CRA Comp Guide 2012 PDF

Competency
Catalogue
RC4630(12)
Revised November 2012
Version 2012-11-01
Table of contents
About the Competency Catalogue ................................................................................................. 4
Catalogue contents ........................................................................................................................ 4
Definition of competency ................................................................................................................ 4
Categories of competencies ........................................................................................................... 4
Using the Catalogue ....................................................................................................................... 5
Behavioural competencies.............................................................................................................. 7
Adaptability (ADAP) ........................................................................................................................ 8
Tips for understanding Adaptability (ADAP) ................................................................................. 9
Analytical Thinking (AT)................................................................................................................ 11
Tips for understanding Analytical Thinking (AT) ......................................................................... 12
Change Leadership (ChL) ............................................................................................................ 14
Tips for understanding Change Leadership (ChL) ...................................................................... 15
Client Service Orientation (CSO).................................................................................................. 16
Tips for understanding Client Service Orientation (CSO) ........................................................... 17
Conflict Resolution (CR) ............................................................................................................... 19
Tips for understanding Conflict Resolution (CR) ......................................................................... 20
Creative Thinking (CT) ................................................................................................................. 22
Tips for understanding Creative Thinking (CT) ........................................................................... 23
Dealing with Difficult Situations (DDS) ......................................................................................... 24
Tips for understanding Dealing with Difficult Situations (DDS) ................................................... 25
Decisiveness (DEC) ..................................................................................................................... 26
Tips for understanding Decisiveness (DEC) ............................................................................... 27
Developing Others (DEV) ............................................................................................................. 29
Tips for understanding Developing Others (DEV)....................................................................... 30
Effective Interactive Communication (EIC) ................................................................................... 31
Tips for understanding Effective Interactive Communication (EIC)............................................. 32
Impact and Influence (IMP) .......................................................................................................... 34
Tips for understanding Impact and Influence (IMP) .................................................................... 35
Initiative (INT) ............................................................................................................................... 36
Tips for understanding Initiative (INT) ......................................................................................... 37
Relationship/Network Building (RNB) ........................................................................................... 38
Tips for understanding Relationship/Network Building (RNB)..................................................... 39
Self-Confidence (SCF) ................................................................................................................. 41
Tips for understanding Self-Confidence (SCF) ........................................................................... 42
Strategic Outlook and Alignment (SOA) ....................................................................................... 43
Tips for understanding Strategic Outlook and Alignment (SOA) ................................................. 44
Team Leadership (TL) .................................................................................................................. 45
Tips for understanding Team Leadership (TL)............................................................................ 46
Teamwork and Cooperation (TWC).............................................................................................. 48
Tips for understanding Teamwork and Cooperation (TWC) ....................................................... 49
Technical competencies................................................................................................................ 50
Introduction to Technical Competencies ...................................................................................... 51
Proficiency Scale for the Technical Competencies....................................................................... 52
Technical Competencies and Definitions...................................................................................... 53
Accounting (A) ............................................................................................................................ 53
Actuarial Sciences (AS) .............................................................................................................. 53
Auditing (AU) .............................................................................................................................. 53
Business Continuity Planning (BCP) .......................................................................................... 53
Business Equity Valuation (BEV)................................................................................................ 53
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Business Structure of the Canada Revenue Agency (BSA) ....................................................... 54

Canada Revenue Agencys Business and Management Systems (BMS) .................................. 54
Canada Revenue Agencys Office Technology (OT) .................................................................. 54
Electronic Business Systems and Related Technologies (EBSRT) ............................................ 55
Electronic Publishing Software/Technology (EPST) ................................................................... 55
Evaluation (E) ............................................................................................................................. 55
Financial Management (FIN) ...................................................................................................... 56
Human Resource Management (HRM) ...................................................................................... 56
Industry/Sector Knowledge (ISK)................................................................................................ 56
Information Seeking Techniques (IS) ......................................................................................... 56
Information Technology (ITEC)................................................................................................... 57
Internal Auditing (IAU) ................................................................................................................ 57
Legislation, Policies and Procedures (LEG) ............................................................................... 57
Library and Information Science (LIS) ........................................................................................ 57
Materiel Management (MM) ........................................................................................................ 58
Negotiating Techniques (NT) ...................................................................................................... 58
Planning, Organizing and/or Monitoring (PO) ............................................................................. 58
Project Management (PM) .......................................................................................................... 58
Real Estate / Personal Property Appraisal (REPPA) .................................................................. 59
Real Property (RP) ..................................................................................................................... 59
Research (STAT)........................................................................................................................ 59
Rules of Evidence (ROE)............................................................................................................ 60
Sciences (Pure/Applied) (SPA)................................................................................................... 60
Security Systems, Applications and Concepts (SSAC) .............................................................. 60
Sustainable Development (SD) .................................................................................................. 60
Tax Planning (TPMT).................................................................................................................. 60
Technology and Business (IT) .................................................................................................... 61
Telephony (TEL) ......................................................................................................................... 61
Writing Skills (WR) ...................................................................................................................... 61
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About the Competency Catalogue

Human Resources Management within the Canada Revenue Agency (CRA) is competency-based.
Competency-based human resources management (CBHRM) is founded on the principle that
organizational performance will result from having the right people in the right jobs with the right skills
and abilities. CBHRM focuses on common competencies which are used in a number of human
resources activities.
Catalogue contents
The CRA Competency Catalogue (Catalogue) is the official list of competencies required by the
organization in order to attain its objectives and to deliver service to Canadians. It ensures consistent
application of the competencies across the organization.
The Catalogue was developed and is maintained by the Competencies, Performance, and
Recognition Division (CPRD) in the Human Resources Branch (HRB). Input is provided from various
sources within the CRA such as job competency profiles coordinators, unions and competency
consultants. Comments and suggestions from managers and employees who participate in the
development of job competency profiles and assessment of the competencies also help to further
refine the Catalogue.
Although competencies are widely used throughout many organizations, the Catalogue is unique to
the CRA as it reflects our business needs and organizational values. It is an evolving document that
will change with the organization. Competencies will be added, deleted or modified as required.
Definition of competency
The CRA defines a competency as an observable or measurable knowledge, skill, ability or
behavioural characteristic that contributes to successful job performance.
There are two major components to a competency the definition and the scale. The definition
explains what the competency means. This provides a common language that everyone in the
organization can use. Each competency also has a scale, which is divided into levels with
descriptions of what is required to progress through the competency.
Categories of competencies
The Catalogue contains two categories of competencies:
Behavioural competencies refer to the key interpersonal and personal attributes that are necessary
for specific jobs across the organization. These competencies generally refer to the way a person
acts, thinks or feels and are products of personal motives, traits and self images.
Technical competencies refer to the technical knowledge, skills and abilities that are relevant to
specific jobs or roles across the organization. Technical competencies are usually acquired through
specific learning or work experience in applying the knowledge and skill.
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Using the Catalogue

Behavioural competencies
In order to understand a behavioural competency it is important to first read the definition, followed by
the progression of scale, and then the underlying notions for each level. These are the key elements
of behavioural competencies and should all be considered to provide a full description of the
competency.
The title does not fully explain what is meant by the competency so the entire definition should be
read to avoid misunderstanding. The definition contains all the critical elements of the competency. It
ensures a common understanding of what this competency means within CRA. The core motivation
is also helpful to determine the underlying intention behind the behaviour. The progression of scale
describes how the behaviours change and evolve as the levels increase. The underlying notions
describe the aspects of behaviours which are demonstrated at each level. The elements in the
progression of scale must be considered in relation to the underlying notions as they influence the
behaviours displayed. The behaviours generally build on each other. As the levels increase, elements
of the preceding levels are usually demonstrated.
You may use the following information as a general guideline when reviewing the underlying notions
for each level of competency:
Level 1 usually reactive behaviour. The behaviour is usually in response to a situation and
may be influenced or prompted by someone else, such as a supervisor or a client.
Level 2 usually active behaviour. It involves effort or attention required to engage in action.
This behaviour may be demonstrated by an action, attitude, or a concern.
Level 3 usually proactive behaviour. It involves foresight in order to take action in advance or
prepare for an expected occurrence or situation rather than waiting to respond until after it
happens. This type of behaviour is often based on knowledge or past experience.
Level 4 usually strategic. This behaviour involves a broad perspective in order to plan and
take action related to a strategy for addressing a complex situation. The outcome of this
behaviour may have future impacts on the larger organization.
Types of behaviours are provided to give a further explanation of the underlying notions. They
describe actions, thoughts or feelings that may generally be seen at each level. They are not intended
to be an exhaustive list and should not be used as a checklist since there are many ways in which the
behaviours can be demonstrated.
Each behavioural competency also has a Tips for Understanding page. This page is intended to
help further the understanding of the competency by providing more details related to important
elements of the competency. It contains the Purpose, which describes why the competency is
important to the CRA and how the behaviour can support our business. There is also an explanation
of the progression of scale and a section on what the competency means and does not mean.
Competencies are not pure and pristine; they often have some overlapping elements. This is the
nature of human behaviour, and competencies reflect this complexity. A section on how each
competency links to other competencies is provided at the end of the tips for understanding page.
The same situation can provide an opportunity to demonstrate a number of behaviours which may
reflect more than one competency. For example, an individual who is providing service to a client
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might show Client Service Orientation and Effective Interactive Communication. The Effective
Interactive Communication may be demonstrated during their discussions with the client in order to
ensure that their message is understood. The Client Service Orientation may be demonstrated
through their desire and commitment to provide quality service to the client.
Technical Competencies
Each technical competency has its own definition however they all share a generic five-level
proficiency scale. The progression of this scale begins with a basic knowledge at level 1 to a
demonstrated expert capability at level 5. When reading a technical competency it is important that
you read the entire definition and refer to the Proficiency Scale for the Technical Competencies for an
understanding of each level.
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Behavioural competencies
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Adaptability (ADAP)
Definition: Adaptability is altering behaviours and/or attitudes to work effectively when faced with
new information, a changing situation or environment.
Core motivation: To be flexible in response to various circumstances.
Consider the progression of the scale when reviewing the underlying notions and related types of
behaviours.
Progression of the scale: magnitude of the change and degree of behavioural flexibility
Scale
Underlying notion
Types of behaviours
Recognizing
change and
responding
appropriately
Keeps an open mind and shows respect for different opinions

or ideas.
Obtains necessary information or clarification in order to
understand the change.
Accepts and goes along with the change.
Adjusting your
approach to the
situation
Demonstrates a positive attitude and changes behaviour to

meet the needs of a new or different situation.
Adapts to the situation by gathering more information, using a
new skill, or applying knowledge in a different way.
Displays flexibility to meet the needs of the situation while still
adhering to organizational values.
Level 3
Embracing new
ways of working
Welcomes and supports change to work methods.

Prepares for change by examining your point of view, acquiring
knowledge, and developing new work methods.
Adapts plans, policies, processes, or systems to accommodate
the change.
Level 4
Assimilating
to major
organizational
change
Introduces change to advance organizational objectives.

Develops a strategy to integrate change into the organizations
established ways of operating.
Effectively shift priorities and modifies strategies to respond to
emerging trends, opportunities, or risks.
Level 1
Level 2
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Tips for understanding Adaptability (ADAP)

Purpose: Adaptability encourages employees to be objective and receptive to new or different
situations, ideas or problems in the work environment. The ability to change behaviours or attitudes is
important to effectively achieve Agency goals and objectives.
Adaptability is about dealing with change and taking responsibility for changing your behaviours and
attitudes. Individuals who are adaptable recognize the need for change rather than being opposed to
it or trying to hinder it. They are able to cope with various circumstances and people in order to carry
out their work objectives
In the progression of the scale, the magnitude of the change refers to the type of change and its
impact on you. At lower levels, the change tends to be smaller and have a narrower impact such as
introducing a new form or procedure. At higher levels, the change tends to be larger and have greater
impacts such as a major initiative, program change or role change. Behavioural flexibility is
demonstrated through your actions, reactions, opinions, and thoughts when encountering change.
The degree of behavioural flexibility focuses on how much your behaviour or attitude has changed. At
lower levels, there is a small change in your behaviour or attitude to adapt to a certain situation while
at higher levels there is a more significant change in both your behaviour and attitude to adapt to a
broader situation.
Adaptability means...
Adaptability does not mean...
being open to different ideas and perspectives believing that your opinion is the only correct
one
making an effort to work effectively with
others even though their preferred way of
working is different from yours
avoiding working with people who don't do

things your way
accepting that others may do things differently

than you would
expecting others to do things your way
showing flexibly when applying guidelines or

procedures to get the job done and meet
organizational objectives
rigorously adhering to guidelines or

procedures when it is not necessary
recognizing that certain situations require

different approaches and reacting
appropriately
always taking the same approach regardless

of the situation
adjusting priorities and plans in response to

changing circumstances
sticking to your original work plan regardless

of changing circumstances
enthusiastically adopting new systems or

procedures
wanting to do things the way you have always

done them
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Links to other competencies

Adaptability supports many other attitudinal and cognitive competencies, such as Client Service
Orientation, Creative Thinking, Effective Interactive Communication, and Impact and Influence, which
require some degree of behavioural flexibility in accepting and adapting to different points of view or
ways of thinking. Adaptability is inherent in Change Leadership because in order to lead change one
must first adapt to it. Adaptability may support Teamwork and Cooperation because in some cases
one may need to adjust to other team members styles in order to work cooperatively. Adaptability
may also support Team Leadership and Developing Others by being able to adapt different
leadership and learning styles to suit the needs of team members.
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Analytical Thinking (AT)

Definition: Analytical Thinking is using a logical reasoning process to break down and work
through a situation or problem to arrive at an outcome.
Core motivation: To understand a situation.
behaviours.
Progression of the scale: degree of thinking challenge and complexity of the situation
Scale
Level 1
Level 2
Level 3
Level 4
Underlying notion
Types of behaviours
Recognizing
fundamental
elements of a
situation
Reflects on the situation and identifies basic facts or

information to be collected.
Distinguishes between relevant and irrelevant information.
Identifies tasks or issues to be addressed.
Determines a solution based on a limited number of
pre-established responses or options.
Clarifying the
situation by
identifying and
linking related
elements
Gains a clearer understanding of the situation by gathering and

using relevant facts or information which may have been
incomplete or not readily apparent.
Studies the available or obtained information and recognizes
connections, patterns, or trends.
Makes linkages between facts or identifies cause and effect
relationships to draw logical conclusions.
Examining the
elements of the
situation and
making an
assumption to
move forward with
the analysis
Develops a possible explanation by using an assumption to fill

in an information gap.
Uses a concept or principle to bridge an information gap in
order to move the thought process forward.
Examines how existing facts relate to the assumed information
or concept applied and how it could impact the outcome.
Identifies multiple causal relationships and consequences
between factors that are not obviously related.
Draws a logical conclusion based on a combination of available
and assumed information.
Evaluating and
integrating diverse
and
multidimensional
elements to arrive
at a complete
solution
Identifies and breaks down multiple elements of a complex

problem or issue and realizes links between them.
Integrates a large amount of information from various sources.
Evaluates how the information gathered, assumptions or
concepts impact on various aspects of the problem.
Considers potential impacts or consequences of different
approaches.
Develops a comprehensive solution that may be precedent
setting or have impacts for the broader organization.
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Tips for understanding Analytical Thinking (AT)

Purpose: Analytical Thinking describes the mental behaviours involved in the thinking process that
results in useful information and analysis to support appropriate actions and decisions in the CRA.
This competency focuses on how you mentally analyze situations or problems that pose a challenge
to your thinking, rather than on the actions you took or technical tools you used to obtain or analyze
information. Analytical Thinking is about your train of thought and reasoning that leads to a specific
action or direction.
Analytical Thinking involves one or more of the following: organizing the parts of a problem or
situation in a systematic way; making logical comparisons of different features or aspects; tracing
implications or issues in an orderly manner; setting priorities on a rational basis; identifying time
sequences, or causal relationships.
In the progression of the scale, the degree of thinking challenge refers to the amount of mental effort
needed to analyze the situation. As the levels increase, it takes more mental effort to think through
and understand situations in order to reach a logical conclusion because the situations are
increasingly complex. Complexity means that the problem or situation is composed of a variety of
connected or related parts, causes, or consequences. At lower levels the problem involves fewer
dimensions and as the levels progress it becomes increasingly multidimensional.
At levels 1 and 2, Analytical Thinking involves the use of tangible facts or information that is readily
available or can be obtained through research in order to reach a conclusion. At levels 3 and 4, it
involves intangible elements and information gaps that cannot be filled by doing further research.
There is a need to use assumptions or concepts in order to bridge the gaps to finally arrive at a
conclusion or possible explanation. For the purpose of this competency an assumption can mean a
supposition, hypothesis, or theory.
Analytical Thinking means...
Analytical Thinking does not mean...
breaking-down problems into component

parts
dealing with a problem by trying out the first

thing that comes to mind
thinking about the chain of events that led to a

problem
overlooking the factors that led up to the

problem
thinking ahead about the consequences of an

action ("If I do A, then B, and C will also
happen")
solving the immediate problem without

thinking about the consequences and what
other problems may follow
thinking through a problem before offering a

solution
jumping to a conclusion without thinking

through the facts
looking at the problem from different angles
accepting facts and information as presented
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While there may be some similarity between Analytical Thinking and Creative Thinking at higher
levels, their focus is different. Analytical Thinking refers to the mental reasoning process required to
break down and analyze problems, while Creative Thinking focuses on the solution. There may also
be a correlation between Analytical Thinking and Decisiveness; however, the motivation is again
different since Decisiveness focuses on the need to choose and commit to a certain course of action.
Analytical Thinking may also support Impact and Influence since some amount of thought is
necessary to analyze information and determine an influencing strategy. Analytical Thinking may also
support Developing Others in order to analyze learning needs and determine development activities.
Higher levels of Analytical Thinking may lead to Strategic Outlook and Alignment, as the situations
are more complex and may have impacts on the broader organization.
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Change Leadership (ChL)

Definition: Change Leadership is delivering the message of change and creating an environment
that inspires people to change.
Core motivation: To promote change or be a change agent.
behaviours.
Progression of the scale: degree of involvement in the change process and complexity of the
strategy
Scale
Level 1
Level 2
Level 3
Level 4
Underlying notion
Types of behaviours
Informing others of
change
Communicates the message of change and the rationale to

individuals affected by it.
Explains the effects of the change to others.
Provides individuals with status updates regarding the change.
Promoting and
building
commitment for
change
Promotes the benefits and advantages of change.

Builds commitment and encourages acceptance.
Includes individuals affected by the change in the decision
making process, when possible.
Focuses the message of change to make it relevant to the
audience.
Helps others adapt or overcome their resistance to change.
Managing the
change process
Develops a plan to effectively manage the change process.

Translates change strategies into specific goals, objectives,
and timeframes.
Anticipates areas of resistance and identifies ways to reduce
obstacles to assist in a smooth transition.
Responds to the needs of others during times of change.
Manages resources effectively to enable change.
Monitors the transition and readily adapts approach as
required.
Championing
change
Leads the development and implementation of change

strategies.
Identifies and enlists the support of key individuals to advance
change.
Ensures communication strategies are in place to facilitate
understanding and commitment to change.
Creates an environment that supports change.
Creates or adjusts organizational infrastructure to facilitate the
transition.
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Tips for understanding Change Leadership (ChL)

Purpose: The CRA needs strong change leadership in order to ensure that employees are able to
adjust to change as the organization evolves.
Change Leadership means being an advocate for change that will help the organization accomplish
its objectives. Change Leadership refers to the ability to guide a group through a change process or
transition period. It involves the ability to communicate and manage change. It also includes
recognizing the impact of change on yourself and others, and developing strategies to promote and
implement change. Although this competency is mainly seen in management positions, employees
may be able to demonstrate lower levels of Change Leadership behaviours without being in an official
management position.
As the scale progresses, the involvement in the change process increases as does the complexity of
the change strategy. At the lower levels, the change strategy is less complex and the involvement is
mainly focused on explaining and promoting the change in order to help others to understand and
accept it. At the higher levels, the change strategy is more complex and as such there is more
involvement in planning and implementing the change.
Change Leadership means...
Change Leadership does not mean...
emphasizing the positive aspects of the

change to others
assuming that others will realize the positive

aspects of the change
defining and expressing a clear vision for

change that people can personally relate to
trying to force your vision for change on

people without anticipating their concerns
proactively searching out opportunities to

communicate and promote the change
engaging the organization in a one-time-only

communication and expecting everyone to
accept the change
encouraging and recognizing the behaviours

of others that contribute to the change
encouraging behaviours that are counter to

the change
modeling behaviours that support the change
expecting others to support the change

without demonstrating your personal
commitment
addressing opposition to the change in order

to maintain a positive environment
ignoring opposition to the change and hoping

things will work themselves out

Elements of Change Leadership may be seen in Team Leadership particularly when leading a team
through a period of change, thus Change Leadership may support Team Leadership. To be effective
in leading change, many other competencies are also drawn upon, such as: Adaptability because one
must be adaptable in order to lead change; Effective Interactive Communication to communicate the
change; Conflict Resolution to deal with resistance to change; Strategic Outlook and Alignment to
determine how the change will impact the organization in the future; and a certain amount of Impact
and Influence to persuade others of the benefits of change.
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Client Service Orientation (CSO)

Definition: Client Service Orientation is giving the best service to internal or external clients.
Core motivation: To help or serve clients; to satisfy their needs.
behaviours.
Progression of the scale: degree of involvement and commitment to the client

Scale
Underlying notion
Types of behaviours
Level 1
Responding to a
clients request or
to service
requirements
Provides the client with a response to their questions or

concerns.
Provides a service, including helpful information or assistance,
which is consistent with relevant service standards and
guidelines.
Taking
responsibility for
addressing a
clients need or for
meeting service
requirements
Shows concern for and commitment to the client.

Ensures that the clients need is understood or establishes
what service will be delivered.
Takes the necessary steps to ensure the client's need is
addressed; may involve the assistance of third parties.
Works to resolve client service problems.
Follows-up and makes timely adjustments or advises the client
of delays, as required.
Exceeding a
clients
expectation or
service
requirements
Determines a clients underlying need and provides additional

information or assistance.
Uses experience and knowledge to provide additional, valueadded service for the client or to improve the clients situation
in some way.
Seeks client feedback to validate that additional service
provided has been beneficial.
Improving client
service delivery
Seeks to improve service to a client base.

Anticipates clients' future needs; plans and acts accordingly to
provide long-term benefits.
Gains an in-depth knowledge and understanding of the
business and needs of the client base.
Implements initiatives to optimize client satisfaction.
Recommends or determines strategic service delivery to meet
projected needs of clients and prospective clients.
Level 2
Level 3
Level 4
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Tips for understanding Client Service Orientation (CSO)

Purpose: Client Service Orientation reflects on the CRAs commitment to provide service that meets
client's needs or expectations. The value of the service to our clients could be expressed by one or
more of the following: quality, timeliness, completeness, knowledge, skills, courtesy, fairness, and
outcome.
At levels 1, 2, and 3, the involvement and commitment usually relates to a single client, while at
level 4 it relates to improving service delivery to a client base (more than one client).
For this competency, the term client is used broadly and may include persons from within or outside
the organization to whom you provide a service (for example, employees, taxpayers, other regions or
branches, other government departments, or provinces). Your work description (client service results
and key activities) and your manager can assist you in determining who your clients are within your
job context.
It is important to be able to identify the client and the service you provide to them or that they have an
expectation of receiving from someone in your position or role. Assisting your manager or fellow team
members normally corresponds to Teamwork and Cooperation, rather than Client Service
Orientation, because it leads to the achievement of a common goal.
Client requests, needs or expectations are often stated by the client. However, in cases where they
are not stated or are unrealistic, client service can then refer to service requirements such as
established service standards, policies, procedures, or service delivery models.
In the progression of the scale, the degree of involvement refers to the effort expended to help the
client. The commitment to the client refers to the care and concern felt for and the treatment of the
client. It also includes the dedication that one shows in resolving client issues or improving the clients
situation. At higher levels, the clients need may be more complex or diverse which would require a
greater degree of involvement and commitment in order to help them.
Client Service Orientation means...
Client Service Orientation does not mean...
interacting with clients in a respectful, helpful

and responsive manner
being condescending to clients or interacting

with them in a rushed or mechanical manner
discussing the clients need with them and

their satisfaction with service delivered
assuming the client will let you know if there is

a problem
taking responsibility to resolve a client's

problem even if it goes beyond the usual or
normal demands of the job
passing on client problems to others when

you could have handled them yourself
taking the time to ensure that the client

understands the information provided as it
relates to their situation
providing information without any apparent

thought as to whether the client truly
understands
using your knowledge to think through what

would be best for the client and acting
accordingly
doing what is faster and easier for you
taking into consideration the clients viewpoint

and feedback to identify how to serve them
more effectively
ignoring client feedback that could improve

client service
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Client Service Orientation means...
Client Service Orientation does not mean...
building and maintaining productive long-term

relationships with clients
focusing on short-term interactions with

clients without considering the long-term
implications
using an understanding of clients perspective

to identify constraints and advocate on their
behalf
failing to pursue a solution to client problems

when encountering obstacles or resistance

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

Definition: Conflict Resolution is the ability to address conflict between people in order to preserve
positive working relationships with others such as colleagues, clients or taxpayers.
Core motivation: To deal with conflict effectively in order to promote harmonious working
relationships.
behaviours.
Progression of the scale: degree of involvement in addressing conflict

Scale
Level 1
Level 2
Level 3
Underlying notion
Types of behaviours
Noticing and
reflecting on
conflict
Recognizes that there is a difference of opinion or

disagreement that could negatively affect working relationships
or disrupt the workplace.
Identifies and acknowledges personal causes, symptoms, and
reactions to conflict.
Reflects on the conflict and decides whether or not to
address it.
Preparing for and

engaging in a
conflict resolution
conversation
aimed at reaching
a mutually
satisfactory
solution
Considers various elements of the conflict (for example, needs,

communication styles, possible outcomes, and timing).
Determines how to best approach the person or persons
involved in the conflict.
Engages the other party in a conversation attempting to
resolve the conflict.
Listens to the other party and tries to understand their
perspective and identify common interests.
Communicates with the other party in a respectful manner and
demonstrates a willingness to resolve the conflict.
Focuses the conversation on the issue, not the person.
Demonstrating
and promoting
effective conflict
resolution
principles and
practices
Demonstrates and encourages active listening and open

discussion as a means to resolve conflict.
Promotes the benefits of and resources for conflict resolution
(such as, conflict resolution policy, conflict resolution advisors,
learning products).
Serves as a role model in resolving conflict situations.
Provides an environment in which individuals feel free to
express differing opinions and concerns without fear of reprisal.
Looks beyond the immediate issue and attempts to deal with
the root of the conflict so that it does not continue or escalate.
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Progression of the scale: degree of involvement in addressing conflict

Scale
Level 4
Underlying notion
Creating a
workforce
competent in
conflict resolution
Types of behaviours
Provides guidance or assists individuals in resolving conflict by
enhancing their understanding of differing interests and helping
them work towards an acceptable solution.
Enables individuals to develop conflict resolution skills and
behaviours which will empower them to handle their own
conflicts effectively.
Assists others by providing impartial conflict resolution expert
services, such as those of a conflict resolution advisor or
mediator.
Develops constructive approaches that use conflict and
differences as catalysts for positive change in the workplace.
Tips for understanding Conflict Resolution (CR)

Purpose: This competency encourages everyone to handle conflicts in a positive and constructive
manner in order to maintain harmonious working relationships and achieve organizational goals.
Conflict is the perception or actual occurrence of differences in the workplace. Conflict happens
between people when there is a dissatisfaction or disagreement with an interaction, process, product,
or service which is negatively impacting the working relationship. A working relationship is established
when there is interaction with others (such as, colleagues, clients, taxpayers, external service
providers) during the performance of work-related duties. When this type of conflict occurs, the
people affected by it need to work together to resolve it. Conflict resolution is not about winning or
losing, it is about reaching a mutually acceptable agreement.
Conflicts are common. Personality differences, varying work habits, lack of communication, or simple
misunderstandings may all contribute to conflict. While disagreements are normal, ignoring them may
not be ideal nor would it make things better. It is often through conflict that you are able to change
and progress. In this context, conflict can be seen as positive if discussions can lead to a new
understanding and even better ways of doing things. If left unresolved, conflict can escalate into a
dispute which can disrupt the work environment impacting working relationships and organizational
effectiveness.
In the progression of the scale, the degree of involvement is determined by the effort spent
addressing and attempting to resolve conflict. As the levels increase, more effort is required to
address conflict so the individual is more involved in thinking about the conflict, determining an
appropriate approach and taking action to resolve the conflict.
This competency supports the CRA Conflict Resolution Policy. The use of informal (interest-based)
approaches to conflict resolution is encouraged in the policy. The options for dealing with conflicts in
the workplace at all levels of this competency may include seeking the assistance of a regional
Conflict Resolution Advisor.
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Conflict Resolution means...

being aware of disagreements or
dissatisfactions in the workplace
discussing concerns or issues with others
Conflict Resolution does not mean...

ignoring disagreements or dissatisfactions in
the workplace
avoiding discussions with others and waiting

for the conflict to go away
encouraging the parties in conflict to actively
listening to one partys perspective and taking
listen to each other and share their issues and
their side
concerns
helping parties in conflict to find common
focusing on the differences between the
ground on which they can build an agreement
parties and encouraging an "us versus them"
and improve their working relationship
attitude

When Effective Interactive Communication is used in the resolution of conflict situations then it does
support Conflict Resolution. Self Confidence also supports Conflict Resolution because one must
have some confidence in order to try to resolve conflict situations with others. While Dealing with
Difficult Situations and Conflict Resolution may seem similar, their focus is different. Dealing with
Difficult Situations is about how you control your emotions and respond to others in situations that
have the potential to be challenging or result in provocation. Conflict Resolution focuses on
maintaining positive working relationships by preventing conflict from escalating or resolving conflict
in work-related situations. Higher levels of both Teamwork and Cooperation and Team Leadership
may involve the demonstration of conflict resolution abilities to handle disagreements within the team.
However, Conflict Resolution can be observed outside a team situation as well as within. Conflict
Resolution may also support Change Leadership in order to deal with resistance to change. Higher
levels of Conflict Resolution may involve some Initiative to proactively handle conflict situations and
Developing Others to guide other to resolve their own conflicts.
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Creative Thinking (CT)

Definition: Creative Thinking is discovering new opportunities and solutions for problems by looking
beyond current practices and using innovative thinking.
Core motivation: To be imaginative or innovative in developing approaches or solutions.
behaviours.
Progression of the scale: degree of originality

Scale
Underlying notion
Types of behaviours
Recognizing the
value of a new
approach
Questions the adequacy and relevance of conventional

approaches.
Seeks alternate solutions to problems.
Level 2
Adjusting the
current approach
Identifies issues and problems with current practices and finds

possible ways to improve.
Initiates improvements to practices to increase efficiency.
Recommends or implements existing processes, products or
solutions used elsewhere with little or no modification.
Level 3
Developing a
solution using
ideas and
concepts in an
original way
Creates a solution based on ideas or approaches used in other

work environments.
Makes significant amendments to or incorporates aspects from
other solutions in order to arrive at one suitable for the
organization.
Creating a new
solution
Formulates an innovative solution by developing new concepts,

models, frameworks, or approaches.
Integrates relevant concepts or models into a complete vision
or solution in response to a new challenge for which there is no
precedent.
Develops a novel solution to ongoing organizational
challenges.
Level 1
Level 4
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Tips for understanding Creative Thinking (CT)

Purpose: To remain an effective and efficient organization, the CRA is constantly looking for
innovative ways to solve problems, make improvements to processes or procedures, and develop
new approaches to meet business objectives.
Creative or innovative thinking is about new ideas. This competency encourages individuals to
question the status quo, to be innovative, and to find new ways to do things. Individuals use Creative
Thinking to be resourceful and to look for alternative ways that may improve work processes or
practices and add value for the organization.
In the progression of the scale, as the degree of originality increases there are fewer relevant
precedents (inside or outside your work environment) on which to base a solution. Therefore more
creativity or innovation is required in order to modify ideas or approaches, and develop a solution that
will meet the unique needs of the work environment.
Creative Thinking means...
Creative Thinking does not mean...
questioning whether the current approach is

still the best approach
going with what has worked in the past

without questioning if that approach still
makes sense
striving to come up with a number of different

solutions to a problem
believing that there is only one solution to a

problem
looking at what other organizations are doing

successfully and determining what you could
transfer to your organization
assuming that what other organizations are

doing will be of no use to your organization
focusing on the value of finding new ideas

and acting on them
assuming that everything that can be tried has

been tried

While there may be some degree of similarity between Creative Thinking and Analytical Thinking at
higher levels, their focus is different. Analytical Thinking focuses on the mental reasoning process
required to break down and analyze problems, while Creative Thinking is more about innovative
thinking or thinking outside-the-box. Creative Thinking implies a certain degree of Initiative to seek
new solutions and Adaptability to accept and modify solutions for the work environment. Creative
Thinking may be linked to higher levels of Strategic Outlook and Alignment in order to create
strategies and vision. Creative Thinking may also support higher levels of Client Service Orientation
to find innovative ways to improve service to clients.
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Dealing with Difficult Situations (DDS)

Definition: Dealing with Difficult Situations is keeping ones emotions under control and restraining
negative responses when provoked, or when faced with opposition or hostility from others.
Core motivation: To resist provocation and conduct oneself professionally.
behaviours.
Progression of the scale: degree of provocation and the potential consequences

Scale
Underlying notion
Types of behaviours
Maintaining
composure
Remains outwardly calm when challenged.

Resists temptation to engage in negative behaviour.
Feels negative emotions but controls them.
Level 2
Responding
calmly in an
emotionally
charged situation
Responds in a constructive manner.

Focuses the conversation on the facts of the situation rather
than on the emotional reactions, in order to achieve desired
results.
Feels strong negative emotions, but continues to speak or act
calmly and professionally.
Level 3
Remaining calm
when provoked
and taking action
to de-escalate the
situation
Controls ones own emotions when unreasonably confronted or

provoked.
Attempts to defuse the situation by using words or actions to
ease emotions and alleviate tension.
Gauges the readiness of others to move forward and responds
appropriately.
Level 4
Withstanding a
personal attack or
threat
Attempts to control the situation in order to ensure an effective

outcome and minimize serious consequences.
Remains in control of ones own emotions despite fear for
safety.
Level 1
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Tips for understanding Dealing with Difficult Situations (DDS)

Purpose: This competency relates to an individuals effectiveness in dealing with emotionally
charged situations in their work environment. It is important that employees have the self-control to
remain calm in order to fulfill their duties and achieve the CRA objectives.
Dealing with Difficult Situations looks at how you behave when you are provoked or challenged. It is
important to be able to control your emotions and respond to others in these situations.
In the progression of the scale, the degree of provocation refers to how much hostility is displayed by
the other party and the degree to which that hostility is directed at you personally. At all levels there
should be some consideration of potential negative consequences that could result if the situation is
not handled well. As the scale progresses the potential negative consequences and risk to personal
safety are increased.
Dealing with Difficult Situations
means...
Dealing with Difficult Situations

does not mean...
remaining calm when personally provoked
getting defensive and letting your emotions

take over
maintaining a professional approach despite

feeling strong emotions
being rude, disrespectful, or over-reacting
taking steps to calm someone during a hostile

interaction, if appropriate
saying or doing things that make the situation

worse
not showing frustration or hostility when

provoked
letting anger, frustration, and anxiety show
controlling ones own emotions by keeping

things in perspective
losing perspective and becoming emotional

While Dealing with Difficult Situations and Conflict Resolution may seem similar, their focus is
different. Dealing with Difficult Situations is about how you control your emotions and respond to
others in situations that are challenging or result in provocation. Conflict Resolution focuses on
maintaining working relationships while aiming to resolve conflict. Dealing with difficult clients or
persons may require Dealing with Difficult Situations and/or Conflict Resolution. Self-confidence and
Effective Interactive Communication may both support Dealing with Difficult Situations because it is
often necessary to have confidence in yourself and be able to communicate effectively when dealing
with difficult situations.
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Decisiveness (DEC)
Definition: Decisiveness is making, taking responsibility for, and demonstrating commitment to
appropriate decisions in a timely manner.
Core motivation: To choose and commit to a course of action.
behaviours.
Progression of the scale: degree of clarity of information and risk to self or the organization at
the time of the decision or recommendation
Scale
Level 1
Level 2
Level 3
Level 4
Underlying notion
Types of behaviours
Making a decision
in a clear situation
with very low risk
Gathers and uses necessary information to make a decision or

recommendation.
Makes a straightforward decision or recommendation that is
aligned with work objectives, policies, procedures, or
legislation.
Makes a decision or recommendation where information is
available and controls are in place to virtually eliminate risk.
Making a decision
in a slightly
unclear situation
with low risk
Makes a decision or recommendation where there are partially

defined factors or missing pieces of information.
Makes a decision or recommendation in a situation where
there is room for interpretation and discretion.
Recognizes when it is time to stop gathering information and
make a decision or recommendation.
Makes a decision or recommendation which has an element of
risk that may require minor efforts to mitigate.
Making a decision
in an unclear
situation with
moderate risk
Makes a decision or recommendation while considering

potential negative consequences.
Considers various organizational priorities when making a
decision or recommendation.
Makes a complicated decision or recommendation in a
situation where there is limited information or lack of guidance.
Makes a decision or recommendation which involves risks that
may require moderate efforts to mitigate.
Making a decision
in a significantly
unclear situation
with high risk
Makes a strategic decision or recommendation where there is

little information and impacts are significant.
Makes a decision or recommendation which involves risks that
may require significant efforts to mitigate.
Makes a decision or recommendation to advance the
organizations objectives in spite of the divergent and
competing interests of various stakeholders.
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Tips for understanding Decisiveness (DEC)

Purpose: Employees of the CRA need to make informed decisions or recommendations in a timely
manner to ensure good governance and the achievement of objectives.
Decisiveness can be demonstrated in situations when you are responsible or accountable for a
decision or a recommendation you make and where there is a need to take a position and support it.
Decisiveness is the ability to choose a course of action after consideration of the situation (for
example, availability or clarity of information, organizational objectives, stakeholder perspectives, and
the risk to self or to the organization). The need for timely decisions requires individuals to make
decisions within established timeframes, without missing deadlines or causing delays in service.
Decisiveness generally occurs after the analysis of the situation has taken place (the analysis may be
conducted by the decision-maker or by someone else) and focuses on the decision made and the
circumstances under which it was made.
In the progression of the scale, the degree of clarity of information refers to the facts of the situation,
objectives to be achieved, or perspectives of stakeholders. At the lowest level, the decision or
recommendation is generally an easy one because there are clear facts or adequate information
available regarding the situation. As the levels progress, key information is unclear, missing, or
conflicting which makes the situation more ambiguous and increases the probability of error. The risk
to self or the organization refers to the potential risk or consequences to yourself (for example, your
reputation or career aspirations) and the risk or consequences to the organization (for example,
negative publicity, time, and costs). At the lower levels, the decision or recommendation carries
minimal risk because the potential consequences are negligible and have a low probability of
occurrence. If they do occur, they can be easily mitigated without negatively impacting business
operations. At higher levels, the decision or recommendation carries more risk because the potential
consequences are significant and have a higher probability of occurrence. If they do occur, they
cannot be easily mitigated and could result in financial loss, significant impacts on business
operations, relationships with clients and/or damage to ones reputation or that of the CRA.
The decision making often involves using a risk management process. For more information please
consult the Enterprise Risk Management (ERM) Policy and Guidelines.
Decisiveness means...
Decisiveness does not mean...
taking responsibility to make timely decisions
delay making decisions until you have

checked with a number of other people
knowing when you have adequate information

to make a sound decision
waiting for all the information to become clear

before making a decision
using organizational values and principles to

guide decisions
making decisions that are contrary to

organizational values and principles
being able to choose when you are faced with

a number of competing options all carrying
their own benefits and risks
being unable to choose because you feel

there are just too many viable options to
choose from
choosing a course of action that you feel will

result in success even though there is a
chance you could be making a mistake
deciding not to take action because there is a

chance of failure
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Decisiveness means...
being able to make decisions in situations
where normal guidelines or policies do not
apply
Decisiveness does not mean...

being indecisive (wavering) in situations which
are new or unusual

There may be a correlation between Analytical Thinking and Decisiveness; however, the motivation
for each is different. Analytical Thinking focuses on the desire to understand a situation, while
Decisiveness focuses on the need to choose and commit to a certain course of action. Decisiveness
often follows Analytical Thinking, as one usually analyzes the situation before making a decision.
Self-Confidence supports Decisiveness because it may be needed to make and defend a challenging
decision. Decisiveness can support Team Leadership since a team leader is often required to make
decisions that affect the team. At higher levels, there may be an element of Strategic Outlook and
Alignment in Decisiveness in order to make decisions that are aligned to organizational strategies.
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Developing Others (DEV)

Definition: Developing Others is fostering the learning or development of others with an appropriate
level of needs identification to meet individual and organizational development needs, in a
continuous learning environment.
Core motivation: To help others reach their potential.
behaviours.
Progression of the scale: degree of involvement and scope of the development

Scale
Underlying notion
Types of behaviours
Providing taskspecific direction
Helps or shows someone how to perform a specific task or

particular aspect of the work.
Provides step-by-step instruction on how to do something.
Level 2
Providing
instruction relative
to technical skill
acquisition
Assists with the development of technical skills through

instruction, demonstration, feedback, or other means.
Explains concepts, reasoning, or underlying principles to
support the application of the skill.
Strives to ensure the individual is able to apply the acquired
skill in various situations, as appropriate.
Level 3
Providing
guidance to
influence
behavioural
change
Provides individualized suggestions and coaching to assist in

the modification and learning of behaviours.
Provides feedback and support for continued improvement.
Models the desired behaviours or suggests appropriate role
models.
Facilitating
comprehensive
employee
development
Develops an employee development plan and manages the

learning process to ensure it occurs by design rather than by
chance.
Establishes ongoing dialogue with the employee regarding
their development and career planning.
Ensures that resources and time are dedicated for
developmental activities.
Provides opportunities for development through ongoing
guidance, tools, assignments, mentoring, and coaching.
Level 1
Level 4
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Tips for understanding Developing Others (DEV)

Purpose: Developing Others involves motivating and encouraging others to learn and develop in
order to meet individual career goals which contribute to a competent CRA workforce.
Developing Others focuses on fostering and promoting the learning, development, and growth of
others. This means encouraging and supporting others to learn and develop and be personally
accountable for their own development in order to successfully perform in current or future roles.
Developing Others is a set of behaviours that may be demonstrated by colleagues, training officers,
or managers. People who demonstrate Developing Others have the desire to teach and help others
to be the best that they can be.
In the progression of the scale, the degree of involvement refers to the time and effort expended to
assist in someones development. The scope of development refers to the type of skill or behaviour
being developed. The scale progresses from providing specific instructions on a singular or particular
element of the job to the holistic development of the individual to achieve their career objectives,
aligned to the organizational needs. Therefore, the amount of involvement and support required for
the development increase as it moves from short to long-term development.
Developing Others means...
Developing Others does not mean...
providing meaningful comments and

suggestions to support the development of an
employee
offering comments and suggestions that are

vague or too general to be of any use
helping employees gain a clear understanding

of how they are to perform their duties
assuming that employees know how to do the

work
actively monitoring the quality of others' work,

giving on-the-job instructions and training, or
other practical support, as a means of
enhancing performance
ignoring performance issues and not taking

opportunities to provide suggestions for
improvement
giving specific feedback on a regular basis
giving feedback only occasionally
providing constructive suggestions and

encouragement
providing only negative comments
actively seeking work opportunities for

employees that will challenge and enable
them to learn new skills
continually assigning work that you know

employees will do well because they have
done similar assignments many times before

Although there are some similarities, the underlying intent of Developing Others is different from
Team Leadership and Teamwork and Cooperation because both focus on the common goal of the
team, while Developing Others focuses on assisting others with their own learning and development.
In order to develop others, one may also demonstrate several other competencies, such as: Effective
Interactive Communication in order to ensure understanding and adapt language where necessary;
Analytical Thinking to analyze learning needs and determine appropriate developmental activities;
and Adaptability to adjust to changing situations in support of the needs of the individual. Conflict
Resolution may also be used in cases of disagreement or dissatisfaction with regards to
development.
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Effective Interactive Communication (EIC)

This competency generally excludes written communication.*
Definition: Effective Interactive Communication is transmitting and receiving information clearly
and communicating actively with others in order to respond appropriately.
Core motivation: To ensure that the message is received and understood as intended.
behaviours.
Progression of the scale: degree of sensitivity or complexity of the message being

communicated
Scale
Underlying Notion
Types of behaviours
Level 1
Paying attention to
the communication
of others
Actively listens in order to fully understand the message.

Responds appropriately by delivering information and facts in a
logical, clear, and coherent manner.
Conveys and receives a straight-forward message.
Checking
understanding of
the message
Takes steps to verify that the message is understood by the

other party or to verify own understanding.
Recognizes non-verbal cues and uses them to identify
unspoken thoughts or concerns in order to respond
appropriately.
Uses appropriate communication techniques in order to clarify
the message to achieve understanding.
Adapting
communication
Tailors language and style of communication according to the

situation and the audience.
Recognizes why others are having difficulty understanding and
adapts the way the message is being conveyed.
Anticipates and tries to understand the perception of the
message and adjusts the communication accordingly.
Communicating for
maximum results
Considers factors such as the purpose of the communication,

target audience, and potential impact of the message when
deciding what to communicate and how to deliver the message
to achieve the desired results.
Understands the underlying needs and motivation of the
audience as well as their interests and issues when formulating
a communication strategy.
Anticipates and prepares for possible breakdowns in
communication
Level 2
Level 3
Level 4
* This competency generally excludes written communication such as notes or e-mail exchanges.
Exceptions may be made for employees with disabilities, on a case-by-case basis.
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Tips for understanding Effective Interactive Communication (EIC)

Purpose: Effective Interactive Communication is key to ensuring effective interactive exchanges with
others and is essential to meeting the CRAs business objectives. It requires active listening,
understanding others points of view, and being able to respond in an appropriate manner.
Effective Interactive Communication is a two-way communication process which focuses on the
messages being transmitted and received between two or more people. The use of visual aids such
as graphs or pictures may be considered in order to facilitate the interactive communication at any
level of the scale.
In the progression of the scale, the sensitivity or complexity of the message relates to different
understanding or perceptions of the message. Sensitivity refers to the potential audiences reactions,
perceptions, or impacts of the message. As the scale increases you need to choose your words and
approach more carefully. Complexity refers to the number of interrelated aspects of the message or
differences in the levels of understanding of the subject matter. As the scale increases, the message
becomes increasingly difficult to communicate effectively.
The following is an example to illustrate different levels of Effective Interactive Communication within
the same interaction. It does not limit other possible ways to demonstrate different levels of Effective
Interactive Communication. When we talk with others about a subject that we both understand and
the discussion flows naturally, we communicate at a level 1. If one of us does not understand the
message, we are pushed to level 2 when we take steps to aim for better understanding, but once
understanding is regained we move back to level 1. What pushes us to move to level 3 is not being
able to fully understand due to the sensitivity or complexity of the message being transmitted and
having to use a different communication approach in order to get our message across.
Effective Interactive Communication
means...
Effective Interactive Communication

does not mean...
recognizing underlying concerns or feelings

that may not be openly expressed
listening to the words without trying to

understand their meaning
actively listening and allowing others an

opportunity to fully express themselves
interrupting when someone is starting to

express their concerns
thinking about how people will respond before

you communicate your thoughts
expressing your thoughts without considering

your audience
customizing responses to reflect audience

differences
delivering the message in the same manner

regardless of the audience
checking understanding in ways that are

appropriate to the audience
simply asking do you understand? when it is

not necessary
changing from one language to another, such
as from French to English
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Effective Interactive Communication supports many other competencies which require a certain
amount of communication, such as: Conflict Resolution; Change Leadership; Client Service
Orientation; Dealing with Difficult Situations; Developing Others; Teamwork and Cooperation; and
Team Leadership. A certain degree of Adaptability may be needed at higher levels of Effective
Interactive Communication to adapt the communication approach to suit the needs of different
audiences. Also, higher levels of Effective Interactive Communication tend to be associated with
Impact and Influence, as it may be required to persuade others in order to achieve the intended result
of the message communicated.
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Impact and Influence (IMP)

Definition: Impact and Influence is gaining others support for ideas, proposals and solutions, and
getting others to take action to advance work objectives.
Core motivation: To persuade or convince others.
Consider the progression of the scale when reviewing the underlying notions and the types of
behaviours.
Progression of the scale: degree of complexity of the influencing strategy

Scale
Level 1
Level 2
Level 3
Level 4
Underlying notion
Types of behaviours
Providing the facts
Uses factual and relevant information to persuade others.

Appeals to the reasoning of others by using facts, data,
concrete examples, demonstrations, or visual aids.
Personalizing the
facts
Persuades others by adapting information and approach to

appeal to their perspective.
Presents ideas in a manner that emphasizes the benefits to the
audience.
Achieves maximum impact by having knowledge of their
audiences needs and interests.
Determines what information should be shared to have the
desired effect.
Influencing
through linking
with other
initiatives
Plans an approach that links the proposal to other initiatives in

order to gain acceptance and promote the proposal.
Uses knowledge of how different activities impact each other.
Chooses an appropriate approach and time to influence others.
Develops and uses strategies tailored to persuade the
audience.
Building coalitions
Builds support by using indirect strategies to persuade others.

Uses experts or other third parties to assist in influencing,
when appropriate.
Builds alliances with others who support the proposal.
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Tips for understanding Impact and Influence (IMP)

Purpose: Employees use Impact and Influence to persuade others in order to enhance results and
achieve the CRAs mandate.
Impact and Influence is often used by people who are not the final decision makers but have the
opportunity to impact decisions, such as those in advisor and specialist roles. The focus is on
persuading others for positive results in order to advance organizational objectives. It involves
effectively presenting your position on issues to gain support and buy-in from others. The key is
understanding your audience and their needs in order to achieve a specific impact or effect.
In the progression of the scale, the influencing strategy ranges from using basic to more complex
approaches which involve more thought, planning, and action in order to persuade others.
Impact and Influence means...
Impact and Influence does not mean...
explaining how the idea can benefit others or

creating scenarios others can relate to
assuming that everyone wants the same thing

and not adapting the approach to suit the
interests of others
presenting the points that will have the most

impact with enthusiasm, confidence, and
credibility
using a standard influencing approach or the

same argument over and over with everyone
regardless of their interests or needs
considering the needs of the audience when

preparing your point of view and tailoring your
presentation accordingly
presenting points that are not relevant to your

audiences situation and needs
soliciting input and gaining support from key

individuals in order to build alliances
taking a single approach and expecting to be

able to quickly persuade others on issues
building support for your position by

developing relationships, testing ideas, and
finding allies
pushing your own opinions without concern

for others ideas and the organizational
objectives
considering specific situations, areas of

potential resistance and identifying strategies
that will achieve the desired outcome
giving up after a single attempt to convince

someone

Analytical Thinking may support Impact and Influence in order to analyze information and determine
an influencing strategy. Adaptability may be needed to impact and influence others by adapting the
strategy to suit the audience. Effective Interactive Communication may also support Impact and
Influence because communication generally plays a part in persuading others. Self-confidence and
Initiative are also important in Impact and Influence because you must be confident and take some
initiative to try to persuade someone. Impact and Influence may support Change Leadership and
Team Leadership in order to promote the benefits of change and engage people to work towards
achieving organizational goals. Impact and Influence may also relate to Relationship/Networking
Building because relationships can sometimes be used as part of an influencing strategy to persuade
others to take certain actions.
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Initiative (INT)
Definition: Initiative is the preference for identifying opportunities or issues, and taking action to
enhance organizational results, without being prompted by others.
Core motivation: To identify and act on opportunities or issues.
behaviours.
Progression of the scale: degree of effort and scope of opportunity/issue or time frame
Scale
Underlying notion
Types of behaviours
Level 1
Identifying an
opportunity or
issue
Demonstrates awareness of an opportunity or issue which is

presently occurring or is within the immediate work area.
Reports an opportunity or issue to the appropriate person.
Level 2
Taking action to
address an
opportunity or
issue
Identifies and offers suggestions to address an opportunity or

issue which is presently occurring or is within the immediate
work area.
Takes action, as appropriate in the work environment, to
improve processes or results, or to respond to problems.
Level 3
Capitalizing on an
opportunity or
issue
Anticipates an opportunity or issue that extends beyond the

immediate work area or into the future.
Determines how an opportunity or issue could enhance results
or prevent potential problems.
Proposes plans and undertakes actions to take advantage of
the opportunity or issue
Level 4
Maximizing an
opportunity or
issue that impacts
the organization
Scans the environment and anticipates emerging opportunities

or issues.
Makes recommendations or implements plans that are
strategic and future oriented, or have a potential impact on a
significant portion of the organization.
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Tips for understanding Initiative (INT)

Purpose: Employees use Initiative to add value by striving to enhance results, identifying and
resolving issues, or finding new opportunities for the CRA.
Initiative focuses on being a self-starter who is action-oriented. People displaying initiative assume
responsibility and take independent action to handle situations without being asked or waiting for
problems to arise.
In the progression of the scale, the degree of effort refers to the time and energy that one spends to
address work-related opportunities or issues. The scope of the opportunity or issue ranges from
addressing opportunities or issues in ones immediate work area to those that are beyond ones
immediate work area. The time frame progresses from current opportunities or issues to future or
potential opportunities or issues. The amount of effort usually increases as the scope of opportunity
or issue expands or the time frame advances.
Initiative means...
Initiative does not mean...
recognizing courses of action which can be

taken to handle potential problems
waiting for someone else to point out the

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

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

but keeping those ideas to yourself
identifying potential problems even if you are

not directly involved
ignoring issues that are outside of your own

work area
taking action that will lead to improved

organizational performance
taking no action and hoping that things

improve over time
seeking information and conducting research

on your own in order to act on opportunity or
problem
ignoring a problem or opportunity because

you dont have the information necessary to
act on it

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

Definition: Relationship/Network Building is building and maintaining effective and constructive
working relationships, partnerships or networks of contacts with people who are, or might someday
be, instrumental in achieving work-related goals.
Core motivation: To develop working relationships to assist in the achievement of organizational
objectives.
behaviours.
Progression of the scale: degree of effort to establish and maintain relationships for present
and future usefulness to the organization
Scale
Underlying Notion
Level 1
Maintaining
relationships
within current
network
Level 2
Creating new
working
relationships
Level 3
Networking to
address future
issues
Level 4
Strategically
expanding network
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Types of behaviours
Maintains relationships with individuals in your current network
to effectively perform regular duties and achieve immediate
work objectives.
Makes a conscious effort to maintain the relationships through
formal or informal contact.
Identifies a contact and develops a relationship with an
individual outside your current network who may be helpful in
meeting immediate work objectives.
Builds and maintains the new working relationship through
ongoing efforts.
Seeks opportunities to network with others.
Identifies organizational contacts that may be helpful in
achieving long-term or future objectives.
Establishes, maintains, and nurtures the new working
relationship, which requires more effort as the need for the
relationship may not yet be evident.
Acquires an understanding of the needs and challenges of the
contact to ensure a successful and long-standing working
relationship.
Collaborates across departmental or governmental boundaries
to create mutually beneficial relationships.
Evaluates current network for effectiveness and relevance to
achieving the organizations strategic objectives.
Identifies and creates opportunities to expand network.
Understands the impact that external organizational
relationships have on complex issues.
Creates, maintains, and nurtures new associations within the
network.
38
Tips for understanding Relationship/Network Building (RNB)

Purpose: Building and maintaining working relationships assists CRA employees to readily obtain
information or assistance that is critical to advancing CRA business objectives.
Relationship/Network Building generally occurs with individuals who are not clients or part of your
work team. The focus of this competency is not the common goal of a team or providing service to a
client but building, maintaining and utilizing working relationships or contacts in order to obtain
information or assistance that can be used to achieve current or future organizational goals.
Relationship/Network Building is about establishing a meaningful connection with people inside or
outside the organization who are or might be useful to the achievement of your work objectives. It
relates both to the building of these relationships and to the effort required to maintain them. It can be
relationships that you use today or relationships that you build for possible future purposes. It
includes demonstrating respect, trust, and understanding when interacting with others in order to
nurture the relationship and advance work objectives. Nurturing this meaningful connection may
result in people remembering you and being willing to exchange information or provide assistance
when needed.
In the progression of the scale, effort is measured in terms of time and energy spent to establish and
sustain working relationships with people in your network or to expand your network. At the lower
levels, there is less effort required because the relationships or networks have already been
established or the contacts are easily accessible. At the higher levels, there is increased effort
required since you need to make contacts, build a working relationship, and sustain the relationship to
keep the person in your network. The purpose of the networking also changes as the levels progress.
At lower levels, the networking is done in order to meet current work objectives, while at higher levels
the networking is done to address future opportunities or issues.
Relationship/Network Building
means...
Relationship/Network Building
does not mean...
developing a network of people within or

outside your organization who can help you to
attain organizational goals
contacting people only when you need to

solve a problem or gather information
cultivating useful contacts with a broad range

of people in a variety of positions
networking for social purposes
serving on various committees whose

membership includes people within your
service area
turning down invitations or not being involved

in groups
seeking the ideas and concerns of those

within your own network for mutual benefit
ignoring the opinions and ideas of those in

your network and believing your ideas are
always the right ones
building and nurturing working relationships

with people in other departments that may
have a direct impact on your work
focusing only on internal working relationships
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Relationship/Networking Building may be also related to Impact and Influence because working
relationships can sometimes be used as part of an influencing strategy to persuade others to take
certain actions. Initiative supports Relationship Network Building because a certain degree of initiative
may be needed to build and maintain working relationships.
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Self-Confidence (SCF)
Definition: Self-Confidence is believing in ones own capability to select an effective approach to
accomplish a task or activity in increasingly challenging circumstances.
Core motivation: To believe in ones own abilities.
behaviours.
Progression of the scale: degree of challenge and personal risk to the individual
Scale
Underlying notion
Types of behaviours
Level 1
Trusting ones
own ability to
undertake
activities
Undertakes routine work activities.

Works independently, without requiring ongoing reassurance
from others.
Level 2
Maintaining
confidence when
challenged
Remains confident in own capabilities or decisions when

challenged by others or by the situation.
Presents own opinion and discusses issues or facts of the
situation.
Providing
expertise in a
challenging
situation
Presents ones self as an expert or leader when challenged

by stating own position in a confident manner.
Politely and tactfully disagrees with others.
Demonstrates ones knowledge, skills, abilities, or experience
in an appropriate manner.
Anticipates possible challenges and prepares to respond
accordingly.
Behaving
constructively
when difficult
to do so
Tackles highly challenging or risky situations.

Addresses challenges in a constructive and convincing
manner.
Willing to challenge others when appropriate.
Presents views professionally and with assurance.
Defends unpopular decisions or minority opinions.
Level 3
Level 4
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Tips for understanding Self-Confidence (SCF)

Purpose: Employees that possess self-confidence trust in their own ability to complete their tasks
and face challenges, which is essential to CRA meeting its business goals and objectives.
Someone demonstrating self-confidence remains poised and self-assured when challenged.
Self-confidence is usually seen when someone is being challenged because of decisions or
recommendations they are making or presenting.
In the progression of the scale, the degree of challenge refers to internal or external challenges. At
lower levels the challenge comes from within yourself or the situation. At higher levels, the challenge
comes from others who have differing opinions or who may question your expertise. The personal risk
refers to your personal credibility. At lower levels there is a low risk since your credibility is not really
being tested and the consequences are not as significant as at the higher levels where your credibility
is being tested and this may have consequences for your career or the organization.
Self-confidence means...
Self-confidence does not mean...
speaking in a confident and assured manner

even when you do not immediately know how
to respond
sounding uncertain when you do not

immediately know how to respond
seeking out new challenges and

responsibilities where the outcome is
uncertain
playing it safe by taking on tasks that are

familiar or where the outcome is certain
defending your ideas or position if challenged,

including challenges by more senior
employees
backing down or remaining silent when

someone criticizes your ideas or position
believing that your course of action is the

correct one even when initial attempts may
fail
changing plans at the first sign of failure or

dissent
taking action based on your expertise and

understanding of the situation
double-checking all your ideas with others,

and waiting for their agreement before taking
action

Self-Confidence is often required for many other behavioural competencies. The following are some
examples of competencies which are supported by Self-Confidence. Initiative, Impact and Influence,
and Decisiveness all require some Self-Confidence to take action, influence others and make
decisions. Self-Confidence is also needed for Conflict Resolution to address conflicts and Dealing
with Difficult Situations to control your emotions in difficult situations. Teamwork and Cooperation
requires Self-Confidence to contribute your ideas and expertise to others on the team.
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Strategic Outlook and Alignment (SOA)

Definition: Strategic Outlook and Alignment is acting in accordance with organizational vision,
including grasping the meaning of trends and interrelationships between the organization and its
environment, and connecting strategies to specific activities.
Core motivation: To contribute to the strategic direction of the organization
behaviours.
Progression of the scale: scope of outlook and degree of involvement in the vision
Scale
Underlying notion
Level 1
Considering
organizational
strategies
Level 2
Aligning
operations to
organizational
strategies
Level 3
Translating the
vision into
organizational
strategies
Level 4
Creating the
vision
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Types of behaviours
Demonstrates awareness of the organizations vision,
mission, strategic outcomes, or program activities.
Reflects on how own work activities link to organizational
goals and ensures that own actions are aligned.
Understands the link between current program activities and
longer-term objectives of the organization.
Identifies misalignments or gaps between current and
desired state.
Monitors strategic initiatives and trends, and adjusts
priorities, activities, or operations to ensure alignment with
future organizational goals.
Interprets the vision and establishes goals, objectives,
priorities, projects, or program activities aligned with the
organizations vision.
Develops strategies, models, or partnerships to realize the
vision.
Scans the environment and monitors the impacts of changes
on the organization.
Provides business intelligence to senior management to
influence broad directions.
Plays a strategic (or leadership) role in shaping the
organizations long-term direction and vision.
Scans the external environment (wider government, national,
or global) to identify emerging trends and opportunities that
will shape the future of the organization.
Develops and communicates the big picture view of the
future organization.
Redesigns the structure or operations of the organization to
achieve the vision.
43
Tips for understanding Strategic Outlook and Alignment (SOA)

Purpose: Strategic Outlook and Alignment is essential to ensure that activities are aligned with the
organizational mandate and vision.
For this competency, it is important to have an understanding of the vision as it describes the
organizations future orientation. Therefore, knowledge of the mission, values, organizational goals,
and objectives are essential.
In the progression of the scale, the scope of outlook refers to the extent or range of the view. At lower
levels, the view is narrower (for example, a smaller part of the organization) and at the higher levels
the view is broader, involving a big picture view of the organization. With respect to the degree of
involvement in the vision, at the lower levels employees are more involved in supporting the
established vision through their work activities while at the higher levels they are more involved in
implementing or creating the vision.
To better understand this competency, it is helpful to read the levels from the highest to the lowest.
The vision is necessary to guide the organization into the future; strategies are needed to implement
the vision; operations need to be aligned with strategies and those should be considered in daily work
activities.
Strategic Outlook and Alignment

means...
Strategic Outlook and Alignment

does not mean...
considering how day-to-day tasks support the

broader organizational objectives
doing your work without understanding how it

fits into the big picture
aligning your activities and priorities with the

organization's strategic goals
setting activities and priorities that are

independent of the organization's strategic
goals
analyzing trends and determining potential

implications for your organization
dealing with immediate issues only without

consideration of the broader organizational
objectives
developing a clearly defined vision for the

organization
creating a vaguely defined vision

Strategic Outlook and Alignment may require a certain degree of Analytical Thinking to analyze
complex activities and strategies for impacts on the organization and alignment to the vision.
Decisiveness may be required to make decisions regarding operations or strategies. Team
Leadership and Change Leadership may also be required to effectively guide the team to achieve
organizational strategies and the vision, which may include leading the team through change.
Creative Thinking may also be linked to higher levels of Strategic Outlook and Alignment in order to
create strategies and vision.
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Team Leadership (TL)

Definition: Team Leadership is engaging others and guiding them while being accountable for the
achievement of organizational goals and objectives.
Core motivation: To motivate and empower the team.
behaviour.
Progression of the scale: degree of involvement in supporting the team and the needs being
addressed
Scale
Underlying notion
Level 1
Informing the
team
Level 2
Encouraging
team input and
using authority
fairly
Level 3
Enhancing the
teams
effectiveness
Level 4
Positioning the
team within the
organization
Types of behaviours
Informs team members of goals, objectives, and priorities.
Clearly establishes and communicates expectations.
Ensures that team members have the necessary information
to carry out their duties.
Informs the team about decisions, including the rationale for
and consequences of decisions.
Elicits and values team members input and expertise.
Involves team members in decision-making processes.
Treats all team members in a fair and equitable manner.
Considers team members needs, interests, and
competencies when establishing roles and responsibilities.
Strives to achieve consensus and build commitment to team
goals.
Identifies and balances individual, team, and organizational
needs
Addresses more complex needs of the team (for example,
resources, development, or well-being) in order to create
conditions that enable the team to perform at its best.
Develops a talented team by capitalizing on team members
skills, abilities, and competencies aligned to the work
objectives.
Manages the dynamics of a diverse team.
Acknowledges successes and areas for improvement.
Builds and supports a sense of mutual responsibility in team
settings that motivates team members to do their best.
Aligns the teams activities and priorities to meet future
organizational objectives.
Promotes team successes and builds the teams credibility
with stakeholders.
Builds or maintains appropriate linkages or partnerships.
Promotes the teams identity and value within the organization.
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Tips for understanding Team Leadership (TL)

Purpose: Team Leadership focuses the teams effort to ensure the goals and objectives are aligned
in achieving CRAs mandate.
Team Leadership refers to the behaviours expected to involve people and effectively lead them
towards the achievement of program or project objectives. Monitoring performance and providing
regular feedback are important at all levels of Team Leadership.
Team Leadership is demonstrating behaviours that motivate and support team members to achieve
organizational goals. While some of the behaviours are similar to higher levels of Teamwork and
Cooperation, this competency is demonstrated by those in a leadership role, who are accountable for
team results, as opposed to being an equal team member. Lower levels of Team Leadership may be
demonstrated by employees while the higher levels normally require the authority and accountability
associated with team leader or manager roles.
In the progression of the scale, the degree of involvement refers to the level of commitment and effort
to support the team. The needs of the team range from basic needs such as safety, information and
tools required to perform the work to more complex needs such as resources (financial and human),
well-being (work-life balance, motivation, and autonomy), or development needs of the team. As the
needs of the team increase in complexity, it will take more effort to address them.
For the purpose of this competency a team is defined as two or more people working together to
advance organizational goals and objectives.
Team Leadership means...
Team Leadership does not mean...
making tough decisions which support the

team and the organization, and which are in
line with personal and organizational ethics
failing to deal with sensitive or difficult issues

that impact on the teams operations
keeping team members informed about

decisions and explaining the rationale
dictating orders and giving incomplete

information
managing team operations and decisions

through the efforts of team members
believing that if you want it done right, you

need to do it yourself and that you are the one
who knows the best course of action
building team morale and encouraging team

members to support the team goals and each
other
placing a low importance on teamwork and

ignoring issues which may affect morale
actively promoting the links between team

activities and the strategic direction of the
organization
focusing on team activities without

consideration of how these relate to broader
organizational objectives
treating all team members fairly
showing favouritism to some team members

or not dealing with performance problems or
team issues
setting direction and providing role clarity
assuming that team members can work it out

themselves
making sure your team has appropriate

training and other resources
not considering individual and team

development or resource needs
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Team Leadership means...
Team Leadership does not mean...
interacting with team members to encourage

their commitment to the team goals
thinking that the team will work towards team

goals without encouragement from you
balancing the needs of employees and the

organization
placing too much emphasis on individual or

organizational needs to the detriment of the
other

Although there are some similarities between Developing Others and Team Leadership, the
underlying intent of each is different. The intention of Team Leadership is guiding a team towards a
goal, while Developing Others is about assisting others with their own learning and development.
Team Leadership may be supported by many other competencies. Higher levels of Teamwork and
Cooperation may lead to Team Leadership because often someone will be assuming an informal
leadership role. Impact and Influence or Decisiveness may support Team Leadership, as one may
have to persuade team members or make decisions that affect the team. Effective Interactive
Communication may be needed to communicate with the team and ensure that team members
understand their roles in meeting team objectives. Conflict Resolution can also support Team
Leadership, as the team leader needs to be aware of and deal with conflict within their team.
Adaptability or Change Leadership behaviours may be drawn upon to adjust leadership styles to
different needs of team members or when leading a team through a time of change. At the higher
levels of Team Leadership, Strategic Outlook and Alignment is often seen, since one needs to be
geared towards the achievement of larger organizational strategies and the vision. Initiative may also
be demonstrated in higher levels of Team Leadership in order to proactively manage the team to
meet current and future objectives.
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Teamwork and Cooperation (TWC)

Definition: Teamwork and Cooperation is being part of a team and working cooperatively with team
members toward a common goal.
Core motivation: To work collaboratively with others; to be a team player.
Consider the progression of the scale when reviewing the underlying notions and the types of
behaviours.
Progression of the scale: focus shifts from your personal interests as a team member to the
interests of the team as a whole
Scale
Underlying notion
Level 1
Participating in
team processes
Level 2
Assisting the
team
Level 3
Encouraging
others to
collaborate with
the team
Level 4
Fostering a
cohesive team
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Types of behaviours
Considers the goal of the team when taking action.
Assumes personal responsibility by ensuring that own share
of the work is carried out effectively in relation to the common
goal.
Acts in accordance with team decisions or activities.
Shares relevant and useful knowledge, experience, or
expertise in order to help teammates meet the common goal
more efficiently or effectively.
Contributes to the teams goal by helping others with their
work when appropriate.
Strives to do something extra to help team members.
Encourages and motivates team members to contribute their
knowledge, expertise, or efforts.
Capitalizes on the strengths, skills, and abilities of team
members to achieve the common goal.
Encourages team members to express their views and
opinions while seeking consensus.
Persuades team members to help each other in order to
achieve the common goal.
Values, encourages, and finds ways to recognize and
support team members contributions.
Promotes team harmony.
Strengthens bonds and reinforces team unity.
Increases team commitment and motivation to ensure
continuing optimal performance of the team.
48
Tips for understanding Teamwork and Cooperation (TWC)

Purpose: Teamwork and Cooperation encourages employees to seek out, value, and support each
others contributions in order to achieve CRA goals.
Teamwork and Cooperation means being part of a team and working together, as opposed to working
competitively or on a separate agenda. It implies a genuine intention to keep ones team in mind, and
the perception that ones team is an integral part of ones work environment through which
organizational goals and objectives can be met. It suggests an underlying belief that the team will be
stronger and better equipped to meet its goals and objectives if everyone on the team contributes.
For Teamwork and Cooperation, we are looking for the behaviours you demonstrate when you are in
a situation where you are an equal team member rather than the leader. As you progress through the
scale, the focus of your behaviour shifts away from your personal interests (doing your part) to the
interests of the team (doing whats good for your team). It is important to reflect on what it is that you
did to help others, and how it contributed to the teams goal.
For the purpose of this competency a team is defined as two or more people working together
towards a common goal.
Teamwork and Cooperation means...
Teamwork and Cooperation does not mean...
keeping others informed and up-to-date about

any relevant or useful information
keeping potentially helpful information to

yourself
appreciating and showing consideration for

ones team members
interacting with ones team members in a

negative or indifferent manner
soliciting and utilizing the skills, ideas, and

opinions of team members
ignoring the ideas and opinions of team

members
asking others for their opinions and ideas in

team meetings
assuming that if others had anything of value

to say then they would say it without being
asked

Teamwork and Cooperation can be linked to Team Leadership because at higher levels one is
assuming a leadership role without having the authority of an official team leader. There are some
similarities between Teamwork and Cooperation and Developing Others; however, the focus of each
is different. The focus of Teamwork and Cooperation is on doing things to benefit the team to achieve
a common goal, while Developing Others focuses on assisting others with their own learning and
development. Teamwork and Cooperation is supported by Effective Interactive Communication
because communication is a large part of teamwork. Self Confidence and Initiative also support
Teamwork and Cooperation because employees who are confidence in their abilities are often willing
to share their expertise and take initiative to help others on the team. Adaptability may be needed in
some cases to adjust to other team members styles in order to work cooperatively. Higher levels of
Teamwork and Cooperation may involve some amount of Conflict Resolution to handle
disagreements within the team.
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Technical competencies
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50
Introduction to Technical Competencies

Technical competencies are a critical component of the CRAs competency-based human resources
management. They refer to the technical knowledge, skills and abilities that are relevant to specific
jobs, roles or work areas. Like behavioural competencies, technical competencies have two
components: a definition and a scale. However, technical competencies share one standardized
scale that explains in generic terms each of the five levels of proficiency associated with these
competencies.
On the following pages is the current list of technical competencies required within the organization.
As CRA business needs evolve technical competencies may be added to or removed from the
Catalogue.
Each technical competency encompasses a wide range of specific areas of knowledge and skills. In
many cases, providing the entire list of knowledge and skill elements in the competency's definition is
simply not practical. For example, imagine all the individual acts, regulations, policies, procedures,
and practices, which could be listed under the Legislation, Policies and Procedures competency. As a
result, a job competency profile will tend to include broadly worded technical competencies that would
then be made more specific through the use of other tools, such as a work description, when the
profile is being used for a specific human resource application.
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Proficiency Scale for the Technical Competencies

(Knowledge/Skills/Abilities)
Level
1
Introductory
2
Basic
3
Intermediate
4
Advanced
5
Expert
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Description
Demonstrates basic knowledge of the subject matter and where it fits into the
business of the CRA. Is able to direct people to the appropriate source for further
information.
Demonstrates basic knowledge and capability to apply it in common situations that
present limited problems. Requires guidance to deal with the more complex
situations.
Demonstrates good working knowledge and solid capability to independently
undertake a full range of typical challenges.
Demonstrates in-depth knowledge and sufficient capability to address unusual
situations without clear precedents and an ability to develop enhancements to
approaches and methods, and integrates with other areas of knowledge/specialty.
Demonstrates expert knowledge and capability to address the most complex
challenges, develops new theories/approaches or methods, and is recognized as an
internal or external authority.
52
Technical Competencies and Definitions

Accounting (A)
Understands one or more of the following:
Generally accepted accounting principles (GAAP) as defined by the Canadian Institute of
Chartered Accountants (CICA);
Current accounting practices and techniques as outlined in the CICA Handbook;
The analysis, classification and recording of the business transactions of a business or
other corporate entity.
Actuarial Sciences (AS)

Understands and is able to apply one or more of the following:
Generally accepted actuarial principles as defined by the Canadian Institute of Actuaries
(CIA);
Current actuarial practices and techniques;
Analysis, evaluation and determination of actuarial liabilities, current service contributions
and/or insurance and annuity premiums.
Auditing (AU)
May include:
Understanding auditing principles, techniques and/or practices;
Ability to conduct professional audits, including external (for example, Income Tax and
GST) and internal audits;
Ability to evaluate the risks associated with situations and the extent of the audit required.
Business Continuity Planning (BCP)

The Professional Practices for Business Continuity Planners as defined by the Disaster
Recovery Institute International;
Functional requirements such as: Risk Analysis and Control, Business Impact Analysis,
Identification of Critical Business Functions, Recover Strategies and Informatics Disaster
Recovery;
Development or enhancement of solutions to enable critical lines of business to perform
delivery of services during and or after service interruption.
Business Equity Valuation (BEV)

Includes one or more of the following:
Understanding and ability to apply the generally accepted valuation principles, techniques
and/or practices, as defined by the Canadian Institute of Chartered Business Valuators
(CICBV);
Ability to conduct professional valuations, following the Practice Standards and Code of
Ethics of the CICBV;
Understanding and ability to apply the factors influencing the value of various types of
public and private company shares, partnerships, proprietorships, and other business
equities, as well as copyrights, royalties, patents, goodwill and other intellectual properties.
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Business Structure of the Canada Revenue Agency (BSA)

Understands one or more of the following:
The CRAs mission, vision, and values;
The CRAs organizational structure (Role of the Minister, Commissioner, Board of
Management, branches and/or regions);
The mandate of one or more branches and/or regions, roles and responsibilities of various
directorates, work units, support areas, and/or committees;
The mandate of the CRAs corporate or other internal committees such as the Agency
Management Committee (AMC), Resource and Investment Management Committee
(RIMC), etc.;
How ones work fits into the business, and how value is created at all levels of the
organization;
The various economic, political, policies, (etc.) and other environmental drivers of the
organization.
Canada Revenue Agencys Business and Management Systems (BMS)

May include one or more of the following:
Understanding of and ability to use one or more of the CRAs core business systems and/or
management systems (for example CAS);
Understanding of the range of functionality, design, and linkages between systems;
Ability to identify, develop and/or implement potential improvements to new or existing
systems in order to meet business needs.
Canada Revenue Agencys Office Technology (OT)

Understands and is able to use one or more of the following standard office automation
software and/or standard office equipment such as:
Microsoft Office Suite (Word, Excel, PowerPoint, Outlook, etc.)
photocopiers
fax machines
scanners
postage meters
any other CRA approved software and/or equipment
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Electronic Business Systems and Related Technologies (EBSRT)

Includes knowledge of the concepts and business applications of one or more of the following
from a client or business delivery perspective:
Microcomputer, mini-computer and mainframe computer operating systems, hardware and
software;
Networking technologies;
Business systems concepts, business requirements and/or business models/rules;
Common accounting, financial and enterprise resource planning software and technologies;
Electronic commerce tools, technologies and practices;
Electronic data analysis, interrogation and reporting software, tools and technologies;
Identification, acquisition and processing of electronic business data;
Data storage and transfer techniques and tools;
Tools, techniques and organizational guidelines for secure use, storage and transfer of
confidential and sensitive data.
Electronic Publishing Software/Technology (EPST)

Knowledge of Web analytics software and how to measure interpret and make
recommendations;
Knowledge of Common Look and Feel (CLF), accessibility guidelines, Extensible Hypertext
Markup Language (XHTML), World Wide Web Consortium (W3C) and/or Cascading Style
Sheets (CSS);
Knowledge of search engine optimization strategies and metadata elements and standards;
Knowledge of Content Management Systems (CMS), Web editors, Web analytical tools
and/or other publishing software;
Knowledge of information architecture and/or Web design.
Evaluation (E)
Understanding and ability to apply formal evaluation methodologies such as those used in
the fields of the pure and applied sciences, computer science, education, psychology, law
accounting, business, engineering or quality assurance;
Ability to systematically collect valid, reliable and pertinent information in order to make
judgments about the object or situation being evaluated and recommendations for
decision-making.
Note: The object of evaluation studies includes departmental programs, policies, legislation, business
processes, organizational structures, equipment, tools or courses. The evaluation may also concern
new processes, tools, etc. that the organization is considering implementing.
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Financial Management (FIN)

Understanding financial management (for example, related legislation, regulations, policies
and practices);
Understanding the planning, budgeting and accountability processes;
Understanding and ability to apply financial management techniques such as financial
planning, budgetary control, variance analysis, forecasting, estimates, projections, and
procurement;
Understanding and ability to use financial management systems such as the Corporate
Administrative Systems (CAS);
Human Resource Management (HRM)

Understanding, applying and/or interpreting human resource administration (for example,
acts, regulations, policies, directives, collective agreements, etc.);
Providing advice on and/or developing legislation, policies, directives and/or procedures
related to HR programs/disciplines;
Understanding current approaches, best practices and linkages to business in relation to
specific HR programs/disciplines;
Understanding and ability to use HR management systems.
Industry/Sector Knowledge (ISK)

May include some or all of the following:
Understanding one or more industries/sectors operations, current advances, research and
development practices and procedures, evaluation methodologies, processes (including
manufacturing), products/services, trade/business practices, and systems;
Understanding the complex tax issues relating to specific industries/sectors (for example,
Banks, Insurance Companies, Trusts, Governments, Oil and Gas, Biotechnology,
Agriculture, Forestry, Food, Real Property, not for profit organizations, charities, etc.).
Information Seeking Techniques (IS)

The ability to obtain accurate, complete and detailed information through the use of one or
more of the following methods:
Use of information tools (such as; Internet, Infozone, databases, etc.);
Observation;
Questioning;
Interviewing;
General data gathering.
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Information Technology (ITEC)

Refers to the knowledge and abilities required to develop, integrate, deliver, or
maintain/enhance information technology systems and/or technology infrastructure in one or
more of the following areas:
enterprise architecture
data management
distributed infrastructure
mainframe infrastructure
network infrastructure
programming (concepts and tools)
application analysis and design
technology infrastructure design
e-commerce/Internet
IT principles, concepts, practices and methods
Internal Auditing (IAU)

Understanding the principles, techniques, and practices of Internal Auditing;
Ability to apply the methodology for conducting internal audits and other related
engagements;
Understanding and ability to apply risk management principles and techniques;
Ability to make recommendations and assess management action plans intended to
improve the adequacy and effectiveness of controls, governance and risk management
processes.
Legislation, Policies and Procedures (LEG)

Understanding and ability to interpret/apply/advise on relevant legislation, policies and/or
procedures;
Understanding of the issues/rationale behind the legislation, policies, and/or procedures;
Understanding and ability to modify and/or develop legislation, policies and/or procedures.
Library and Information Science (LIS)

The knowledge and ability to evaluate and apply library and information science theories,
principles, standards, and best practices to acquire, organize, access and share knowledge
and information resources. This includes one or more of the following functional groupings:
Acquisitions, collection development and serials control;
Cataloguing, classification and subject analysis;
Reference, research and document delivery;
Marketing, promotion and library orientation;
Automated library databases and systems administration;
Electronic database creation, search and retrieval.
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Materiel Management (MM)

Understanding and ability to manage contracting activities;
Understanding the theories and ability to apply life-cycle management in asset and
inventory management;
Understanding and ability to apply standard practices for receiving, warehousing,
distribution and shipping of materiel (includes application of appropriate health and safety
rules and regulations related to large/heavy materiel and hazardous environment situations,
lifting of large and heavy objects and the use and maintenance of warehouse machinery).
Negotiating Techniques (NT)

Ability to understand and apply the principles, practices and techniques related to
negotiation, with external and internal clients/personnel/stakeholders;
Ability to devise and execute negotiating strategies and negotiate satisfactory solutions to
the extent possible, given existing policies, laws, etc.
Planning, Organizing and/or Monitoring (PO)

The Planning, Organizing and/or Monitoring competency has been established to support the
organization in meeting its business deliverables through its employees.
It is the ability to do one or more of the following:
Plan, organize and/or monitor ones own work or the work of others to ensure achievement
of desired results;
Identify activities and/or assign resources (human or other resources) for ones self or the
team to meet objectives in optimal fashion;
Establish goals and objectives that align with the Corporate Business Plan and meet the
needs/targets set by their work area;
Report on results to promote accountability and taking action as appropriate.
Project Management (PM)

Is able to do one or more of the following:
Initiate, plan, execute, control and close projects;
Identify the key activities, risks, dependencies and milestones in a project;
Develop critical paths, performance standards and indicators, data collection methodology,
monitor and review impacts of performance or changes;
Schedule resources and assign tasks to meet project objectives;
Use specialized project management methodology and tools;
Manage project costs and/or deliverables;
Report on results and/or lessons learned.
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Real Estate/Personal Property Appraisal (REPPA)

Understanding and ability to apply the generally accepted appraisal principles, techniques
and/or practices, as defined by the Appraisal Institute of Canada (AIC), lOrdre des
valuateurs Agrs du Qubec or International Society of Appraisers (ISA);
Ability to conduct professional appraisals, following the Canadian Uniform Standards of
Professional Appraisal Practice and Code of Ethics of the AIC, the revised Uniform
Standards of Professional Appraisal Practice and Code of Ethics of lOrdre des valuateurs
Agrs du Qubec or the Uniform Standards of Professional Appraisal Practice and Code
of Ethics of the ISA;
Understanding and ability to apply the factors influencing the value of real property and/or
other tangible properties.
Real Property (RP)

Has knowledge of and is able to apply one or more of the following:
Development and provision of strategic RP planning and investment processes to support
CRA program delivery;
Development of short, medium and long-term accommodation plans and project-related
financial forecasts and budgets;
Management of the physical, financial and functional performance of CRA accommodations
including but not limited to building operations and systems, building codes, fire codes, etc.;
Using space fit-up standards and space planning/management tools, methods, techniques
and practices, construction theory and space design to develop schematic designs and floor
plans;
Latest issues relating to lease and tenant management;
Conducting building inspections to identify operations, maintenance and safety and health
related issues and initiating appropriate corrective measures.
Research (STAT)
Research is the ability to acquire a greater understanding of a subject under study through the
application of formal research methodologies such as those used in the pure, applied and
social sciences or the fields of law, statistics, business or education. It may involve one or
more of the following:
Systematic gathering and analysis of reliable, relevant and verifiable information;
Testing of hypotheses/models/theories;
Drawing conclusions or developing recommendations;
Planning, initiating, and managing research projects;
Note: The end product of research is knowledge whose practical application may not be immediate.
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Rules of Evidence (ROE)

Understands and is able to apply the rules of evidence to determine the admissibility of
evidence in provincial and/or federal courts for Civil (including, for example, Canada Pension
Plan, employment insurance, income tax, GST), and/or Criminal Proceedings.
Sciences (Pure/Applied) (SPA)

Understands and/or applies one or more of the following:
Current advances in the pure and applied sciences and in engineering;
Research and development practices and procedures in the pure and applied sciences and
in engineering;
Evaluation methodologies in the pure and applied sciences and in engineering.
Security Systems, Applications and Concepts (SSAC)

Has knowledge of and is able to apply one or more of the following:
Site design briefs; security design briefs; concepts of working drawings; defensible space;
physical security technologies (for example, this involves the concepts of layered security
safeguards); security systems design; crime prevention through environmental design;
protection, detection and response principles; fire protection and detection;
Methods, techniques and practices of Threat and Risk Assessment (TRA), Risk
Management and Cost Benefits Analysis.
Sustainable Development (SD)

The concept of sustainable development;
Sustainable development vision and goals in the CRA;
Sustainable development barriers and opportunities;
Sustainable development criteria in policy, programs and plans;
Development and implementation of a sustainable development program;
Sustainable development best practices;
Evolving environmental, social, and economic influences and factors;
Social marketing and communications for affecting cultural change;
Sustainable development performance indicators and measurements.
Tax Planning (TPMT)

Understands the various approaches, methods and techniques used by individuals and
organizations to avoid/evade obligations to pay tax. Continually updates this knowledge to
maintain pace with the latest practices in the field.
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Technology and Business (IT)

Understanding of the concepts, trends and/or technologies that can be used to support a
business;
Understanding of the latest developments in technical capability;
Ability to analyze business requirements and/or design business rules to meet operational
needs or to ensure the provision of an effective electronic work environment.
Telephony (TEL)
Refers to the knowledge and abilities required to develop, install, maintain and/or operate
telephony systems, services and/or telephony infrastructure. Understands and is able to apply
one or more of the following:
General Office and Call Centre telephony environments;
Interactive Voice Response (IVR) environments;
Computer Telephony Integration (CTI);
Public Switched Telephone Network (PSTN) Services;
Voice over infrastructure;
Toll-Free Networks;
Telephony research and development;
Telephony business application product development;
Radio equipment and radio systems;
Videoconferencing and Video Services;
Telephony practices and procedures;
Day to day telephony program support services.
Writing Skills (WR)

Ability to produce clear, concise, logical and grammatically correct written material in
English or French;
Ability to convey information in English or in French accurately and obtain desired results;
Ability to use a variety of writing styles and approaches in English or in French as
appropriate to the circumstances and intended readership.
Note: This competency differs from the behavioural competency Effective Interactive Communication.
Writing Skills in English or French refers to the ability to produce written documentation.
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Competency

Revised November 2012

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

About the Competency Catalogue

Using the Catalogue

Keeps an open mind and shows respect for different opinions

Demonstrates a positive attitude and changes behaviour to

Welcomes and supports change to work methods.

Introduces change to advance organizational objectives.

Tips for understanding Adaptability (ADAP)

Adaptability does not mean...

avoiding working with people who don't do

accepting that others may do things differently

expecting others to do things your way

showing flexibly when applying guidelines or

rigorously adhering to guidelines or

recognizing that certain situations require

always taking the same approach regardless

adjusting priorities and plans in response to

sticking to your original work plan regardless

enthusiastically adopting new systems or

wanting to do things the way you have always

Links to other competencies

Analytical Thinking (AT)

Reflects on the situation and identifies basic facts or

Gains a clearer understanding of the situation by gathering and

Develops a possible explanation by using an assumption to fill

Identifies and breaks down multiple elements of a complex

Tips for understanding Analytical Thinking (AT)

Analytical Thinking does not mean...

breaking-down problems into component

dealing with a problem by trying out the first

thinking about the chain of events that led to a

overlooking the factors that led up to the

thinking ahead about the consequences of an

solving the immediate problem without

thinking through a problem before offering a

jumping to a conclusion without thinking

looking at the problem from different angles

accepting facts and information as presented

Links to other competencies

Change Leadership (ChL)

Communicates the message of change and the rationale to

Promotes the benefits and advantages of change.

Develops a plan to effectively manage the change process.

Leads the development and implementation of change

Tips for understanding Change Leadership (ChL)

Change Leadership does not mean...

emphasizing the positive aspects of the

assuming that others will realize the positive

defining and expressing a clear vision for

trying to force your vision for change on

proactively searching out opportunities to

engaging the organization in a one-time-only

encouraging and recognizing the behaviours

encouraging behaviours that are counter to

modeling behaviours that support the change

expecting others to support the change

addressing opposition to the change in order

ignoring opposition to the change and hoping

Links to other competencies

Client Service Orientation (CSO)

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