle their ownconflicts effectively.

• Assists others by providing impartial conflict resolution expertservices, such as those of a conflict resolution advisor ormediator.

• Develops constructive approaches that use conflict anddifferences as catalysts for positive change in the workplace.

Tips for understanding Conflict Resolution (CR)

Purpose: This competency encourages everyone to handle conflicts in a positive and constructivemanner in order to maintain harmonious working relationships and achieve organizational goals.

Conflict is the perception or actual occurrence of differences in the workplace. Conflict happensbetween people when there is a dissatisfaction or disagreement with an interaction, process, product,or service which is negatively impacting the working relationship. A working relationship is establishedwhen there is interaction with others (such as, colleagues, clients, taxpayers, external serviceproviders) during the performance of work-related duties. When this type of conflict occurs, thepeople affected by it need to work together to resolve it. Conflict resolution is not about winning orlosing, it is about reaching a mutually acceptable agreement.

Conflicts are common. Personality differences, varying work habits, lack of communication, or simplemisunderstandings may all contribute to conflict. While disagreements are normal, ignoring them maynot be ideal nor would it make things better. It is often through conflict that you are able to changeand progress. In this context, conflict can be seen as positive if discussions can lead to a newunderstanding and even better ways of doing things. If left unresolved, conflict can escalate into adispute which can disrupt the work environment impacting working relationships and organizationaleffectiveness.

In the progression of the scale, the degree of involvement is determined by the effort spentaddressing and attempting to resolve conflict. As the levels increase, more effort is required toaddress conflict so the individual is more involved in thinking about the conflict, determining an

appropriate approach and taking action to resolve the conflict.

This competency supports the CRA Conflict Resolution Policy . The use of informal (interest-based)approaches to conflict resolution is encouraged in the policy. The options for dealing with conflicts inthe workplace at all levels of this competency may include seeking the assistance of a regionalConflict Resolution Advisor.


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Conflict Resolution means... Conflict Resolution does not mean...

• being aware of disagreements ordissatisfactions in the workplace

• ignoring disagreements or dissatisfactions inthe workplace

• discussing concerns or issues with others • avoiding discussions with others and waitingfor the conflict to go away

• encouraging the parties in conflict to actively

listen to each other and share their issues andconcerns

• listening to one party’s perspective and taking

their side

• helping parties in conflict to find commonground on which they can build an agreementand improve their working relationship

• focusing on the differences between theparties and encouraging an "us versus them"attitude


When Effective Interactive Communication is used in the resolution of conflict situations then it doessupport Conflict Resolution. Self Confidence also supports Conflict Resolution because one musthave some confidence in order to try to resolve conflict situations with others. While Dealing with

Difficult Situations and Conflict Resolution may seem similar, their focus is different. Dealing withDifficult Situations is about how you control your emotions and respond to others in situations thathave the potential to be challenging or result in provocation. Conflict Resolution focuses onmaintaining positive working relationships by preventing conflict from escalating or resolving conflictin work-related situations. Higher levels of both Teamwork and Cooperation and Team Leadershipmay involve the demonstration of conflict resolution abilities to handle disagreements within the team.However, Conflict Resolution can be observed outside a team situation as well as within. ConflictResolution may also support Change Leadership in order to deal with resistance to change. Higherlevels of Conflict Resolution may involve some Initiative to proactively handle conflict situations andDeveloping Others to guide other to resolve their own conflicts.


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Tips for understanding Creative Thinking (CT)

Purpose: To remain an effective and efficient organization, the CRA is constantly looking forinnovative ways to solve problems, make improvements to processes or procedures, and developnew approaches to meet business objectives.

Creative or innovative thinking is about new ideas. This competency encourages individuals toquestion the status quo, to be innovative, and to find new ways to do things. Individuals use CreativeThinking to be resourceful and to look for alternative ways that may improve work processes orpractices and add value for the organization.

In the progression of the scale, as the degree of originality increases there are fewer relevantprecedents (inside or outside your work environment) on which to base a solution. Therefore morecreativity or innovation is required in order to modify ideas or approaches, and develop a solution thatwill meet the unique needs of the work environment.

Creative Thinking means... Creative Thinking does not mean...

• questioning whether the current approach is

still the best approach

• going with what has worked in the past

without questioning if that approach stillmakes sense

• striving to come up with a number of differentsolutions to a problem

• believing that there is only one solution to aproblem

• looking at what other organizations are doingsuccessfully and determining what you couldtransfer to your organization

• assuming that what other organizations aredoing will be of no use to your organization

• focusing on the value of finding new ideasand acting on them

• assuming that everything that can be tried hasbeen tried

Links to other competenciesWhile there may be some degree of similarity between Creative Thinking and Analytical Thinking athigher levels, their focus is different. Analytical Thinking focuses on the mental reasoning processrequired to break down and analyze problems, while Creative Thinking is more about innovativethinking or thinking outside-the-box. Creative Thinking implies a certain degree of Initiative to seeknew solutions and Adaptability to accept and modify solutions for the work environment. CreativeThinking may be linked to higher levels of Strategic Outlook and Alignment in order to createstrategies and vision. Creative Thinking may also support higher levels of Client Service Orientationto find innovative ways to improve service to clients.


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Dealing with Difficult Situations (DDS)

Definition: Dealing with Difficult Situations is keeping one’s emotions under control and restrainingnegative responses when provoked, or when faced with opposition or hostility from others.

Core motivation: To resist provocation and conduct oneself professionally.


Progression of the scale: degree of provocation and the potential consequences


Level 1Maintainingcomposure

• Remains outwardly calm when challenged.

• Resists temptation to engage in negative behaviour.

• Feels negative emotions but controls them.

Level 2

Respondingcalmly in anemotionallycharged situation

• Responds in a constructive manner.

• Focuses the conversation on the facts of the situation ratherthan on the emotional reactions, in order to achieve desiredresults.

• Feels strong negative emotions, but continues to speak or actcalmly and professionally.

Level 3

Remaining calmwhen provokedand taking actionto de-escalate the

situation

• Controls one’s own emotions when unreasonably confronted orprovoked.

• Attempts to defuse the situation by using words or actions toease emotions and alleviate tension.

• Gauges the readiness of others to move forward and responds

appropriately.

Level 4Withstanding apersonal attack orthreat

• Attempts to control the situation in order to ensure an effectiveoutcome and minimize serious consequences.

• Remains in control of one’s own emotions despite fear forsafety.


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Tips for understanding Dealing with Difficult Situations (DDS)

Purpose: This competency relates to an individual’s effectiveness in dealing with emotionallycharged situations in their work environment. It is important that employees have the self-control toremain calm in order to fulfill their duties and achieve the CRA objectives.

Dealing with Difficult Situations looks at how you behave when you are provoked or challenged. It isimportant to be able to control your emotions and respond to others in these situations.

In the progression of the scale, the degree of provocation refers to how much hostility is displayed bythe other party and the degree to which that hostility is directed at you personally. At all levels thereshould be some consideration of potential negative consequences that could result if the situation isnot handled well. As the scale progresses the potential negative consequences and risk to personalsafety are increased.

Dealing with Difficult Situationsmeans...

Dealing with Difficult Situationsdoes not mean...

• remaining calm when personally provoked • getting defensive and letting your emotions

take over• maintaining a professional approach despite

feeling strong emotions• being rude, disrespectful, or over-reacting

• taking steps to calm someone during a hostileinteraction, if appropriate

• saying or doing things that make the situationworse

• not showing frustration or hostility whenprovoked

• letting anger, frustration, and anxiety show

• controlling one’s own emotions by keepingthings in perspective

• losing perspective and becoming emotional


While Dealing with Difficult Situations and Conflict Resolution may seem similar, their focus isdifferent. Dealing with Difficult Situations is about how you control your emotions and respond toothers in situations that are challenging or result in provocation. Conflict Resolution focuses onmaintaining working relationships while aiming to resolve conflict. Dealing with difficult clients orpersons may require Dealing with Difficult Situations and/or Conflict Resolution. Self-confidence andEffective Interactive Communication may both support Dealing with Difficult Situations because it isoften necessary to have confidence in yourself and be able to communicate effectively when dealingwith difficult situations.


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Decisiveness (DEC)

Definition: Decisiveness is making, taking responsibility for, and demonstrating commitment toappropriate decisions in a timely manner.

Core motivation: To choose and commit to a course of action.


Progression of the scale: degree of clarity of information and risk to self or the organization atthe time of the decision or recommendation


Level 1

Making a decision

in a clear situationwith very low risk

• Gathers and uses necessary information to make a decision orrecommendation.

• Makes a straightforward decision or recommendation that is

aligned with work objectives, policies, procedures, orlegislation.

• Makes a decision or recommendation where information isavailable and controls are in place to virtually eliminate risk.

Level 2

Making a decisionin a slightlyunclear situationwith low risk

• Makes a decision or recommendation where there are partiallydefined factors or missing pieces of information.

• Makes a decision or recommendation in a situation wherethere is room for interpretation and discretion.

• Recognizes when it is time to stop gathering information andmake a decision or recommendation.

•

Makes a decision or recommendation which has an element ofrisk that may require minor efforts to mitigate.

Level 3

Making a decisionin an unclearsituation withmoderate risk

• Makes a decision or recommendation while consideringpotential negative consequences.

• Considers various organizational priorities when making adecision or recommendation.

• Makes a complicated decision or recommendation in asituation where there is limited information or lack of guidance.

• Makes a decision or recommendation which involves risks thatmay require moderate efforts to mitigate.

Level 4

Making a decisionin a significantlyunclear situationwith high risk

• Makes a strategic decision or recommendation where there islittle information and impacts are significant.

• Makes a decision or recommendation which involves risks thatmay require significant efforts to mitigate.

• Makes a decision or recommendation to advance theorganization’s objectives in spite of the divergent andcompeting interests of various stakeholders.


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Tips for understanding Decisiveness (DEC)

Purpose: Employees of the CRA need to make informed decisions or recommendations in a timelymanner to ensure good governance and the achievement of objectives.

Decisiveness can be demonstrated in situations when you are responsible or accountable for adecision or a recommendation you make and where there is a need to take a position and support it.

Decisiveness is the ability to choose a course of action after consideration of the situation (forexample, availability or clarity of information, organizational objectives, stakeholder perspectives, andthe risk to self or to the organization). The need for timely decisions requires individuals to makedecisions within established timeframes, without missing deadlines or causing delays in service.

Decisiveness generally occurs after the analysis of the situation has taken place (the analysis may beconducted by the decision-maker or by someone else) and focuses on the decision made and thecircumstances under which it was made.

In the progression of the scale, the degree of clarity of information refers to the facts of the situation,objectives to be achieved, or perspectives of stakeholders. At the lowest level, the decision orrecommendation is generally an easy one because there are clear facts or adequate informationavailable regarding the situation. As the levels progress, key information is unclear, missing, orconflicting which makes the situation more ambiguous and increases the probability of error. The riskto self or the organization refers to the potential risk or consequences to yourself (for example, yourreputation or career aspirations) and the risk or consequences to the organization (for example,negative publicity, time, and costs). At the lower levels, the decision or recommendation carriesminimal risk because the potential consequences are negligible and have a low probability ofoccurrence. If they do occur, they can be easily mitigated without negatively impacting businessoperations. At higher levels, the decision or recommendation carries more risk because the potentialconsequences are significant and have a higher probability of occurrence. If they do occur, theycannot be easily mitigated and could result in financial loss, significant impacts on businessoperations, relationships with clients and/or damage to one’s reputation or that of the CRA.

The decision making often involves using a risk management process. For more information pleaseconsult the Enterprise Risk Management (ERM) Policy and Guidelines.

Decisiveness means... Decisiveness does not mean...

• taking responsibility to make timely decisions • delay making decisions until you havechecked with a number of other people

• knowing when you have adequate informationto make a sound decision

• waiting for all the information to become clearbefore making a decision

• using organizational values and principles toguide decisions

• making decisions that are contrary toorganizational values and principles

• being able to choose when you are faced witha number of competing options all carryingtheir own benefits and risks

• being unable to choose because you feelthere are just too many viable options tochoose from

• choosing a course of action that you feel willresult in success even though there is achance you could be making a mistake

• deciding not to take action because there is achance of failure


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Decisiveness means... Decisiveness does not mean...

• being able to make decisions in situationswhere normal guidelines or policies do notapply

• being indecisive (wavering) in situations whichare new or unusual


There may be a correlation between Analytical Thinking and Decisiveness; however, the motivationfor each is different. Analytical Thinking focuses on the desire to understand a situation, whileDecisiveness focuses on the need to choose and commit to a certain course of action. Decisivenessoften follows Analytical Thinking, as one usually analyzes the situation before making a decision.Self-Confidence supports Decisiveness because it may be needed to make and defend a challengingdecision. Decisiveness can support Team Leadership since a team leader is often required to makedecisions that affect the team. At higher levels, there may be an element of Strategic Outlook and

Alignment in Decisiveness in order to make decisions that are aligned to organizational strategies.


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Developing Others (DEV)

Definition: Developing Others is fostering the learning or development of others with an appropriatelevel of needs identification to meet individual and organizational development needs, in acontinuous learning environment.

Core motivation: To help others reach their potential.


Progression of the scale: degree of involvement and scope of the development


Level 1Providing task-specific direction

• Helps or shows someone how to perform a specific task orparticular aspect of the work.

• Provides step-by-step instruction on how to do something.

Level 2

Providinginstruction relativeto technical skillacquisition

• Assists with the development of technical skills throughinstruction, demonstration, feedback, or other means.

• Explains concepts, reasoning, or underlying principles tosupport the application of the skill.

• Strives to ensure the individual is able to apply the acquiredskill in various situations, as appropriate.

Level 3

Providingguidance toinfluencebehavioural

change

• Provides individualized suggestions and coaching to assist inthe modification and learning of behaviours.

• Provides feedback and support for continued improvement.

• Models the desired behaviours or suggests appropriate role

models.

Level 4

Facilitatingcomprehensiveemployeedevelopment

• Develops an employee development plan and manages thelearning process to ensure it occurs by design rather than bychance.

• Establishes ongoing dialogue with the employee regardingtheir development and career planning.

• Ensures that resources and time are dedicated fordevelopmental activities.

• Provides opportunities for development through ongoingguidance, tools, assignments, mentoring, and coaching.


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Tips for understanding Developing Others (DEV)

Purpose: Developing Others involves motivating and encouraging others to learn and develop inorder to meet individual career goals which contribute to a competent CRA workforce.

Developing Others focuses on fostering and promoting the learning, development, and growth ofothers. This means encouraging and supporting others to learn and develop and be personallyaccountable for their own development in order to successfully perform in current or future roles. Developing Others is a set of behaviours that may be demonstrated by colleagues, training officers,

or managers. People who demonstrate Developing Others have the desire to teach and help othersto be the best that they can be.

In the progression of the scale, the degree of involvement refers to the time and effort expended toassist in someone’s development. The scope of development refers to the type of skill or behaviourbeing developed. The scale progresses from providing specific instructions on a singular or particularelement of the job to the holistic development of the individual to achieve their career objectives,aligned to the organizational needs. Therefore, the amount of involvement and support required forthe development increase as it moves from short to long-term development.

Developing Others means... Developing Others does not mean...• providing meaningful comments and

suggestions to support the development of anemployee

• offering comments and suggestions that arevague or too general to be of any use

• helping employees gain a clear understandingof how they are to perform their duties

• assuming that employees know how to do thework

• actively monitoring the quality of others' work,giving on-the-job instructions and training, orother practical support, as a means ofenhancing performance

• ignoring performance issues and not takingopportunities to provide suggestions forimprovement

• giving specific feedback on a regular basis • giving feedback only occasionally• providing constructive suggestions and

encouragement• providing only negative comments

• actively seeking work opportunities foremployees that will challenge and enablethem to learn new skills

• continually assigning work that you knowemployees will do well because they havedone similar assignments many times before


Although there are some similarities, the underlying intent of Developing Others is different from

Team Leadership and Teamwork and Cooperation because both focus on the common goal of theteam, while Developing Others focuses on assisting others with their own learning and development.In order to develop others, one may also demonstrate several other competencies, such as: EffectiveInteractive Communication in order to ensure understanding and adapt language where necessary;

Analytical Thinking to analyze learning needs and determine appropriate developmental activities;and Adaptability to adjust to changing situations in support of the needs of the individual. ConflictResolution may also be used in cases of disagreement or dissatisfaction with regards todevelopment.


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Effective Interactive Communication (EIC)

This competency generally excludes written communication.*

Definition: Effective Interactive Communication is transmitting and receiving information clearlyand communicating actively with others in order to respond appropriately.

Core motivation: To ensure that the message is received and understood as intended.


Progression of the scale: degree of sensitivity or complexity of the message beingcommunicated

Scale Underlying Notion Types of behaviours

Level 1Paying attention tothe communication

of others

• Actively listens in order to fully understand the message.

• Responds appropriately by delivering information and facts in a

logical, clear, and coherent manner.• Conveys and receives a straight-forward message.

Level 2Checkingunderstanding ofthe message

• Takes steps to verify that the message is understood by theother party or to verify own understanding.

• Recognizes non-verbal cues and uses them to identifyunspoken thoughts or concerns in order to respondappropriately.

• Uses appropriate communication techniques in order to clarifythe message to achieve understanding.

Level 3 Adaptingcommunication

• Tailors language and style of communication according to the

situation and the audience.• Recognizes why others are having difficulty understanding and

adapts the way the message is being conveyed.

• Anticipates and tries to understand the perception of themessage and adjusts the communication accordingly.

Level 4Communicating formaximum results

• Considers factors such as the purpose of the communication,target audience, and potential impact of the message whendeciding what to communicate and how to deliver the messageto achieve the desired results.

• Understands the underlying needs and motivation of the

audience as well as their interests and issues when formulatinga communication strategy.

• Anticipates and prepares for possible breakdowns incommunication

* This competency generally excludes written communication such as notes or e-mail exchanges.Exceptions may be made for employees with disabilities, on a case-by-case basis.


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Tips for understanding Effective Interactive Communication (EIC)

Purpose: Effective Interactive Communication is key to ensuring effective interactive exchanges withothers and is essential to meeting the CRA’s business objectives. It requires active listening,understanding others’ points of view, and being able to respond in an appropriate manner.

Effective Interactive Communication is a two-way communication process which focuses on themessages being transmitted and received between two or more people. The use of visual aids suchas graphs or pictures may be considered in order to facilitate the interactive communication at anylevel of the scale.

In the progression of the scale, the sensitivity or complexity of the message relates to differentunderstanding or perceptions of the message. Sensitivity refers to the potential audience’s reactions,perceptions, or impacts of the message. As the scale increases you need to choose your words andapproach more carefully. Complexity refers to the number of interrelated aspects of the message ordifferences in the levels of understanding of the subject matter. As the scale increases, the messagebecomes increasingly difficult to communicate effectively.

The following is an example to illustrate different levels of Effective Interactive Communication withinthe same interaction. It does not limit other possible ways to demonstrate different levels of EffectiveInteractive Communication. When we talk with others about a subject that we both understand andthe discussion flows naturally, we communicate at a level 1. If one of us does not understand themessage, we are pushed to level 2 when we take steps to aim for better understanding, but onceunderstanding is regained we move back to level 1. What pushes us to move to level 3 is not beingable to fully understand due to the sensitivity or complexity of the message being transmitted andhaving to use a different communication approach in order to get our message across.

Effective Interactive Communicationmeans...

Effective Interactive Communicationdoes not mean...

• recognizing underlying concerns or feelingsthat may not be openly expressed

• listening to the words without trying tounderstand their meaning

• actively listening and allowing others anopportunity to fully express themselves

• interrupting when someone is starting toexpress their concerns

• thinking about how people will respond beforeyou communicate your thoughts

• expressing your thoughts without consideringyour audience

• customizing responses to reflect audiencedifferences

• delivering the message in the same mannerregardless of the audience

• checking understanding in ways that areappropriate to the audience

• simply asking “do you understand?” when it isnot necessary

• changing from one language to another, suchas from French to English


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Effective Interactive Communication supports many other competencies which require a certainamount of communication, such as: Conflict Resolution; Change Leadership; Client ServiceOrientation; Dealing with Difficult Situations; Developing Others; Teamwork and Cooperation; andTeam Leadership. A certain degree of Adaptability may be needed at higher levels of EffectiveInteractive Communication to adapt the communication approach to suit the needs of differentaudiences. Also, higher levels of Effective Interactive Communication tend to be associated withImpact and Influence, as it may be required to persuade others in order to achieve the intended resultof the message communicated.


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Impact and Influence (IMP)

Definition: Impact and Influence is gaining others’ support for ideas, proposals and solutions, andgetting others to take action to advance work objectives.

Core motivation: To persuade or convince others.

Consider the progression of the scale when reviewing the underlying notions and the types ofbehaviours.

Progression of the scale: degree of complexity of the influencing strategy


Level 1 Providing the facts

• Uses factual and relevant information to persuade others.

• Appeals to the reasoning of others by using facts, data,concrete examples, demonstrations, or visual aids.

Level 2Personalizing thefacts

• Persuades others by adapting information and approach to

appeal to their perspective.• Presents ideas in a manner that emphasizes the benefits to the

audience.

• Achieves maximum impact by having knowledge of theiraudience’s needs and interests.

• Determines what information should be shared to have thedesired effect.

Level 3

Influencingthrough linking

with otherinitiatives

• Plans an approach that links the proposal to other initiatives inorder to gain acceptance and promote the proposal.

• Uses knowledge of how different activities impact each other.

• Chooses an appropriate approach and time to influence others.

• Develops and uses strategies tailored to persuade theaudience.

Level 4 Building coalitions

• Builds support by using indirect strategies to persuade others.

• Uses experts or other third parties to assist in influencing,when appropriate.

• Builds alliances with others who support the proposal.


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Tips for understanding Impact and Influence (IMP)

Purpose: Employees use Impact and Influence to persuade others in order to enhance results andachieve the CRA’s mandate.

Impact and Influence is often used by people who are not the final decision makers but have theopportunity to impact decisions, such as those in advisor and specialist roles. The focus is onpersuading others for positive results in order to advance organizational objectives. It involveseffectively presenting your position on issues to gain support and buy-in from others. The key isunderstanding your audience and their needs in order to achieve a specific impact or effect.

In the progression of the scale, the influencing strategy ranges from using basic to more complexapproaches which involve more thought, planning, and action in order to persuade others.

Impact and Influence means... Impact and Influence does not mean...

• explaining how the idea can benefit others orcreating scenarios others can relate to

• assuming that everyone wants the same thingand not adapting the approach to suit theinterests of others

• presenting the points that will have the mostimpact with enthusiasm, confidence, andcredibility

• using a standard influencing approach or thesame argument over and over with everyoneregardless of their interests or needs

• considering the needs of the audience whenpreparing your point of view and tailoring yourpresentation accordingly

• presenting points that are not relevant to youraudience’s situation and needs

• soliciting input and gaining support from keyindividuals in order to build alliances

• taking a single approach and expecting to beable to quickly persuade others on issues

• building support for your position bydeveloping relationships, testing ideas, and

finding allies

• pushing your own opinions without concernfor other’s ideas and the organizational

objectives• considering specific situations, areas of

potential resistance and identifying strategiesthat will achieve the desired outcome

• giving up after a single attempt to convincesomeone


Analytical Thinking may support Impact and Influence in order to analyze information and determinean influencing strategy. Adaptability may be needed to impact and influence others by adapting thestrategy to suit the audience. Effective Interactive Communication may also support Impact andInfluence because communication generally plays a part in persuading others. Self-confidence and

Initiative are also important in Impact and Influence because you must be confident and take someinitiative to try to persuade someone. Impact and Influence may support Change Leadership andTeam Leadership in order to promote the benefits of change and engage people to work towardsachieving organizational goals. Impact and Influence may also relate to Relationship/NetworkingBuilding because relationships can sometimes be used as part of an influencing strategy to persuadeothers to take certain actions.


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Initiative (INT)

Definition: Initiative is the preference for identifying opportunities or issues, and taking action toenhance organizational results, without being prompted by others.

Core motivation: To identify and act on opportunities or issues.


Progression of the scale: degree of effort and scope of opportunity/issue or time frame


Level 1Identifying anopportunity orissue

• Demonstrates awareness of an opportunity or issue which ispresently occurring or is within the immediate work area.

• Reports an opportunity or issue to the appropriate person.

Level 2Taking action toaddress anopportunity orissue

• Identifies and offers suggestions to address an opportunity or

issue which is presently occurring or is within the immediatework area.

• Takes action, as appropriate in the work environment, toimprove processes or results, or to respond to problems.

Level 3Capitalizing on anopportunity orissue

• Anticipates an opportunity or issue that extends beyond theimmediate work area or into the future.

• Determines how an opportunity or issue could enhance resultsor prevent potential problems.

• Proposes plans and undertakes actions to take advantage ofthe opportunity or issue

Level 4

Maximizing anopportunity orissue that impactsthe organization

• Scans the environment and anticipates emerging opportunitiesor issues.

• Makes recommendations or implements plans that arestrategic and future oriented, or have a potential impact on asignificant portion of the organization.


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Tips for understanding Initiative (INT)

Purpose: Employees use Initiative to add value by striving to enhance results, identifying andresolving issues, or finding new opportunities for the CRA.

Initiative focuses on being a self-starter who is action-oriented. People displaying initiative assumeresponsibility and take independent action to handle situations without being asked or waiting forproblems to arise.

In the progression of the scale, the degree of effort refers to the time and energy that one spends toaddress work-related opportunities or issues. The scope of the opportunity or issue ranges fromaddressing opportunities or issues in one’s immediate work area to those that are beyond one’simmediate work area. The time frame progresses from current opportunities or issues to future orpotential opportunities or issues. The amount of effort usually increases as the scope of opportunityor issue expands or the time frame advances.

Initiative means... Initiative does not mean...

• recognizing courses of action which can be

taken to handle potential problems

• waiting for someone else to point out the

problem and suggest a solution• suggesting courses of action that others can

take to improve work processes• thinking that things should be done differently

but keeping those ideas to yourself

• identifying potential problems even if you arenot directly involved

• ignoring issues that are outside of your ownwork area

• taking action that will lead to improvedorganizational performance

• taking no action and hoping that thingsimprove over time

• seeking information and conducting researchon your own in order to act on opportunity orproblem

• ignoring a problem or opportunity becauseyou don’t have the information necessary toact on it


Initiative may be demonstrated in many other competencies, such as Client Service Orientation andConflict Resolution where one recognizes potential problems or conflicts and takes action to addressthem. It may also be demonstrated in Team Leadership and Teamwork and Cooperation, as teamleaders and employees often use their initiative to help their team achieve its objectives. It may alsosupport Relationship Network Building and Impact and Influence because a certain degree of initiativemay be needed to build and maintain working relationships, and persuade others. A certain amount ofCreative Thinking may be found in Initiative to come up with innovative solutions. Self Confidencemay support Initiative because in order to address issues a certain amount of confidence in your

abilities may be necessary.


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Relationship/Network Building (RNB)

Definition: Relationship/Network Building is building and maintaining effective and constructiveworking relationships, partnerships or networks of contacts with people who are, or might somedaybe, instrumental in achieving work-related goals.

Core motivation: To develop working relationships to assist in the achievement of organizationalobjectives.


Progression of the scale: degree of effort to establish and maintain relationships for presentand future usefulness to the organization

Scale Underlying Notion Types of behaviours

Level 1

Maintaining

relationshipswithin currentnetwork

• Maintains relationships with individuals in your current networkto effectively perform regular duties and achieve immediatework objectives.

• Makes a conscious effort to maintain the relationships throughformal or informal contact.

Level 2Creating newworkingrelationships

• Identifies a contact and develops a relationship with anindividual outside your current network who may be helpful inmeeting immediate work objectives.

• Builds and maintains the new working relationship throughongoing efforts.

Level 3Networking toaddress futureissues

• Seeks opportunities to network with others.

•

Identifies organizational contacts that may be helpful inachieving long-term or future objectives.

• Establishes, maintains, and nurtures the new workingrelationship, which requires more effort as the need for therelationship may not yet be evi

CRA comp guide 2012.pdf

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Transcript of CRA comp guide 2012.pdf