COMPETENCY DICTIONARY BEHAVIOURA BEHAVIOURAL L AND TECHNICAL COMPETENCIES Introduction The Organizational Readiness Office, with the help of subject matter experts and CS representatives from numerous departments, developed the competency dictionaries specifically for the T Community across government! n today"s wor#place, it"s not just completing tas#s that"s important! $ow people perform their jobs and the behaviors they demonstrate on the job are the #ey to success! %lthough the focus of the competency dictionaries is on the s#ills, abilities and behaviors behaviors that are specific specific to jobs in T Community Community,, we assume that the behavioural behavioural dictionary will also also be appropriate for other other communities!
Competency B!ed Mn"ement Competency &ased 'anagement is a proven methodology being used in the wor#place by those who want to ta#e an integrated approach to human resources management! %t the centre of the system is the (ob Competency )rofile! The profile is based on the wor# descriptions and built by combining competency definitions from the behavioural and technical competency dictionaries! The competency definitions describe the observable #nowledge, s#ills, abilities and behaviors needed for successful job performance and include levels of proficiency that are described in terms of behavioral indicators! The indicators highlight the behaviors that are expected at a certain level of job performance ranging from the introductory and basic levels to the advanced and expert levels! Once the (ob Competency )rofile has been created, it forms the foundation of the Competency &ased 'anagement system and can be used for the complete range of human resources planning and management functions! This includes developing statements statements of *ualifications, staffing staffing using behavioral+ based interviewing techni*ues, implementing self+evaluation and performance management processes, and supporting learning and career development!
U!in" t#e Competency Dictionrie! The T Community competency dictionaries are tools that can be used for developing competency profiles! The dictionaries help identify the success factors by defining the types and level of s#ills and behaviors needed for the job! The Organizational Readiness Office will be developing generic job competency profiles based on the generic wor# descriptions that have been developed in collaboration with the T Community! Community! ntil these are developed, you may want to refer to these dictionaries if you are developing wor# descriptions or statements of *ualifications or are considering developing a competency profile! -hat is important is that we all start to use a common language when we describe the s#ills, abilities and behaviors needed for T jobs!
T$o Type! o% Dictionrie! The &ehavioral Competency .ictionary describes .ictionary describes the non+technical competencies that apply to T jobs! These competencies are generic in nature and are often shared by people across the organization! They reflect the values of the organization and describe its wor#ing culture! They include things li#e %daptability, %daptability, Communication, .ecision 'a#ing, )lanning and Organizing, Teamwor# Teamwor# and Continuous /earning!
The Technical Competency .ictionary includes .ictionary includes the s#ills, abilities and behaviors that are re*uired when applying specific technical #nowledge on the job! 0or example, %pplication %pplication .evelopment Support and 'aintenance, .atabase .esign and 'anagement, Security1 nformation and %pplication )rotection and Service 'anagement )rocesses! &oth behavioral and technical competencies are included in the job competency profiles!
T&e Loo& 2ou 2ou can ta#e a loo# at the competency dictionaries to get a better idea of the range of re*uirements or *ualifications needed by T wor#ers! These days, managers use competencies to screen and select candidates! They develop interview *uestions that focus on abilities and behaviors instead of tas#s and experience! 2ou 2ou may have had experience with this type of interview process already! The dictionaries can help you identify the level of proficiency you are wor#ing at now! 2ou 2ou can also see what is re*uired at the next level and assess your ability to progress to that level! 2ou are better able to plan your career by targeting areas of strength and areas that need improvement! &y focusing on the competencies, you can determine your learning needs and be specific about what you need to learn! Ta#e Ta#e a loo# at the dictionaries! se them if you are developing competency profiles or learn more about what"s needed for wor# in the T Community!
Be#'iour( Competency Dictionry T)(e T)(e o% Content! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
ntroduction %daptability Continuous /earning Communication Organizational and 3nvironmental %wareness %wareness Creative Thin#ing 4etwor#ing 1 Relationship &uilding Conflict 'anagement Stewardship of Resources Ris# 'anagement Stress 'anagement nfluence nitiative Team /eadership Change /eadership Client 0ocus )artnering .eveloping Others )lanning and Organizing .ecision 'a#ing %nalytical Thin#ing Thin#ing Results Orientation Teamwor# 5alues and 3thics 5isioning and Strategic Thin#ing
*+ INTRODUCTION ,#t re Competencie!Competencies are observable abilities, observable abilities, s#ills, #nowledge, motivations or traits defined in terms of the behaviours needed behaviours needed for successful job successful job performance! Competencies are not new! -hat is new is their integrated use across human resource functions! Ho$ Are t#e Competencie! Structured0or all competencies in the dictionary, dictionary, a definition is provided! 3ach competency also includes a proficiency scale that indicates the full range of expression of the competency! 'ost proficiency proficiency scales have five levels! 3ach proficiency level is described in terms of behavioural indicators! The behaviours at each level of the scale are illustrative rather than definitive6 that is other examples of behaviour are possible! 3ach competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply! Ho$ to U!e t#i! DictionryThe contents of this dictionary represent the behavioural or non+technical competencies that apply to jobs in the federal )ublic Service! The dictionary can be used for a variety of purposes including recruitment and staffing, learning and career development and performance management! 0or each job, choose the competencies and proficiency learning that are most critical to performance excellence! .+ ADAPTABILITY 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%%erent en'ironment! Level 1 • • • • •
Recognizes how change will affect work %ccepts that things will change! change! See#s clarification when faced with ambiguity or uncertainty! .emonstrates willingness to try new approaches! Suspends judgment6 thin#s before acting! %c#nowledges the value of others7 contributions regardless regardless of how they are presented!
Level 2 • •
Adapts one’s work work to a situation situation %dapts personal approach approach to meet the needs needs of different or new situations! situations! See#s guidance in adapting behaviour to the needs of a new or different situation!
Level 3 • •
Adapts to a variety of of changes %dapts to new ideas and initiatives across across a wide variety variety of issues or situations! Shifts priorities, changes style and responds with new approaches as needed to deal with new or changing demands!
Level 4 •
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Adapts to large, cople! cople! and"or fre#uent changes )ublicly supports and adapts to major1fundamental changes that show promise of improving established ways of operating! See#s opportunities for change in order to achieve improvement in wor# processes, systems, etc! 'aintains composure and shows self control in the face of challenges and change!
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Adapts organizational organizational strategies %nticipates change change and ma#es large or or long+term adaptations in organization in response response to the needs of the situation! )erforms effectively amidst continuous change, ambiguity and, at times, apparent chaos! Shifts readily between dealing with macro+strategic issues and critical details!
Note 8 Note 8 9%daptability9 9%daptability9 lin#s to the competency 9'anagement 3xcellence : %ction 'anagement,9 identified as relevant for federal )ublic Service leaders!
2+ Continuou! Lernin" 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#nce per!on( nd or"ni3tion( per%ormnce Level 1 •
•
Assesses and onitors onitors oneself to aintain aintain personal effectiveness Continually self+assesses and see#s feedbac# from others to identify strengths and wea#nesses and ways of improving! )ursues learning opportunities and ongoing development!
Level 2 • •
•
%eeks to iprove personal effectiveness in current situation Tries new approaches to maximize learning in current situation! Ta#es Ta#es advantage of learning opportunities ;e!g!, courses, observation of others, assignments, etc!
Level 3 •
• •
%eeks learning opportunities &eyond current re#uireents Sets challenging goals and standards of excellence for self in view of growth beyond current job! %ctively pursues pursues self+development on an ongoing basis ;technically and personally
Level 4 • •
Aligns personal personal developent with with o&'ectives of organization .esigns personal learning objectives based on evolving needs of the portfolio or business unit! ses organizational change as an opportunity to develop new s#ills and #nowledge!
Level $ •
•
Aligns personal personal learning with anticipated change change in organizational organizational strategy dentifies future competencies and expertise re*uired by the organization and develops and pursues learning plans accordingly! Continuously scans the environment to #eep abreast of emerging developments in the broader wor# context!
Note 8 Note 8 9Continuous /earning9 lin#s to the competency 9'anagement 3xcellence : %ction 'anagement9 identified as relevant for federal )ublic Service leaders!
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
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'a#es self available and clearly encourages others to initiate communication! /istens actively and objectively without interrupting! Chec#s own understanding of others7 communication ;e!g!, repeats or paraphrases, as#s additional *uestions
Level 2 • • •
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•
)osters two*way counication counication 3licits comments or feedbac# on what has been said! 'aintains continuous open and consistent communication communication with others! Openly and constructively discusses diverse perspectives that could lead to misunderstandings! Communicates decisions or recommendations that could be perceived negatively, with sensitivity and tact! Supports messages with relevant data, information, examples and demonstrations!
Level 3 •
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Adapts counication counication to others %dapts content, style, tone and medium of communication communication to suit suit the target audience7s audience7s language, cultural bac#ground and level of understanding! Ta#es Ta#es others7 perspectives into account when communicating, negotiating or presenting arguments ;e!g!, presents benefits from all perspectives
Level 4 •
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•
+ounicates cople! essages $andles complex on+the+spot *uestions ;e!g!, from senior public officials, officials, special interest groups or the media
Level $ •
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•
+ounicates strategically Communicates strategically to achieve specific objectives ;e!g!, considering such aspects as the optimal message to present, timing and forum of communication
5+ Or"ni3tion( nd En'ironment( A$rene!! 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 to c#ie'e re!u(t! Level 1 •
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•
nderstands foral structure 'onitors wor# to ensure it aligns with formal procedures and the organization7s accountabilities! Recognizes and uses formal structure, rules, processes, methods or operations to accomplish wor#! %ctively supports supports the public service mission mission and goals!
Level 2 • •
nderstands inforal structure and culture ses informal structures6 can identify #ey decision+ma#ers and influencers! 3ffectively uses both formal and informal channels or networ#s for ac*uiring information, assistance and accomplishing wor# goals!
Level 3 •
•
-ffectively operates in e!ternal environents %chieves solutions solutions acceptable to to varied parties based based on understanding of issues, climates climates and cultures in own and other organizations! %ccurately describes describes the issues issues and culture of external sta#eholders! sta#eholders! ses this information to negotiate goals and initiatives!
Level 4 •
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•
nderstands organizational politics, issues and e!ternal influences %nticipates issues, issues, challenges and outcomes and effectively operates to best position position the organization! Supports the changing culture and methods of operating, if necessary, for the success of the organization! 3nsures due diligence by #eeping informed of business and operational plans and practices!
Level $ •
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.perates effectively in a &road spectru of political, cultural and social ilieu .emonstrates broad understanding of social and economic context 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 successfully in a variety of social, political and cultural environments! ses organizational culture as a means to influence and lead the organization!
Note 8 Note 8 9Organizational and 3nvironmental %wareness9 %wareness9 lin#s to the competency 9%ction 'anagement : .esign and 3xecution9 identified as relevant for federal )ublic Service leaders!
6+ Creti'e T#in&in" 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'ice!0 u!in" intuition0 e8perimenttion nd %re!# per!pecti'e!+ Level 1 • • •
Acknowledges the need need for new approaches approaches s open to new ideas! =uestions the conventional approach and see#s alternatives! Recognizes when a new approach is needed6 integrates new information *uic#ly while considering different options!
Level 2 • • • •
/odifies current approaches %nalyzes strengths strengths and wea#nesses wea#nesses of current approaches! approaches! 'odifies and adapts current methods and approaches to better meet needs! dentifies alternate solutions based on precedent! dentifies an optimal solution after weighing the advantages and disadvantages of alternative approaches!
Level 3 •
• •
0ntroduces new approaches Searches for ideas or solutions that have wor#ed in other environments and applies them to the organization! ses existing solutions in innovative ways to solve problems! Sees long+term conse*uences of potential solutions!
Level 4 •
• •
+reates new concepts ntegrates and synthesizes relevant concepts into a new solution for which there is no previous experience! Creates new models and methods for the organization! dentifies flexible and adaptable solutions while still recognizing professional and organizational standards!
Level $ • • •
urtures creativity .evelops an environment that nurtures creative thin#ing, *uestioning and experimentation! 3ncourages challenges to conventional approaches! Sponsors experimentation to maximize potential for innovation!
Note 8 Note 8 9Creative Thin#ing9 lin#s to the competency 9Strategic Thin#ing,9 Thin#ing,9 identified as relevant for federal )ublic Service leaders!
9+ Net$or&in" 1 Re(tion!#ip Bui(din" Bui(din" nd cti'e(y mintinin" $or&in" re(tion!#ip! re(tion!#ip! nd1or net$or&! o% contct! to %urt#er t#e or"ni3tion:! "o(! Level 1 • •
Accesses sources of inforation inforation See#s information from others ;e!g!, colleagues, customers
Level 2 • • •
uilds key contacts See#s out the expertise of others and develops lin#s with experts and information sources! .evelops and nurtures #ey contacts as a source of information! )articipates in networ#ing and social events internal and external to the organization!
Level 3 •
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•
%eeks new networking opportunities for self and others See#s opportunities to partner and transfer #nowledge ;e!g!, by actively participating in trade shows, conferences, meetings, committees, multi+sta#eholder groups and1or seminars
Level 4 • •
•
%trategically e!pands networks &uilds networ#s with parties that can enable the achievement of the organization7s strategy! strategy! &rings informal teams of experts together to address issues1needs, share information and resolve differences, as re*uired! ses #nowledge of the formal or informal structure and the culture to further strategic objectives!
Level $ • • •
+reates networking opportunities Creates and facilitates forums to develop new alliances and formal networ#s! dentifies areas to build strategic relationships! Contacts senior officials to identify potential areas of mutual, long+term interest!
;+ Con%(ict Mn"ement Pre'entin"0 mn"in" nd1or re!o('in" con%(ict! Level 1 • •
0dentifies conflict Recognizes that there is a conflict between two or more parties! &rings conflict to the attention of the appropriate individual;s
Level 2 •
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Addresses e!isting conflict conflict /istens to differing points of view and emphasizes points of agreement as a starting point to resolving differences!! differences!! Openly identifies shared areas of interest in a respectful and timely manner!
Level 3 •
•
Anticipates and addresses addresses sources of potential potential conflict %nticipates and ta#es ta#es action to to avoid1reduce potential potential conflict ;e!g!, ;e!g!, by encouraging and supporting the various parties to get together and attempt to address the issues themselves
Level 4 •
•
0ntroduces strategies for resolving e!isting and potential conflict )rovides consultation to or obtains consultation 1 mediation for those who share few common interests and who are having a significant disagreement! ntroduces innovative strategies for effectively dealing with conflict ;e!g!, mediation, collaborative and 9mutual gains9 strategies
Level $ •
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+reates an environent where conflict is resolved appropriately Creates a conflict+resolving environment by anticipating and addressing areas where potential misunderstanding and disruptive conflict could emerge! 'odels constructive approaches to deal with opposing views when personally challenging the status *uo and when encouraging others to do so as well!
<+ Ste$rd!#ip o% Re!ource! En!ure! t#e e%%ecti'e0 e%%icient nd !u!tin)(e u!e o% Pu)(ic Ser'ice re!ource! nd !!et!= #umn nd %innci( re!ource!0 re( property nd )u!ine!! in%ormtion+ Level 1 • •
ses resources effectively )rotects and uses resources and assets in a conscientious and effective manner! dentifies wasteful practices and opportunities for optimizing resource use!
Level 2 • •
-nsures effective use of resources 'onitors and ensures the efficient and appropriate use of resources and assets! 3xplores ways of leveraging funds to expand program effectiveness!
Level 3 • • •
+ontrols resource use %llocates and controls controls resources and assets within within own area! mplements ways of more effectively utilizing utilizing resources and assets! %ssigns and communicates communicates roles and accountabilities accountabilities to maximize maximize team effectiveness6 effectiveness6 manages wor#load!
Level 4 • • • • •
0pleents systes to ensure stewardship of resources dentifies gaps in resources that impact on the organization7s effectiveness! effectiveness! .evelops strategies to address resource gaps1issues! 3nsures alignment of authority, authority, responsibility and accountability with organizational objectives! 3nsures that information and #nowledge sharing is integrated into all programs and processes! %cts on audit, audit, evaluation and other objective objective project team performance information! information!
Level $ • •
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-nsures strategic stewardship of resources .irects resources to those areas where they will most effectively contribute to long+term goals! Sets overall direction for how resources and assets are to be used in order to achieve the vision and values! nstitutes organization+wide mechanisms mechanisms and processes to promote and support resource management!
4ote8 9Stewardship of Resources9 lin#s to the competency 9'anagement 3xcellence,9 identified as relevant for federal )ublic Service leaders!
*>+ Ri!& Mn"ement Identi%yin"0 !!e!!in" nd mn"in" ri!& $#i(e !tri'in" to ttin o)/ecti'e! Level 1 • •
• •
0dentifies possi&le risks .escribes ris# factors related to a situation1activity! situation1activity! ses past experience and best practices to identify underlying issues, potential problems and ris#s! )lans for contingencies! dentifies possible cause+effect relationships!
Level 2 •
• •
akes calculated risks Ta#es Ta#es calculated ris#s with minor, but non+trivial, conse*uences of error ;e!g!, ris#s involving potential loss of some time or money but which can be rectified
Level 3 •
• • •
5ersonally takes significant risks )ersonally ta#es calculated ris#s with significant conse*uences ;e!g!, significant loss of time or money< but which can be rectified! %nticipates the ris#s involved involved in ta#ing action! action! dentifies possible scenarios regarding outcomes of various options for action! Conducts ongoing ris# analysis, loo#ing ahead for contingent liabilities and opportunities and astutely identifying the ris#s involved!
Level 4 6esigns strategies for dealing with high*risk initiatives
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mplements initiatives with high potential for pay+off to the organization, where errors cannot be rectified, or only rectified at significant cost! Conducts ris# assessment when identifying or recommending strategic and tactical options! 3ncourages responsible ris# ta#ing, recognizing that every ris# will not pay off!
Level $ •
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5rovides organizational guidance on risk )rovides a supportive environment for responsible ris# ta#ing ;e!g!, by supporting decisions of others
**+ Stre!! Mn"ement Mintinin" e%%ecti'ene!! in t#e %ce o% !tre!! Level 1 • • •
7orks in low level stress situations >eeps functioning effectively during periods of on+going low intensity stress! 'aintains focus during situations involving limited stress! See#s to balance wor# responsibilities and personal life responsibilities!
Level 2 • • •
Ad'usts to teporary teporary peaks in stress levels levels 'aintains composure when dealing with short but intense stressful situations! nderstands personal stressors and ta#es steps to limit their impact! >eeps issues and situations in perspective and reacts appropriately ;e!g!, does not overreact to situations, what others say, etc!
Level 3 •
• •
Adapts to prolonged prolonged stress 3ffectively withstands withstands the effects of prolonged exposure to one or few stressors by modifying wor# methods! 'aintains sound judgment and decision ma#ing despite on+going stressful situations! Controls strong emotions or other stressful responses and ta#es action to respond constructively to the source of the problem!
Level 4 •
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•
-ploys stress anageent strategies .evelops and applies stress reduction strategies to cope with long exposure to numerous stressors or stressful situations! Recognizes personal limits for wor#load and negotiates adjustments to minimize the effects of stress, while still ensuring appropriate levels of productivity! productivity! Controls own emotions and calms others in stressful situations! situations!
Level $ •
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6eals with stress affecting the organization .emonstrates behaviours that help others remain calm, yet focused and energized during periods of extreme stress affecting the organization! 'aintains composure and shows self+control in the face of significant challenge facing the organization! Suspends judgment6 thin#s before acting! dentifies and consistently models ways of releasing or limiting stress within the organization!
Note 8 Note 8 9Stress 'anagement9 is included in the competency 9'anagement 3xcellence : )eople 'anagement9, a competency identified as relevant for federal )ublic Service leaders!
*.+ 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 ses appeals to reason, data, facts and figures! ses concrete examples, visual aids and demonstrations to ma#e a point! .escribes the potential impact of own actions on others and how it will affect their perception of self!
Level 2 •
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Adapts rationale to influence others %nticipates the effect of one7s approach or chosen chosen rationale on the the emotions and sensitivities sensitivities of others! %dapts discussions discussions and presentations presentations to appeal to the the needs or interests of others! ses the process of give+and+ta#e to gain support! &uilds relationships through fair, honest and consistent behaviour!
Level 3 •
• •
6eonstrates the &enefit of ideas &uilds on successful initiatives and best practices internal and external to the organization to gain acceptance for ideas! )resents pros and cons and detailed analyses to emphasize the value of an idea! )ersuades others by drawing from experience and presenting multiple arguments in order to support a position!
Level 4 • • •
uilds coalitions, strategic relationships and networks %ssembles coalitions, coalitions, builds behind+the+scenes support for ideas and initiatives! initiatives! .evelops an extensive networ# of contacts! ses group process s#ills to lead or direct a group!
Level $ • •
•
6esigns cople! influence strategies .esigns strategies that position and promote ideas and concepts to sta#eholders! ses indirect strategies to persuade, such as establishing alliances, using experts or third parties! ?ains support by capitalizing on understanding of political forces affecting the organization!
*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 issues Recognizes and acts on present issues! Offers ideas to address current situations or issues! -or#s independently! Completes assignments without constant supervision!
Level 2 • • •
Addresses iinent iinent issues Ta#es Ta#es action to avoid imminent problem or to capitalize on imminent opportunity! opportunity! /oo#s for ways to achieve greater results or add value! -or#s persistently as needed and when not re*uired to do so!
Level 3 •
• •
Acts proptly in a crisis situation situation %cts *uic#ly *uic#ly to address a crisis situation situation drawing on appropriate resources resources and experience with similar situations! mplements contingency plans when crises arise! 3xceeds re*uirements of job6 ta#es on extra tas#s!
Level 4 •
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•
Looks to the future Ta#es Ta#es action to avoid or minimize potential problems or maximize potential opportunities in the future by drawing on extensive personal experience! .efines and addresses high+level challenges that have the potential to advance the state+of+ the art in an area! Starts and carries through on new projects!
Level $ • • •
-ncourages initiative in others 0osters an environment that anticipates and acts upon potential threats and1or opportunities! Coaches others to spontaneously recognize and appropriately act on upcoming opportunities! ?ets others involved in supporting efforts and initiatives!
*4+ Tem Leder!#ip Ledin" nd !upportin" tem to c#ie'e re!u(t! Level 1 • • •
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8eeps the tea infored 3nsures that team members have the necessary information to operate effectively! effectively! 3stablishes the direction1goal;s< for the team! /ets team members affected by a decision #now exactly what is happening and gives a clear rationale for the decision! Sets an example for team members ;e!g!, respect of others7 views, team loyalty, loyalty, cooperating with others
Level 2 • •
• •
-nsures the needs of the tea and of e&ers are et 'a#es sure the practical needs of the team and team members are met! 'a#es decisions by ta#ing into account the differences among team members, and overall team re*uirements and objectives! 3nsures that the team7s tas#s are completed! %ccepts responsibility responsibility for the team7s actions actions and results!
Level 3 • •
• •
-nsures tea e&er input 5alues 5alues and encourages others7 input and suggestions! Stimulates constructive discussion discussion of different points of view, focusing on the organization7s strategic objectives, vision or values! &uilds cooperation, loyalty and helps achieve consensus! )rovides constructive feedbac# and recognizes all contributions!
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3nsures the respective strengths of team members are used in order to achieve the team7s overall objectives!
Level 4 •
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-powers the tea Communicates team successes and organization+wide contribution to other organizational members! 3ncourages the team to promote their wor# throughout the organization! 3stablishes the team7s credibility with internal and external sta#eholders!
Level $ • • • •
0nspires tea e&ers &uilds the commitment of the team to the organization7s mission, goals and values! %ligns team objectives objectives and priorities priorities with the broader objectives objectives of the organization! 3nsures that appropriate lin#ages1partnerships between teams are maintained! Creates an environment where team members consistently push to improve team performance and productivity!
*5+ C#n"e Leder!#ip 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 dentifies and accepts the need and processes for change! 3xplains the process, implications and rationale for change to those affected by it! nvites discussion of views on the change
Level 2 • • •
nderscores the positive nature of change )romotes the advantages of change! Clarifies the potential opportunities and conse*uences of proposed changes! 3xplains how change affects current practices!
Level 3 • •
/anages the process for change dentifies important 1 effective practices that should continue after change is implemented %nticipates specific specific reasons underlying resistance to change and implements implements approaches that that address resistance!
Level 4 •
• •
Aligns change initiatives initiatives with organizational organizational o&'ectives /in#s projects1objectives to department7s1public department7s1public service7s change initiatives and describes the impact on operational goals! )resents realities of change and, together with staff, develops strategies for managing it! dentifies future needs for change that will promote progress toward identified objectives!
Level $ • • •
+hapions change Creates an environment that promotes and encourages change or innovation! Shares and promotes successful change efforts throughout the organization! )ersonally communicates a clear vision of the broad impact of 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 dentifies client needs and expectations! Responds to re*uests efficiently and effectively! effectively! Ta#es Ta#es action beyond explicit re*uest within established service standards! Refers complex *uestions to a higher decision+ma#ing level! 'eets client needs in a respectful, helpful and responsive manner! See#s feedbac# to develop a clear understanding of client needs and outcomes! ses client satisfaction monitoring methodologies to ensure client satisfaction! %djusts service service based on client feedbac#!
Level 2 •
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uilds positive client Relations Contacts clients to follow up on services, solutions or products to ensure that their needs have been correctly and effectively met! nderstands issues from the client7s perspective! >eeps clients up+to+date with information and decisions that affect them! 'onitors services provided to clients and ma#es timely adjustments as re*uired!
Level 3 • • • • • •
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Anticipates and adapts adapts to client needs needs 'aintains ongoing communication with clients! Regularly and systematically systematically contacts clients or prospective clients to determine their needs! ses understanding of client7s perspective to identify constraints and advocate on their behalf! -or#s with clients to adapt services, products or solutions to meet their needs! 3ncourages co+wor#ers and teams to achieve a high standard of service excellence! %nticipates areas where support or influence influence will be re*uired and discusses discusses situation1concerns situation1concerns with appropriate individuals! )roposes new, creative and sound alternatives to improve client service!
Level 4 •
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•
)osters a client*focused culture Trac#s trends and developments that will affect own organization7s ability to meet current and future client needs! dentifies benefits for clients6 loo#s for ways to add value! See#s out and involves clients or prospective clients in assessing services, solutions or products to identify ways to improve! 3stablishes service standards and develops strategies to ensure staff meet them!
Level $ • • • •
•
+onsiders the strategic direction of client focus Communicates the organization7s mission, vision and values to external clients! Strategically and systematically evaluates new opportunities to develop client relationships! Creates an environment in which concern for client satisfaction is a #ey priority! /in#s a comprehensive and in+depth understanding of clients7 long+term needs and strategies with current and proposed projects1initiatives! projects1initiatives! Recommends1 determines strategic business direction to meet projected needs of clients and prospective clients!
*9+ Prtnerin" 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#e or"ni3tion
Level 1 •
• • •
.perates effectively within partnerships nderstands the roles played by partners! dentifies and refers to areas of mutual interest as a means of establishing a business relationship! Communicates openly, openly, builds trust and treats partners fairly, ethically and as valued allies! 'eets partner needs by responding to re*uests efficiently and effectively! effectively! Recognizes the contributions of partners!
Level 2 • •
• •
/anages e!isting partnerships -or#s with existing partners, honouring established agreements1 contracts! 'onitors partnership arrangements to ensure that the objectives of the partnership remain on target! See#s input from partners to ensure that objectives are achieved! See#s mutually beneficial solutions with partners!
Level 3 • •
•
•
%eeks out partnership opportunities nitiates partnership arrangements that promote organizational objectives! %ssesses the the value of entering into partner relationships relationships in terms of both short+ and long+ term term return on investment! .evelops new and mutually beneficial partnerships that also serve the interests of the broader community! dentifies benefits of a partnership and loo#s for ways to add value for the partner!
Level 4 •
• •
•
)acilitates partnerships )rovides advice and direction on the types of partner relationships to pursue, as well as ground rules for effective effective partner relationships! Supports staff in ta#ing calculated ris#s in partner relationships! 4egotiates, as necessary, to assist others to address issues or resolve problems surrounding partner relationships! dentifies when modifications and terminations of partnerships are needed and ta#es appropriate measures!
Level $ • •
•
•
%ets strategic direction for partnering )rovides strategic direction on partnerships that the organization should be pursuing! Sets up an infrastructure that supports effective partner arrangements ;e!g!, principles and framewor#s for assessing the value of partnerships6 expert assistance in aspects of partnering
Note 8 Note 8 9)artnering9 lin#s to the competency 93ngagement : 'obilizing )eople, Organizations, )artners9, )artners9, identified as relevant for federal )ublic Service leaders!
*;+ 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$t# Level 1 %hares e!pertise with others
•
•
Regularly shares expertise with team members to support continuous learning and improvement! %dvises, guides and coaches others others by sharing experiences experiences and discussing discussing how to handle current or anticipated concerns!
Level 2 •
• •
%upports individual developent and iproveent )rovides performance feedbac# and support, reinforcing strengths and identifying areas for improvement! 3ncourages staff to develop and apply their s#ills! Suggests to individuals ways of improving performance and competence!
Level 3 • • • •
•
5rootes ongoing learning and developent $elps team members develop their s#ills and abilities! 3ngages in development and career planning dialogues with employees! -or#s with employees and teams to define realistic yet challenging wor# goals! 3ncourages team members to develop learning and career plans and follows+up to guide development and measure progress! %dvocates and commits commits to ongoing ongoing training and development development to foster a learning learning culture!
Level 4 • • •
5rovides opportunities for developent 3nsures that resources and time are available for development activities! 3nsures that all employees have e*uitable access to development opportunities! )rovides opportunities for development through tools, assignments, mentoring and coaching relationships etc!
Level $ •
•
•
+reates a continuous learning and developent environent )rovides long+term direction regarding learning needs for staff and how to pursue the attainment of this learning! nstitutes organization+wide mechanisms and processes to promote and support continuous learning and improvement! 'anages the learning process to ensure it occurs by design rather than by chance!
Note 8 Note 8 9.eveloping Others9 lin#s to the competency 9'anagement 3xcellence 3xcellence : )eople 'anagement9 identified as relevant for federal )ublic Service leaders!
*<+ P(nnin" nd Or"ni3in" De%inin" t!&! nd mi(e!tone! to c#ie'e o)/ecti'e!0 $#i(e en!urin" t#e optim( u!e o% re!ource! to meet t#o!e o)/ecti'e! Level 1 •
• • •
5lans tasks and organizes own work dentifies re*uirements and uses available resources to meet own wor# objectives in optimal fashion! Completes tas#s in accordance with plans! 'onitors the attainment of own wor# objectives and1or *uality of the wor# completed! Sets priorities for tas#s in order of importance!
Level 2 Applies planning planning principles to achieve work goals
• • • • •
3stablishes goals and organizes wor# by bringing together the necessary resources! Organizes wor# according to project and time management principles and processes! )ractices and plans for contingencies to deal with unexpected events or setbac#s! 'a#es needed adjustments to timelines, steps and resource allocation! .irects issues to appropriate bodies when unable to resolve them within own area of responsibility!
Level 3 •
• • • •
6evelops plans for the &usiness unit Considers a range of factors in the planning process ;e!g!, costs, timing, customer needs, resources available, etc!
Level 4 •
• • •
0ntegrates and evaluates plans to achieve &usiness goals 3stablishes alternative courses of action, organizes people and prioritizes the activities of the team to achieve results more effectively! effectively! 3nsures that systems are in place to effectively monitor monitor and evaluate progress! 3valuates processes and results and ma#es appropriate adjustments to the plan! Sets, communicates and regularly assesses priorities!
Level $ • • • • •
5lans and organizes at a strategic level .evelops strategic plans considering short+term re*uirements as well as long+term direction! )lans wor# and deploys resources to deliver organization+wide results! Secures and allocates program or project resources in line with strategic direction! Sets and communicates priorities within the broader organization! 3nsures sufficient resources are available to achieve set objectives!
Note 8 Note 8 9)lanning and Organizing9 lin#s to the competency 9%ction 'anagement9 identified as relevant for federal )ublic Service leaders!
.>+ Deci!ionM&in" M&in" deci!ion! nd !o('in" pro)(em! in'o('in" 'ried (e'e(! o% comp(e8ity0 comp(e8ity0 m)i"uity nd ri!& Level 1 • • •
• •
/akes decisions &ased solely on rules 'a#es straightforward decisions based on pre+defined options using clear criteria1procedures! Consults with others or refers an issue1situation for resolution when criteria are not clear! .eals with exceptions within established parameters using clearly specified rules and procedures! 'a#es decisions involving little or no conse*uence of error! 5erifies that the decision1resolution is correct!
Level 2 •
•
/akes decisions &y interpreting rules %pplies guidelines and procedures that re*uire some interpretation when when dealing with exceptions! 'a#es straight + forward decisions based on information that is generally clear and ade*uate!
• • •
Considers the ris#s and conse*uences of action and1or decisions! 'a#es decisions involving minor conse*uence of error! See#s guidance as needed when the situation is unclear!
Level 3 •
•
• • • •
/akes decisions in situations where there is scope for interpretation of rules %pplies guidelines and procedures that leave leave considerable room for for discretion and interpretation! 'a#es decisions by weighing several factors, some of which are partially defined and entail missing pieces of critical information! %s needed, involves involves the right people in the decision+ma#ing decision+ma#ing process! &alances the ris#s and implications of decisions across multiple issues! .evelops solutions that address the root cause of the problem and prevent recurrence! Recognizes, analyzes and solves problems across projects and in complex situations!
Level 4 • • •
• • •
/akes cople! decisions in the a&sence of rules Simplifies complex information from multiple sources to resolve issues! 'a#es complex decisions for which there are no set procedures! Considers a multiplicity of interrelated factors for which there is incomplete and contradictory information! &alances competing priorities in reaching decisions! .evelops solutions to problems, balancing the ris#s and implications across multiple multiple projects! Recommends solutions in an environment of ris# and ambiguity! ambiguity!
Level $ • •
• •
• • •
/akes high*risk decisions in cople! and a&iguous situations 'a#es high+ris# strategic decisions that have significant conse*uences! &alances a commitment to excellence with the best interests of clients and the organization when ma#ing decisions! ses principles, values and sound business sense to ma#e decisions! 'a#es decisions in a volatile environment in which weight given to any factor can change rapidly! Reaches decisions assuredly in an environment of public scrutiny! %ssesses external external and internal environments environments in order to ma#e a well+informed decision! dentifies the problem based on many factors, often complex and sweeping, difficult to define and contradictory ;e!g!, fiscal responsibility, the public good
.*+ 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 synthesizes inforation inforation &rea#s down concrete issues into parts and synthesizes synthesizes succinctly! succinctly! Collects and analyses information from a variety of appropriate sources! dentifies the lin#s between situations and information!
Level 2 • • •
0dentifies critical relationships Sees connections, patterns or trends in the information available! dentifies the implications and possible conse*uences of trends or events! .raws logical conclusions, providing options and recommendations!
Level 3 • •
•
Analyses cople! relationships %nalyses complex complex situations, brea#ing each into its its constituent parts! Recognizes and assesses several li#ely causal factors or ways of interpreting the information available! dentifies connections between situations that are not obviously related!
Level 4 • • • •
Applies &road analysis analysis ntegrates information from diverse sources, often involving large amounts of information! Thin#s several steps ahead in deciding on best course of action, anticipating li#ely outcomes! .evelops and recommends policy framewor# based on analysis of emerging trends! ?athers information from many sources, including experts, in order to completely understand a problem1situation!
Level $ •
•
•
Applies a systes perspective to the analysis analysis of enterprise*wide enterprise*wide issues dentifies multiple relationships and disconnects in processes in order to identify options and reach conclusions! %dopts a systems systems perspective, perspective, assessing assessing and balancing vast amounts of diverse diverse information on the varied systems and sub+systems sub+systems that comprise and affect the wor#ing environment! Thin#s beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions ;e!g!, social, economic, partner, sta#eholder interests, short+ and long+term benefits, national and global implications
Note 8 Note 8 9%nalytical Thin#ing9 lin#s to the competency 9Strategic Thin#ing9 identified as relevant for federal )ublic Service leaders!
..+ 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 Sets goals and wor#s to meet established expectations6 maintains performance performance levels! )ursues organizational objectives with energy and persistence! Sets high personal standards for performance! %dapts wor#ing methods methods in order to achieve achieve objectives! objectives! %ccepts ownership ownership of and responsibility responsibility for own wor#!
Level 2 • •
+onsistently eets esta&lished e!pectations Consistently achieves established expectations through personal commitment! 'a#es adjustments to activities1processes based on feedbac#!
Level 3 • •
%urpasses esta&lished e!pectations 3xceeds current expectations and pushes for improved results in own performance! Ta#es Ta#es on new roles and responsibilities when faced with unexpected changes!
Level 4 • •
•
%eeks out significant challenges See#s significant challenges outside of current job scope! -or#s on new projects or assignments that add value without compromising current accountabilities! ?uides staff to achieve tas#s, goals, processes and performance standards!
Level $ • •
•
5ursues e!cellence on an organizational level 'odels excellence and motivates fellow organizational members to follow his1her example! 3ncourages constructive *uestioning of policies and practices6 sponsors experimentation and innovation! $olds staff accountable for achieving standards of excellence and results for the organization!
.2+ Tem$or& ,or&in" co(()orti'e(y 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 %ssumes personal responsibility and follows up to meet meet commitments commitments to others! nderstands the goals of the team and each team member7s role within it! .eals honestly and fairly with others, showing consideration and respect! -illingly gives support to co+wor#ers and wor#s collaboratively rather than competitively! competitively! Shares experiences, #nowledge and best practices with team members!
Level 2 • • • •
•
•
)osters teawork %ssumes responsibility responsibility for wor# wor# activities and coordinating efforts! efforts! )romotes team goals! See#s others7 input and involvement and listens to their viewpoints! Shifts priorities, changes style and responds with new approaches as needed to meet team goals! Suggests or develops methods and means for maximizing the input and involvement of team members! %c#nowledges the wor# of others!
Level 3 • • • • • • •
6eonstrates leadership in teas &uilds relationships with team members and with other wor# units! 0osters team spirit and collaboration within teams ! .iscusses problems1 issues with team members that could affect results! Communicates expectations for teamwor# and collaboration! 0acilitates the expression of diverse points of view to enhance teamwor#! Capitalizes on the strengths of all members! ?ives credit for success and ac#nowledges contributions and efforts of individuals to team effectiveness!
Level 4 • •
• • •
+apitalizes on teawork opportunities nitiates collaboration with other groups1 organizations on projects or methods of operating! Capitalizes on opportunities and addresses challenges presented by the diversity of team talents! Supports and encourages other team members to achieve objectives! 3ncourages others to share experience, #nowledge and best practices with the team! 3ncourages the team to openly discuss what can be done to create a solution or alternative!
Level $ •
•
uilds &ridges &etween teas 0acilitates collaboration across the organization and with other organizations to achieve a common goal! &uilds strong teams that capitalize on differences in expertise, competencies and bac#ground!
•
&rea#s down barriers ;structural, functional, cultural< between teams, facilitating the sharing of expertise and resources!
.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 organization’s organization’s values Treats others fairly and with respect! Ta#es Ta#es responsibility for own wor#, including problems and issues! ses applicable professional standards and established procedures, policies and1or legislation when ta#ing action and ma#ing decisions! dentifies ethical dilemmas and conflict of interest situations and ta#es action to avoid and prevent them! %nticipates and prevents prevents breaches in confidentiality and1or security! security!
Level 2 • •
0dentifies ethical iplications dentifies and considers different ethical aspects of a situation when ma#ing decisions! dentifies and balances competing values when selecting approaches or recommendations for dealing with a situation!
Level 3 • • •
•
Aligns tea with with organization’s organization’s values and and ethics 0osters a climate of trust within the wor# team! mplements processes and structures to deal with difficulties in confidentiality and1or security! 3nsures that decisions ta#e into account ethics and values of the organization and )ublic Service as a whole! nteracts with others fairly and objectively! objectively!
Level 4 •
•
5rootes the organization’s values and ethics %dvises others in maintaining fair and and consistent dealings dealings with others and in dealing with ethical dilemmas! .eals directly and constructively with lapses of integrity ;e!g!, intervenes in a timely fashion to remind others of the need to respect the dignity of others
Level $ • •
•
-!eplifies and deonstrates the organization’s values and ethics .efines, communicates and consistently exemplifies the organization7s values and ethics! 3nsures that standards and safeguards are in place to protect the organization7s integrity ;e!g!, professional standards for financial reporting, integrity1 security of information systems
Note 8 Note 8 93thics and 5alues9 was identified as a competency relevant for federal )ublic Service leaders!
.5+ Vi!ionin" nd Strte"ic Direction De'e(opin" nd in!pirin" commitment to 'i!ion o% !ucce!!@ !upportin"0 promotin" nd en!urin" (i"nment $it# t#e or"ni3tion:! 'i!ion nd '(ue! Level 1 6eonstrates personal work alignent
• •
•
Sets personal wor# goals in line with operational goals of wor# area! Continually 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!
Level 2 •
•
•
• •
5rootes tea alignent 3ffectively communicates communicates and interprets the strategic vision to employees within area of responsibility! Clearly articulates and promotes the significance and impact of employee contributions to promoting and achieving organizational goals! 'onitors wor# of team to ensure alignment with strategic direction, vision and values for the organization! dentifies potential future directions for wor# area in line with vision! )roactively helps others to understand the importance of the strategy and vision!
Level 3 •
•
• •
Aligns progra"operational progra"operational goals goals and plans -or#s with teams to set program1operational goals and plans in #eeping with the strategic direction! Regularly promotes the organization, its vision and values to clients, sta#eholders and partners! -or#s with staff to set strategic goals for own sector of the organization! %ssesses the the gap between the current current state and desired desired future direction and establishes effective ways for closing the gap in own sector!
Level 4 • •
• •
•
0nfluences strategic direction 0oresees obstacles and opportunities for the organization and acts accordingly! accordingly! .efines issues, generates options and selects solutions, which are consistent with the strategy and vision! Scans, see#s out and assesses information on potential future directions! )rovides direction and communicates the vision to encourage alignment within the organization! 3nergetically and persistently promotes strategic objectives with colleagues in other business lines!
Level $ • •
•
•
6evelops vision /eads the development of the vision for the organization! .efines and continuously articulates the vision and strategy in the context of wider government priorities! .escribes the vision and values in compelling terms to develop understanding and promote acceptance1 commitment among staff and sta#eholders! dentifies, conceptualizes and synthesizes new trends or connections between organizational issues and translates them into priorities for the organization!
Note 8 Note 8 95isioning9 was identified as a competency relevant for federal )ublic Service leaders!
Tec#nic( Tec#nic( Competency Dictionry %or t#e IT Community
Technical Competency .ictionary T)(e T)(e o% Content!
ntroduction 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
%pplication .evelopment .evelopment Support and 'aintenance 'aintenance %rchitecture &usiness %nalysis .atabase .esign and 'anagement nfrastructure1)latforms T )rocurement and %sset 'anagement T )roject 'anagement .ata Communications Security1nformation Security1nformation and %pplication %pplication )rotection Testing Service 'anagement )rocesses
Introduction Competencies are observable abilities, observable abilities, s#ills, #nowledge, motivations or traits defined in terms of the behaviours needed behaviours needed for successful job successful job performance! Often Often competencies reflect very general attributes common to all jobs ;e!g!, analytical thin#ing, problem solving, client orientation
Introductory8 Introductory8 .emonstrates introductory understanding and ability and, with guidance, applies the competency in a few simple situations!
2.
B!ic8 B!ic8 .emonstrates basic #nowledge and ability and, with guidance, can apply the competency in common situations that present limited difficulties!
3.
Intermedite8 Intermedite8 .emonstrates solid #nowledge and ability, and can apply the competency with minimal or no guidance in the full range of typical situations! -ould re*uire guidance to handle novel or more complex situations!
4.
Ad'nced8.emonstrates Ad'nced8.emonstrates advanced #nowledge and ability, and can apply the competency in new or complex situations! ?uides other professionals!
5.
E8pert8 E8pert8 .emonstrates expert #nowledge and ability, and can apply the competency in the most complex situations! .evelops new approaches, methods or policies in the area! s recognized as an expert, internally and1or externally! /eads the guidance of other professionals!
*+ App(iction De'e(opment1Support nd Mintennce*
+Knowledge and ability to design, define, construct, enhance, support and maintain application software on one or more platforms. no$(ed"e reFuirement!=
Systems %nalysis %nalysis and .esign Re*uirements %nalysis %nalysis o ?eneral1external design ;includes design principles< o se of established techni*ues to assist in the analysis of business data1information flows o and database construction ;e!g!, data and functional modeling< %pplication .evelopment .evelopment and Commercial Commercial Off+The+Shelf Off+The+Shelf ;COTS< 'anagement )rogramming languages ;e!g!, software language structures, machine, assembly, assembly, o procedural, non+procedural, object+oriented languages< Standards and methods used in developing and maintaining a repository of information o and processes ;e!g!, development standards including programming, user interface, design, naming, specifications< System development processes, tools and methodologies ;e!g!, Systems .evelopment o /ife Cycle including principles, best practices and standards used in designing and maintaining a formal procedure and a related repository of information< nit testing processes and practices o %pplication development development tools ;e!g!, COTS development development tools, technical technical productivity tools, o wor#station operating systems< )olices and practices related to office productivity tools o )olicies and practices related to website design and use of nter1ntranet technologies o within the )ublic Service
1 0ntroductory • • •
• •
.emonstrates a basic level of understanding of software specifications or design techni*ues! .emonstrates a basic understanding of programming concepts! .emonstrates a general familiarity with one or more programming languages and1or methodologies! nderstands the importance of testing, documentation and production assurance! >nows where to loo# for standards!
2 asic • • • • • • •
.emonstrates a wor#ing #nowledge of one or more programming languages! -rites or adapts software modules for testing and integration! nderstands and employs basic development methods and standards! Tests1debugs program modules! ses a testing tool and prepares basic test cases! nderstands the migration cycle and prepares program for migration! )repares operational documentation!
3 0nterediate •
• •
• • •
.emonstrates a detailed #nowledge of several programming environments and a good wor#ing #nowledge of hardware and software interfaces! -rites original multi+module1complex 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! Conducts impact analysis for proposed changes to or problems with the system! )repares technical documentation ;e!g!, user guides, technical specifications
•
•
nderta#es routine analysis and wor#s with designers and analysts to clarify and improve specifications or to identify alternative programming solutions! 3nforces standards ;e!g!, at wal#throughs
4 Advanced •
•
•
•
• •
•
.emonstrates in+depth #nowledge and capability in software construction, testing, infrastructure, configuration, a wide range of system development methodologies and operating standards! .emonstrates #nowledge in multiple applications, data management systems and technologies or in a single area of expertise! .emonstrates application and corporate #nowledge, and understands how a change would affect multiple applications! 'a#es recommendations1 decisions in application and program design, standards and program enhancements! .ebugs very complex or urgent problems! %nalyzes and models models business functions, functions, processes processes and information flow within or between between systems! )rovides guidance1mentors on programming practices and techni*ues to individuals and cross+functional teams!
$ -!pert •
• • •
• •
AB
.emonstrates expert #nowledge of software design, construction, programming trends, programming and scripting languages across government in multiple applications and data management systems or in a single area of expertise! )rovides effective strategic direction to enterprise+wide application design! ?uides and oversees multiple+concurrent software construction projects! -or#s with users at all levels to define system re*uirements and specify appropriate system environments to meet operational needs and system performance objectives! )resents software construction disciplines to peers in public forums! .evelops policy and standards for software construction!
This competency does not include data management or database management ;See Competency D
.+ Arc#itecture +Knowledge and ability to apply architecture theories, principles, concepts, practices, methodologies and frameworks. no$(ed"e reFuirement!= •
•
3nterprise %rchitecture1nformation %rchitecture1nformation Technology Technology ;T< Strategy mplementation1enforcement mplementation1enforcement of policies and support o %rchitecture functions functions and the interrelationships interrelationships with with the organization"s vision vision o %rchitecture direction, direction, policies and and practices with with a focus on ?overnment ?overnment of Canada o priorities nformation %rchitecture %rchitecture Organization of information to effectively support the wor# of the organization o Creation of an entity relationship model and an integrated function or process dependency o model Transaction Transaction services architecture, configuration and interfaces o Relationship between the information architecture and other architectures o
•
•
•
Systems %rchitecture .esign of the systems architecture and how its components are connected and operate o with each other and other applications Relationship between the systems architecture and other architectures ;e!g!, integrating o technology and business< Technology %rchitecture .esign of the fundamental hardware, software and telecommunications systems systems that o provide the infrastructure on which business applications are developed and run ;e!g!, networ# topologies< nterrelationships of the various technologies and their respective roles o Technical standards o Relationship between the technology architecture and other architectures o ?overnment and .epartment )olicies and Standards &usiness policy and standards development o )rivacy %ct o T&S &usiness Transformation 3nablement )rogram ;&T3)< o 'anagement of ?overnment nformation ;'?< o
1 0ntroductory • • •
)ossesses basic understanding of architecture principles! Reads and understands architecture specifications and models! .istinguishes between different architecture domains!
2 asic • •
Creates basic models based upon specifications! .efines #ey terms and concepts!
3 0nterediate • •
• • •
0ocuses on a single area of expertise! )roduces analytic and candidate design models to be used for further analysis ;e!g!, telecommunications, telecommunications, networ#s
4 Advanced •
• • • • • •
.emonstrates good understanding of architecture across the business lines and how they interact but focuses on a single architecture! )roduces framewor#s for a single architecture! %ssesses new new re*uirements and ma#es ma#es design recommendations! recommendations! Signs off architecture models! 'anages transformations! .efines metadata models and information models! 'onitors standards!
$ -!pert •
•
nderstands how architecture relates to the organization"s vision, how new business fits in the current business lines, the integration of business and technology, technology, and relates government priorities to target architectures! &uilds corporate data models!
• • • • •
•
.elivers and signs off framewor#s for architectures architectures and integration models! Recommends priorities for business based upon the architecture! nderstands and applies T& standards ;e!g!, SO, -CE =uality standards
2+ Bu!ine!! An(y!i! + Knowledge and ability to apply the principles of business analysis in the planning, reengineering, reuirement gathering for government business environments, environments, operations, processes, and practices. practices. no$(ed"e reFuirement!= •
•
•
•
•
• •
• • • • •
?overnment1business ?overnment1business #nowledge in various application areas ;e!g!, financial1accounting, financial1accounting, human resources, purchasing, supply, policing, corrections< Common government1business management and decision+ma#ing concepts, principles, activities and practices ;e!g!, ?overnment and corporate planning cycles and processes, accountability accountability and budgetary cycles and processes< &usiness architecture ;at a project level< and how it augments organizational design, planning systems and financial controls mpact analysis and environmental scan methods, techni*ues and tools used to evaluate an organization"s strengths and challenges &usiness case1cost case1cost benefit methodology and standards including return on investment ;RO< and total cost of ownership ;TCO< Typical Typical organization structures, job functions, wor# activities and wor#flow &usiness process analysis and business process reengineering methods and design benefits, methodologies and tools6 roles in support of business change Costing and cost recovery ndustry, ndustry, business line and the technical aspects of the business line Relationship between the business architecture and other architectures Transaction Transaction processing theory and principles, flow and design ?overnment and .epartment policies and standards such as8 &usiness policy and standards development o )rivacy %ct o T&S &usiness Transformation 3nablement )rogram ;&T3)< o 'anagement of ?overnment nformation ;'?< o
1 0ntroductory
.emonstrates awareness of business rules and concepts!
2 asic
nderstands business lines! nderstands basic government and departmental services! .rafts simple re*uirements!
3 0nterediate
nderstands client business re*uirements, business roles, business planning and business processes! nderstands and wor#s within governance principles!
nderstands audit and compliance principles, change management principles and the impact of changes! nderstands how technologies can enable business processes! Translates Translates business re*uirements into technical re*uirements! .evelops clear re*uirement statements! .evelops simple business cases! Carries out simple business process reengineering, models and redesign processes!
4 Advanced
5alidates 5alidates business re*uirements, applies government and corporate priorities! ?athers1refines complex business re*uirements, recommends or ma#es decisions on business re*uirements1interdependencies! .evelops complex business cases! Carries out impact analyses and environmental scans to ma#e recommendations! /eads business process reengineering! )resents and defends complex positions and strategies for business decisions, processes and plans! ?uides other business analysts! %dvises on compliance, compliance, governance governance structures and audit principles!
$ -!pert
-or#s at the 9integration level9 by understanding the business architecture and its relationship to other architectures! 'a#es recommendations to senior management on strategies and plans! Carries out environmental scans of architecture! %ssesses corporate impacts of changes and recommends recommends strategies strategies to senior management! management! .evelops complex business cases across multiple business lines and platforms! Sets 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. no$(ed"e reFuirement!=
Concepts, policies, principles, theories, practices and techni*ues associated with information management and information technology as it relates to database design and management Relationship between database design1management and application performance .atabase design and architecture + logical structure and physical structure ;e!g!, functional, metadata and process models< .atabase types ;e!g!, data warehouse, decision support, operational, *uery, 3R) and relationship to technologies< .ata security and recovery .atabase integrity, capacity planning, performance and tuning .&'S and data warehouse principles, best practices and standards nteroperability .atabase software installation processes and techni*ues .atabase tools to design and manage databases ;e!g!, data management tools, data modeling tools, database integration tools< /anguages for data modeling, manipulation, control and database *uery .atabase trends and directions
1 0ntroductory
.emonstrates basic understanding of database management, logical design concepts and levels of database security! nderstands the difference between different database structures ;e!g!, relational vs! networ#
2 asic
nderstands a single database management system ;.&'S<, its components and how they relate to each other! .emonstrates a good #nowledge of data manipulation language ;.'/< and data definition language ;../
30nterediate
.emonstrates wor#ing level understanding of a single .&'S relevant operating systems, applications business rules and its dependencies with other applications, databases and1or business partners! %pplies wide range of concepts to the corporate1vendor environment environment ;e!g!, database database security and1or individual profiles
4 Advanced
.emonstrates broad understanding of multiple .&'S or an in+depth #nowledge of one or more .&'S! .evelops logical models incorporating business re*uirements such as high availability, availability, redundancy and disaster recovery into the logical1physical logical1physical database design! Researches, pilots, evaluates new technologies and standards, identifies how they will integrate with the corporate networ# and recommends strategies! strategies! Solves unusual problems or problems with a significant impact on the business! .eals with major and1or multiple application groups! Creates or reviews certification testing! .evelops standards and procedures for implementing new database technology! technology! 'entors people and provides input1guidance to cross+functional teams!
$ -!pert
.emonstrates expert #nowledge of data management, data stewardship, government+wide data management initiatives and trends in data management and how they can be applied! $olds an enterprise+wide view and1or is regarded as the subject matter expert in one or more areas of expertise, and provides effective effective strategic strategic direction to enterprise+wide enterprise+wide data management! .evelops enterprise+wide multi+disciplinary architectural documents translating business data re*uirements into topographical format! .emonstrates broad+based #nowledge of information technology ;e!g!, programming, data management, platforms
5+ In%r!tructure1P(t%orm!. + Knowledge and ability to support the enterprise computing infrastructure !e.g., enterprise servers, client server, storage devices and systems, systems, hardware and software" in the provision, management, storage, operation, scheduling, support and maintenance of the infrastructure. no$(ed"e reFuirement!=
)rinciples, practices, standards, methods and techni*ues related to interoperability of hardware1software configuration controls )latform environment ;e!g!, client+server environment, enterprise server1mainframe environment< Storage and retrieval ;e!g!, area networ#, mainframe storage, media storage, virtual storage< Systems hardware and its characteristics characteristics ;e!g!, mainframe computers, mini and micro+ computers, C), memory, dis#, registers, bus, channel< $ardware1software and connection, implementation and maintenance Operating systems, communications and software utilities used on enterprise server1mainframe and distributed computer systems Cooperative processing ;two or more computers simultaneously simultaneously processing portions of the same program or operating on the same data such as multiple+C) systems, distributed systems< 'onitoring of systems software ;i!e!, the operating system and all utility programs that manage computer resources at a low level< including compilers, loaders, lin#ers, and debuggers Operations performance monitoring and capacity planning of the delivery platform Treasury &oard and corporate T standards and policies regarding the development and support of infrastructure systems and networ#s
1 0ntroductory
.emonstrates awareness of the platform principles and procedures! nderstands need for capacity planning and performance management! Operates the platform at a simple level under supervision! .emonstrates awareness of the standards for the platform!
2 asic
nderstands the platform technology 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 end+user perspective! Operates the platform at a simple level! Troubleshoots Troubleshoots basic physical or software problems! nderstands and applies the standards!
3 0nterediate
nderstands how the platform integrates with other environments ;e!g!, networ#
4 Advanced
.emonstrates in+depth #nowledge of an area of expertise! Contributes to high+level architecture! 3valuates1pilots 3valuates1pilots new technologies, assesses the results, identifies how they integrate with the platform and implements them! Carries out performance measurement and capacity planning! ncorporates business re*uirements such such as high availability, redundancy redundancy and disaster recovery into platform design! Resolves complex problems! .evelops and monitors1enforces standards and procedures for new technology configuration and implementation! 'entors1guides individuals and cross+functional teams!
$ -!pert
AF
.emonstrates expert #nowledge of platform principles, technology, technology, government+wide technology initiatives and technological trends! .emonstrates an intimate #nowledge of the environment, interdependencies and impact of change! )rovides effective strategic direction to enterprise+wide platform design and initiatives! .evelops enterprise+wide multi+disciplinary architectural and design documents! Resolves very complex problems and recommends capacity and performance improvements! Conducts procurement for platform hardware and services! Sets standards and technology direction for the platform! /eads the development of people in the infrastructure domain!
This competency does not include networ#1telecommunication networ#1telecommunication systems ;See competency G
6+ IT Procurement nd A!!et Mn"ement + Knowledge and ability to evaluate, negotiate, procure, track, manage IT assets including software licenses and computer leases# no$(ed"e reFuirement!=
5endor liaison1management, service service agreements, warrantees and lease agreements )rocedures related to procurement and contract administration )rocesses and procedures necessary to critically evaluate products, services and claims )rocesses involved in vendor negotiations for substantial and1or long+term contracts for hardware, software and licence agreements, support and services Systems and applications for procurement ;e!g!, 4'SO, .SO, Software %c*uisition Reference Centre, Re*uest for Software .iscounts and Supply %rrangements< Roles and responsibilities of T&S and )-?SC related to asset procurement and management Corporate and ?overnment of Canada legislation, standards and policies ;e!g!, regulating software licence agreements and renewals, disposal, procurement ethical practices and security policies< /icence management )olicies, guidelines and procedures for T asset management T asset management life cycle ;e!g!, planning, maintenance, retirement and disposal< 4egotiation and contracting processes and practices 0ederal legislative and policy framewor# related to '1T procurement for goods and services .epartmental processes for ac*uisition of goods and services, including drafting of Statements of -or# ;SO-<, Re*uests for )roposals ;R0)s<, evaluation of responses, contract negotiations and management of contracts Remedial measures for T e*uipment non+performance
1 0ntroductory
.emonstrates broad #nowledge of ?overnment of Canada and the role of )-?SC in procurement! nderstands the values and ethics involved in procurement! .emonstrates basic understanding of procurement process for T services and goods!
2 asic
nderstands Treasury &oard and corporate processes, standards and governance structures! %ssists in in gathering re*uirements from from the business! business! nderstands internal procurement processes for T services and goods!
3 0nterediate
>nows the procurement cycle cycle and processes, gathering of information through R0s and R0)s, roles of interdepartmental partners and the proposal1 evaluation processes! .emonstrates a general #nowledge of procurement and conducts low+level procurement! 3valuates products and services and identifies the vehicle;s< to use! )rovides advice on reporting and inventory, inventory, policies and procedures! 3stablishes partnerships with 0inance! nderstands T asset business and language! 0ormulates and applies performance management guidelines to asset management!
4 Advanced
)ossesses a specific area of expertise and business #nowledge of the life cycle for his1her asset area ;e!g!, sunset proceduresnows rules for Canadian and nternational governing bodies ;e!g!, 4%0T%, Trade Tribunal, Tribunal, CTT< and negotiates CTT challenges! Reviews, signs off and approves R0)1R0 documents! /iaises with )-?SC to communicate re*uirements, terms and conditions! 'onitors and enforces values and ethics!
Consults with regions and senior management ;e!g!, leveraging assets, inventory and plans for sunset1refresh, professional services and training
$ -!pert
.emonstrates a very deep understanding of one area of expertise or a broad understanding of multiple areas and provides guidance to senior management! .emonstrates a broad understanding of software licensing models, the mar#et and how to leverage the #nowledge! .emonstrates an in+depth understanding of procurement, the industry, industry, the vendor community and industry trends! )ossesses corporate #nowledge and understands service levels! 4egotiates with vendors at a high1complex level! )rovides advice in large supply agreements! )erforms 9total cost of ownership9 analysis!
9+ IT Pro/ect Mn"ement + Knowledge and ability to apply formal pro$ect management principles and practices during the planning, implementation, monitoring and completion of pro$ects, ensuring effective management of scope, resources, time, cost, uality, risk and communications. communications. no$(ed"e reFuirement!=
3nhanced 'anagement 0ramewor# for the management of information technology1projects )roject management concepts, techni*ues, methods and tools and industry best practices in the management of projects in an T environment ;e!g!, )roject 'anagement &ody of >nowledge ;)'&o><< )roject estimating and planning techni*ues )roject progress monitoring 'anagement of change, ris# and problem $uman resources management ?overnment of Canada policies and standards
1 0ntroductory
nderstands basic concepts ;e!g!, project goals, ris#, scope, participants" roles, planning and the importance of project management principles such as time, cost and *uality management
2 asic
nderstands project reporting! .evelops simple project plans including wor# brea#down structure and estimates! dentifies and escalates issues and potential delays! 'anages small, straightforward projects or specific components of larger projects!
3 0nterediate
'anages a complete multi+stage project in own area! dentifies, allocates and manages resources needed to meet project objectives!
.evelops and manages the project plan, including timelines, deliverables, milestones and costs! dentifies potential roadbloc#s and ris#s and develops contingency plans to deal with them! Oversees implementation of the project plan, monitors progress, resource usage and *uality, *uality, and ma#es needed adjustments!
4 Advanced
'anages complex, multifaceted1 interrelated projects that span own area or department boundaries! Conducts comprehensive ris# assessment and develops plans for eliminating or mitigating the ris#s identified! 'entors other project managers! nderstands the impact of the project on the department as a whole! .evelops complex plans ;e!g!, with interdependencies or cross+department
$ -!pert
Oversees1manages large, highly complex, diverse or strategic projects that impact the organization as a whole! .evelops departmental policies and standards! 'ar#ets project management principles and benefits across the department! Sets1evolves the vision of how project management should be done! Changes project management practices! >nows multiple projet management disciplines!
;+ Te(ecommuniction! GDt nd Voice Net$or& + Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, management and use of the hardware and software used to transfer information such as data, voice, images and video. no$(ed"e reFuirement!=
Theories and concepts, methods, policies and practices to design, develop, plan telecommunications telecommunications networ#infrastructure systems ;e!g!, calculation of pea# and mean bandwidth re*uirements, response time, propagation delays, priorities, traffic types, traffic flows ;point+to+point, multicast, broadcast<, error detection and protection, security, interoperability, interoperability, growth, *uality of service, availability< nstallation, configuration, operation and maintenance of telecommunications infrastructure hardware and software Telecommunication systems" operating systems, system software and utilities o /ow level interfaces ;e!g!, modems, CS1.S< o 5oice 5oice communication devices ;e!g!, &lac#berry units, cell phones, gateways, routers, o switches, )&H< Standards describing the structure of data exchange between systems ;e!g!, OS seven layer reference model< Standards describing the format content and exchange mechanisms between systems, such as communication protocols ;including protocols that relate to the convergence of technologies, such as 5oice over )<, connection oriented versus connectionless protocols Classes of networ#ing systems ;e!g!, /ocal %rea 4etwor# ;/%4<, 'etropolitan %rea 4etwor# ;'%4<, .epartment -ide %rea 4etwor# ;.-%4<, -ide %rea 4etwor# ;-%4<, 5irtual )rivate 4etwor# ;5)4<, 5oice 4etwor# System, Remote %ccess 4etwor#s, associated hardware and software, operating systems and protocols< 4etwor# topologies ;physical and logical< and their characteristics
Classes of telecommunication media, such as wire based ;e!g!, copper, fibre< and wireless ;characteristics ;characteristics of various fre*uency bands from $0 to microwave< The purpose and use of different networ#s ;e!g!, nternet, ntranets, 3xtranets< 5alue 5alue added networ#s ;i!e!, services added within a communications networ# beyond data transfer such as message routing, resource management and conversion facilities< )erformance analysis, diagnosis, capacity planning and data communications monitoring1management practices, protocols and tools .ata, voice and video re*uirements and services Traffic Traffic and transmission management Common carrier services + data transmission and telephony service offerings provided by private sector companies Security, Security, including specific methods, policies and best practices to secure information within the telecommunications telecommunications networ# infrastructure ndustry regulations and tariffs ;e!g!, CRTC<
1 0ntroductory
.emonstrates basic understanding of data communications and components, definitions, #ey concepts, communication protocols and platforms ;e!g!, 0irewalls, Security, Security, 0rame Relay, S4%, %T', %T', $ubs1Routers1 ?ateways ?ateways switches, switches, 5O), 5O), S.4, S.4, routing protocols
2 asic
nderstands data communications routing and switching technology! technology! nderstands how basic concepts relate to each other and applies them ;e!g!, vendor+specific standards
3 0nterediate
nderstands how data communications integrate with other environments such as mainframe, distributed, 3+commerce, firewalls and external networ#s, at a component level! .emonstrates and applies wide range of concepts to the corporate1vendor environment! nderstands vendor+specific networ# switching and routing products! Translates multiple client networ# connectivity re*uirements and limitations into technical specifications for building1site designs! .esigns complex building environments using existing standards ;e!g!, complex site layouts ;many buildings and re*uirements<
4 Advanced
ncorporate business re*uirements ;e!g!, high availability, availability, redundancy, disaster recovery< into data communications design using analytical techni*ues!
3valuates1pilots 3valuates1pilots new technologies, identifies how they integrate integrate with the corporate networ# and implements! Resolves unusual or atypical networ# problems without clear precedents and1or that have significant impact or conse*uence on the business or service! Creates or reviews certification testing! .evelops standards and procedures for new technology configuration and implementation! 'entors1guides individuals and cross+functional teams! .eals with major client groups ;e!g!, regional or national client
$ -!pert
.emonstrates expert #nowledge of data communications communications principles, networ# technology, technology, government+wide technology initiatives and technological trends! .emonstrates broad+based #nowledge of information technology! .evelops enterprise+wide multi+disciplinary architectural documents! .evelops business cases for enterprise+wide networ# technology initiatives as a direct response to business drivers! )rovides effective strategic direction to enterprise+wide networ# design! ?uides and oversees multiple+concurrent networ# projects! Conducts procurement for networ# solutions networ# hardware and services procurements! procurements! .evelops policy and standards for networ#ing technology and contributes to governmental and1or industry standards wor#ing groups ;e!g!, ?O/, T, RC
<+ Security1In%ormtion nd App(iction Protection + Knowledge and ability to ensure there are adeuate technical and organi%ational safeguards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing securing IT resources resources including information information and operations security, security, physical security, security,business business continuity&disaster continuity&disaster recovery recovery planning, methods methods to deal with security security breaches and security assessment in a technical environment. no$(ed"e reFuirement!=
T security principles methods, policies, practices and tools nformation )rotection1T security principles, threat and ris# assessment methodology, o practices, procedures and tools ;e!g!, ?overnment privacy and security related legislation and policies, biometric and cryptographic principles, firewalls, intrusion logs, encryption and digital ;numeric< signature< Theories, processes and methodologies involved in developing, implementing, monitoring o and reporting T security planning framewor#s, policies, measures, counter+measures and monitoring programs, procedures and guidelines 'anagement tools such as data classification and ris# assessment1analysis to identify o threats, classify assets and to r ate system vulnerabilities T software and hardware security re*uirements o )reparation and conduction of )rivacy mpact %ssessments %ssessments ;)%<, Statement of Sensitivity o ;SOS<, Threat Ris# %ssessments ;TR%<, 5ulnerability %ssessments ;5%< %ccreditation procedures, procedures, policies and practices o Security certification procedures o Security hardware and software o Treasury &oard and corporate T standards and policies regarding the development and o support of infrastructure systems and networ#s, including security policies and operational standards T Operations Security )rotection techni*ues for the entire facility, from the outside perimeter to the inside office o space, including all of the information system resources and methods to deal with security breaches Re*uirements of hardware, media and of the operators and administrators with access o privileges to these resources
%pplication product level security, security, access management and remote access access %uditing and monitoring monitoring the mechanisms, mechanisms, tools and facilities facilities to permit permit the identification identification of security events and to assess operations security capacity 5iruses o Computer crimes laws and regulations and the measures and technologies used to o investigate computer crime incidents Cryptographic, graphic and hardware applications o &usiness Continuity1.isaster Continuity1.isaster Recovery )lanning .isaster recovery strategies, plans, tests and management o )reservation and business recovery planning, practices, policies and procedures o Rollbac# and contingency strategies, planning practices and tools o &usiness continuity analysis procedures and exercise framewor#s o %ctivities within the response, recovery, recovery, restoration and and resumption phases applicable to o business continuity plans Roles and responsibilities of T operational functions during business continuity exercises o 0ederal government business continuity planning policies and programs, including o Treasury &oard Standards o o
1 0ntroductory
.emonstrates awareness of security re*uirements! .emonstrates awareness of certification policies! .emonstrates awareness of privacy re*uirements and standards!
2 asic
nderstands concepts of T security and its application to computer systems architecture!
3 0nterediate
3xecutes security test plans! .eals with low impact threats! %cts to protect protect integrity of system data data at operation level ;e!g!, ;e!g!, single #ey incident
4 Advanced
.emonstrates a broad understanding or very detailed area of expertise in security subject;s
$ -!pert
.emonstrates an expert understanding or very detailed area of expertise in multiple security subject;s
/eads ris# and security safeguards assessments! assessments! 'itigates threats and serious security incidents at the enterprise level! Consults on security issues and recommends corporate strategies! /eads the development of enterprise policies and standards! .irects employees and consultants and mentors others!
*>+ Te!tin" + Knowledge and ability to perform testing of software and&or hardware using a systematic approach !i.e., the orderly progression of testing in which software elements, hardware elements or both are combined and tested until the entire system has been integrated". no$(ed"e reFuirement!=
=uality assurance and control Testing Testing approaches and strategies System and application testing methodologies, practices and principles ;e!g!, end+to+end< Testing1validation Testing1validation in relation to the systems development life+cycle Types Types of testing ;e!g!, volume, unit, compatibility, compatibility, bandwidth, integration, system, end+to+end, web+stress< Testing Testing standards ;e!g!, Treasury &oard and department, nternational organization for standardization ;SO<< Testing Testing and r eadiness functions and assessments including release processes and pac#ages, change control and system integration Testing Testing tools including automated tools, test scripts and reporting1trac#ing tools Certification and accreditation of new applications
1 0ntroductory
.emonstrates awareness of testing principles and processes! nderstands testing terminology! terminology!
2 asic
Tests and debugs software modules! Conducts unit testing! nderstands testing methodologies and principles! nderstands standards for testing! 3xecutes test scripts! Reports test results! nderstands and applies T system security for applications! ses a testing tool!
3 0nterediate
nderstands systems integration principles ;i!e!, the methods, practices and policies that are used during a systems integration process, including hardware, software, networ# and applications
%pplies standards for testing!
4 Advanced
Conducts application testing! Conducts complex series test scenarios! )repares test plans and strategies! Researches1tests Researches1tests testing tools and ma#es recommendations! .evelops test practices! mplements and monitors standards for testing! Tests standards! nderstands the impact of testing on the environment and other tests being carried out! 3nsures that the right1appropriate tests are being carried out! 'entors others! ?uides application sta#eholders in testing methods and tools!
$ -!pert
'anages integration testing! Sets standards for cycle testing! .esigns testing methodologies! .evelops test standards, best practices and policies!
**+ Ser'ice Mn"ement Mn"ement Proce!!e! + Knowledge and ability to implement the methods, practices and policies governing the design, development and use of the IT support processes designed to keep the IT environment functioning efficiently, effectively and securely. no$(ed"e reFuirement!=
Service 'anagement )rinciples Relationship between different T support processes and between support processes and o clients mplementation and management of services using the principles and methods associated o with industry best practices ;e!g!, nformation Technology Technology nfrastructure /ibrary ;T/<< Service level agreements o )rocesses and practices to ensure the %greement and Statements of -or# or contracts o are met while ta#ing steps to minimize any adverse impact on service *uality ?overnment of Canada and department policies and standards ;e!g!, Service o 'anagement /ife Cycle 0ramewor#< Change 'anagement )rocesses and practices to ensure changes to the T infrastructure are introduced o successfully and on a scheduled basis )lanning, scheduling, distribution, application and trac#ing of changes to the T o environment Configuration 'anagement 'anagement of the physical and logistical properties of resources and their relationships o ;e!g!, physical connections and dependencies< Configuration management technologies that affect the '1T environment including the o physical and logistical properties of resources Release 'anagement )rocesses and practices to ensure the introduction and maintenance of all S1T o infrastructure and that existing infrastructure falls within the standards and the technology suppliers supported release levels )roblem 'anagement o
o o o o o o o
.etection, reporting, analysis, recovery, resolution resolution and trac#ing of problems $elp .es#1Client Support Concepts, techni*ues and practices of help des# operations and service delivery )rovision of a single point of contact for all users of the T infrastructure services nstallation, configuration, troubleshooting and application software support Technical Technical problem analysis, evaluation and solution proposal Techni*ues Techni*ues and practices for client *ueries, troubleshooting and problem resolution and prioritization
1 0ntroductory
nderstands service management processes and concepts ;e!g!, incident management, change management, release management
2 asic
nderstands and follows a process in problem management, change management or configuration management! )rovides T help des# support services! ?athers information from end+users to determine the nature of problems and resolve them! 'onitors S/%s and escalates problems! )erforms initial evaluation of problem and routes as necessary! necessary! nderstands the re*uirements of process ;e!g!, involvement of service management early in the process
3 0nterediate
nderstands interrelationships and interdependencies between service management processes! nstalls, configures, troubleshoots and supports application software! %nalyzes, evaluates evaluates and diagnoses diagnoses technical problems and proposes solutions! solutions! 'anages process ensuring it is followed ;e!g!, change, problem, testing, costing, bac#up and recovery, =% release
4 Advanced
mplements and manages services using the principles and methods associated with nformation Technology Technology nfrastructure /ibrary ;T/< and other industry best practices! dentifies who to call for severe or complex problems! 'anages the provision of help des# services and problem resolution! %nalyzes problem problem trends and ma#es recommendations! recommendations! .evelops service management processes! -rites1negotiates -rites1negotiates S/%s for operational level agreements and internal S/%s! .evelops customer satisfaction surveys! Sets guidelines for others to follow!
$ -!pert
4egotiates, develops, implements and manages service level agreements! .evelops service management standards, practices and policies!
&uilds and maintains a networ# of experts! .evelops S/% templates! 4egotiates complex S/%s! )rovdes guidelines for service management ;e!g!, recommends changes based upon results of a customer satisfaction survey
