General/Administration Support (EC 1-2)
Competency Assessment
Questionnaire and Scoring Guide
Individual Contributor Competencies
Level: General/Administrative Support (EC 1-2)
Table of Contents
Page i
Introduction
The Competencies Assessment Questionnaire (CAQ) is designed to help you assess your personal strengths and development opportunities or those of your direct reports. The assessment questionnaire consists of instructions for completion of the questionnaire, a page for each relevant competency to use to assess the competency and a summary page to record the results. Please take a moment to review the instructions on the next page before completing the assessment forms.
Steps to the competency assessment
Step 1 – Read the instructions
Step 2 – For each competency, complete the competency assessment questions and provide evidence supporting your ratings (Section 1)
Step 3
– Record the competency assessment results (Section 2)
Step 4
– Discuss your competency results and evidence with your supervisor or employee
Step 5 – Identify strengths and opportunities for development with your supervisor or employee
Step 6 – Use the information to develop a learning plan
Page 1
Section 1: Questionnaire
This questionnaire is completed by the employee and his or her supervisor. Once completed, both parties discuss the results and arrive at a consensus.
INSTRUCTIONS
For each competency, read the Lead Question and think of times when you (or the person being assessed) demonstrated the competency. Please note that the Lead
Questions and related competency behaviours are written in the third person format; they always refer to the person being assessed.
Below each Lead Question you will find columns labelled 0 to 4 or 5. Each column represents a competency level adapted from a NSPSC competency. Each level represents a different way of behaving in relation to the competency. The “Core Behaviour” at the top of each column summarizes what the level is about.
Start by reading the first Core Behaviour in Level 0 and work your way up to the highest level. Stop on the Core Behaviour that best describes how you (or the person assessed) typically demonstrate this competency on the job . You are not assessing the highest level that has been done once (perhaps) in the past, but what is most characteristic of you or the person being assessed . Be realistic in your assessment: not everyone is expected or is required to consistently depict the higher levels of these scales. It is also possible that one may not have the authority to independently demonstrate the higher levels. Pay special attention to underlined statements or words as they denote key notions to consider in your assessment.
Selecting the right Core Behaviour.
A number of illustrative behaviours are presented for each Core Behaviour. Please review these carefully. You should check most or all of these core behaviours fo r a given competency level to be attributed (see instruction). If you can’t check these behaviours, go to a lower Core Behaviour.
Selecting Level “N” (Needs development). If you think that you, or the person being assessed, seldom demonstrate any of the levels; select the last row in the table (i.e.,
Level N).
Support your rating by providing a brief example. Please write a brief example supporting the Core Behaviours and illustrative behaviours you selected. If you cannot think of a specific incident during the last 12 months in which you observed the Core Behaviour, go back one (or more) level(s) down the scale until you can think of a specific incident when you (or the person assessed) demonstrated the Core Behaviour. You can extend the boxes where examples are recorded.
The supervisor and the employee must then share their evaluations. Where there is a significant discrepancy between parties in their evaluation, review and discuss the supporting examples. These examples serve as a basis for further dialogue between the leader and the person assessed.
It may take approximately 30 minutes to answer the questionnaire. Please do so in a quiet setting so you can concentrate on the exercise.
NOTE: When completing the questionnaire there is a natural tendency to rate behaviours based on the potential or intention to show a level, as opposed to what is actually demonstrated on a daily basis. Be careful and honest in your assessment to obtain valid, and therefore, useful data. No one will benefit from this exercise if one provides overly generous assessments: very few people can consistently depict the higher levels of these scales, or have the authority to do so.
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S A M P L E : C o m p l e t i n g t h e c o m p e t e n c y a s s e s s m e n t f o r t h e c o m p e t e n c y E f f e c t i v e I n t e r a c t i v e C o m m u n i c a t i o n
EFFECTIVE INTERACTIVE COMMUNICATION implies the ability to transmit and receive information clearly and communicate effectively to others by considering their points of view in order to respond appropriately. It includes using tact and diplomacy in all communications as well as the ability to convey ideas and information, both orally and in writing, in a way that brings understanding to the target audience.
Which Core Behaviour best describes this person’s communication skills, e.g., what does he or she do when communicating with others?
0 1 2 3 4
Asks for assistance and guidance when having to communicate something out of the ordinary.
Listens and pays attention to the communication of others.
√ Asks questions and makes sure he or she understands the information provided by others.
Consciously adapts his or her communication style, mode and tone based on the audience’s reactions and the issues being addressed.
Easily interprets complex and possibly contradictory signals/messages from audience and uses this to communicate for maximum impact.
Does most of these consistently:
Effectively discusses a technical problem to someone familiar with the field of expertise, but may have difficulty explaining the issue in “lay person’s” terms to someone outside one’s field of expertise.
Tends to interrupt or get caught in the “heat of the discussion” which may hinder the exchange of well thought out ideas or opinions.
Does most of these consistently:
Actively listens to people
Asks relevant and probing questions to gain a broader understanding of the issue or question at hand.
Encourages others to express their own views.
Does all of these consistently:
√ Makes sure that factual messages are clearly understood by others, useful and timely.
√ Correctly interprets non-verbal clues from others.
√ Clearly presents information or provides explanations so that it is easily understood.
√ Remains factual in providing information to various sources to avoid negative repercussions (e.g. when taking on a representational role or when dealing with the media).
√ Colleagues ask for his or her advice to deal with communication-related problems.
Does all of these consistently: Does all of these consistently:
Easily clarifies complex concepts/proposals in terms that are appropriate for the audience.
Consciously adapts communication style, mode and tone based on the audience‘s reactions and the issues being addressed.
Responds appropriately and without hesitation to on-the-spot questions even when specific responses have not been crafted beforehand.
Understands the sensitivities surrounding different individuals and appropriately adapts language, tone, style and content of communication.
Is proficient at understanding the underlying needs, interests, issues and motivations of others.
Takes the time to optimize my communication to achieve desired results.
Is very persuasive in his or her communication (and others have confirmed this as well).
Coaches others in preparing complex presentation & communication (to higher level instances).
N – While some of the above behaviours can be characteristic of the individual from time to time, he or she either does not show these consistently, or is having difficulty successfully communicating with others.
Supporting Evidence:
Employee:
Supervisor:
When working on Project “Community Engagement”, I had to interact with a lot of stakeholders. I prepared a list of questions to ask them. I interviewed many of them and summarized the information for my supervisor in the form of a document; each question had its own section and I identified major themes and concerns presented by the interview. I also had to deal with individuals who were nervous. I gave them lots of time to answer the questions, and even allowed them to prepare for the interview by sending the questions beforehand. It was very useful beforehand.
I can attest to this event, and I would add that Mr. XXX has a lot of experience interviewing stakeholders. He is the go-to person for other colleagues when we must survey a large number of individuals. I observed Mr. XXX interview many individuals who’s English was not their first language, he was very careful and repeated the answers provided to confirm his understanding. This was very efficient to validate the information as well as indicate to the interviewee that he was listening carefully.
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COMPETENCY ASSESSMENT
EFFECTIVE INTERACTIVE COMMUNICATION implies the ability to transmit and receive information clearly and communicate effectively to others by considering their points of view in order to respond appropriately. It includes using tact and diplomacy in all communications as well as the ability to convey ideas and information, both orally and in writing, in a way that brings understanding to the target audience.
Q1 – Which Core Behaviour best describes this person’s communication skills, e.g., what does he or she do when communicating with others?
0 1 2 3 4
Asks for assistance and guidance when having to communicate something out of the ordinary.
Listens and pays attention to the communication of others.
Asks questions and makes sure he or she understands the information provided by others.
Consciously adapts his or her communication style, mode and tone based on the audience’s reactions and the issues being addressed.
Easily interprets complex and possibly contradictory signals/messages from audience and uses this to communicate for maximum impact.
Does most of these consistently:
Effectively discusses a technical problem to someone familiar with the field of expertise, but may have difficulty explaining the issue in “lay person’s” terms to someone outside one’s field of expertise.
Tends to interrupt or get caught in the “heat of the discussion” which may hinder the exchange of well thought out ideas or opinions.
Does most of these consistently:
Actively listens to people
Asks relevant and probing questions to gain a broader understanding of the issue or question at hand.
Encourages others to express their own views.
Does all of these consistently:
Makes sure that factual messages are clearly understood by others, useful and timely.
Correctly interprets non-verbal clues from others.
Clearly presents information or provides explanations so that it is easily understood.
Remains factual in providing information to various sources to avoid negative repercussions (e.g. when taking on a representational role or when dealing with the media).
Colleagues ask for his or her advice to deal with communication-related problems.
Does all of these consistently: Does all of these consistently:
Easily clarifies complex concepts/proposals in terms that are appropriate for the audience.
Consciously adapts communication style, mode and tone based on the audience‘s reactions and the issues being addressed.
Responds appropriately and without hesitation to on-the-spot questions even when specific responses have not been crafted beforehand.
Understands the sensitivities surrounding different individuals and appropriately adapts language, tone, style and content of communication.
Is proficient at understanding the underlying needs, interests, issues and motivations of others.
Takes the time to optimize my communication to achieve desired results.
Is very persuasive in his or her communication (and others have confirmed this as well).
Coaches others in preparing complex presentation & communication (to higher level instances).
N – While some of the above behaviours can be characteristic of the individual from time to time, he or she either does not show these consistently, or is having difficulty successfully communicating with others.
Supporting Evidence:
Employee:
Supervisor:
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ADAPTABILITY AND FLEXIBILITY involves the ability to adapt quickly to change. It includes a genuine willingness to modify own style and approach in order to see others’ points of view or to achieve a specific objective. It entails enthusiastically changing or easily accepting changes in one’s own organization or job requirements.
Q2 – Which Core Behaviour best describes the person’s level of adaptability and flexibility at work, e.g., what does he or she do when having to adapt to a situation or to new business realities?
0
Changes when forced to do so, either by the situation or his or her supervisor.
1
Accepts the need for flexibility; willingly changes when explained why and how.
2
Willingly alters normal course of action on his or her own.
3
Easily adapts broader tactics.
4
Anticipates and adapts the overall goals and strategy.
Does most of these consistently:
Is willing to consider changing ideas, procedures or processes when asked.
Changes approach when experiencing repeated obstacles.
Does most of these consistently:
Understands and respects differences in working style and priorities and tailors approach to deal with an issue / situation accordingly.
Projects an open attitude when dealing with change.
Carefully listens to counterarguments or other opinions and is willing to change own mind in light of new evidence.
Does all of these consistently:
Willingly alters normal procedures to fit a specific situation to get a job done and/or meet organization goals.
Gladly takes on special assignments and tasks not normally part of role.
Easily juggles multiple tasks.
Accommodates oneself to changes in plans or schedules, even if last minute.
Exercises judgment to decide when special cases require flexibility in applying the rules and regulations.
Does all of these consistently:
Effectively decides what to do or how to do something based on the situation.
Explores different possibilities and approaches, rather than just blindly following SOPs.
Understands and respects the preferred working style of others.
Adapts own work approach and habits to complement colleagues.
Maintains positive demeanour and self-motivation under trying conditions.
Does all of these consistently:
Easily changes the overall plan, goal, or project (i.e., what is being accomplished) to fit the situation.
Changes strategy when current approach proves ineffective.
Questions and revisits the validity of own ideas and approaches.
Makes structural changes to improve the effectiveness of a work unit or department.
Proposes large changes to processes that will impact significant portions of the department.
N –
While some of the above behaviours can be characteristic of the individual from time to time, he or she either does not show these consistently , or has difficulty successfully adapting to changes.
Supporting Evidence:
Employee:
Supervisor:
Page 5
CLIENT ORIENTATION involves developing and maintaining strong relationships with clients. Focuses one’s efforts on discovering and meeting the client’s needs, while balancing against the government’s key business and strategic priorities. Clients may be broadly defined, to include internal “customers” or “clients”, as well as the public.
Q3 - Which Core Behaviour best describes the person’s client orientation behaviours, e.g., how does he or she go about helping a client?
0
Follows standard procedures when providing a service.
1
Maintains clear communication with clients.
2
Takes personal and genuine responsibility for serving clients or correcting a problem.
3
Acts to make things better for clients; improves delivery and goes beyond expectations.
4
Addresses underlying client s’ needs.
5
Uses a long-term perspective and acts as a trusted advisor to clients.
Does most of these consistently:
Appreciates the value of client service to the organization.
Controls his or her temper when clients make unreasonable requests.
Strives to deliver what is required.
Does most of these consistently:
Asks questions of clients to maintain clear communication regarding mutual and realistic expectations, desires, or needs for improvement and monitors client satisfaction.
Is prompt and courteous in ensuring that the client’s immediate needs or complaints are satisfied.
Follows through, when asked, on client inquiries, requests and/or complaints in a friendly, cheerful manner.
Keeps client informed.
Provides clients with timely, effective information/products and services.
Does all of these consistently:
Shows commitment to providing the best possible service to clients.
Takes personal responsibility for correcting client service problems promptly and in a non-defensive manner.
Responds to a client’s concern with diligence.
Ensures that clients are aware of what actions are being taken to help them or address problems or issues.
Clearly and effectively explains the rationale for decisions or outcomes to the client.
Does all of these consistently:
Meets and often exceeds client expectations.
Makes self fully available, especially when client is going through a critical period. (e.g., spends extra time and effort with client when the client needs it).
States candidly what can be done to meet client needs, offering innovative/creative solutions to problems.
Does all of these consistently:
Demonstrates a “client first” orientation by working to remove barriers and identify new/creative approaches to providing topnotch client service.
Seeks information about the underlying needs of the client, beyond those expressed initially.
Appropriately commits to doing
(or having others do) additional work/research in order to solve a client’s problem or meet their need(s).
Offers useful suggestions and advice to enable the client to conduct their business more effectively.
Does all of these consistently:
Is a trusted advisor to his or her clients: is invited to participate in the client’s decision-making process.
While serving his or her clients, remains objective and impartial and upholding the ethical principles of the
Government.
Fosters in others the ability to take a long-term perspective in addressing client’s business problems.
Encourages cross function collaborations and partnering when strategizing about clients solutions.
N – While some of the above behaviours can be characteristic of the individual from time to time, he or she either does not show these consistently , or is having difficulty establishing rapport with clients and adding value.
Supporting Evidence:
Employee:
Supervisor:
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SELF CONTROL is the ability to keep one’s emotions under control and restrain negative actions when provoked, faced with opposition or hostility from others, or when working under stress. It also includes the ability to maintain stamina under continuing stress.
Q4
– Which Core Behaviour best describes the person’s levels of self-control at work, e.g., what does he or she do when provoked or when working under stress?
0 1 2 3 4
Disengages and leaves the situation.
Restrains his or her emotional impulses, and listens.
Responds calmly and continues interacting/working effectively.
Manages multiple stressors and significant provocation effectively
(more than what is typical for the job).
Intentionally and proactively calms others during times of very high stress.
Does most of these consistently:
Publicly but politely expresses his or her discontent “in the moment” and then disengages from others.
Leaves the room or the situation when provoked, may express his or her emotions later.
Does most of these consistently:
Can resist an impulse to do something inappropriate.
Resists temptation to act immediately without thinking, stays in the situation as appropriate, but does not take positive action.
Feels strong emotions (such as anger, extreme frustration, or high stress) and holds them back effectively.
May leave the situation or otherwise remove oneself from the source of the provocation.
Does most of these consistently:
Shows effective restraint by continuing to talk or functioning calmly despite feeling strong emotions in the course of a conversation or other task, such as anger, extreme frustration, or high stress.
Refrains from acting out in anger and continues a conversation or task constructively.
Does all of these consistently:
Withholds effects of strong emotions or stress over long periods of time without negative consequence on performance or personal effectiveness.
Keeps functioning or responds constructively despite ongoing and significant stress.
May apply special techniques or plan activities ahead of time to manage emotions or stress.
Does all of these consistently:
Intentionally and successfully acts to defuse the situation and calms others during moments of high stress or provocation.
Helps bring others to their senses by explaining a situation or by placing a problem in its proper context.
Shows high levels of resilience and positive focus despite on-going and intensive stress/provocation.
May suggest to others to take a break or remove oneself from a stressful situation to allow them to regain their composure.
N –
While some of the above behaviours can be characteristic of the individual from time to time, he or she either does not show these consistently, or has difficulty successfully managing his or her emotions.
Supporting Evidence:
Employee:
Supervisor:
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ATTENTION TO DETAILS implies pride in ensuring that tasks are completed with a focus on accuracy and quality. It is expressed in such forms as monitoring and checking work or information, insisting on clarity of roles and functions, etc.
Q5 - Which Core Behaviour best describes the person’s levels of attention to details and to quality, e.g., what does he or she do when having to work in a chaotic environment or when organizing one’s or others’ work?
0 1 2 3 4 5
Has a generally organized work station.
Shows a general but genuine concern for detail, order and clarity.
Depicts attention to details in own work:
Checks own work.
Monitors own and/or others' work for quality (i.e. in an ongoing fashion).
Diligently monitors work plan and progress of projects.
Implements quality assurance practices.
Does most of these consistently:
Ensures that work station is clean.
May allow some errors and omissions to go undetected but corrects these promptly when identified or told to do so.
Does most of these consistently:
Works for clarity; shows a genuine effort to be orderly and detailed oriented.
Wants roles, accountabilities, expectations, tasks and data to be crystal clear – and often in writing or at least takes notes.
Does most of these consistently:
Double-checks the accuracy of information or work.
Is very conscientious in taking care of details.
Ensures quality of work meets standards.
Does all of these consistently:
Diligently monitors quality of own and/or others' work.
Ensures all details or steps are addressed or followed.
Undertakes the necessary legwork/research to confirm the validity of data/information received.
Does all of these consistently:
Manages project plans carefully:
Makes sure that while several different activities are operating concurrently, nothing falls through the cracks.
Consistently shows initiative and resourcefulness to solve problems and ensures quality work outputs are produced on time and within the limits of available resources.
Anticipates situations that are prone to error and has back-up procedures or plans in place to reduce risk.
Does all of these consistently:
Develops and uses systems, tools, approaches or methods to track information on quality.
Develops and implements standards and/or controls to improve quality of information and evaluates their effectiveness.
Recognizes and supports improvements to existing systems and procedures.
N –
While some of the above behaviours can be characteristic of the individual from time to time, he or she either does not show these consistently , or has difficulty successfully showing attention to details or to produce error free work.
Supporting Evidence:
Employee:
Supervisor:
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SAMPLE
Q1
Effective
Interactive
Communication
5
4
3
2
1
0
N
X
Section 2: Summary of Results - General/Administrative Support (EC 1-2)
Each question in Section 1 corresponded to a specific competency.
1. U nder the heading “Your rating” add an asterisk or a symbol up to the level that you assessed yourself (or assess the person) for each competency in Section 1, as shown in the sample.
2. The column titled “Target” is populated with the desired competency requirements for the role and level under study.
3. Identify any gaps that may exist between the assessment and the desired target levels for the hierarchical level. You may also compare the results against a more senior role for career management purposes. In this case, you will have to use the CAQ for this level.
4. With the table complete, you will easily be able to see where the individual meets, exceeds or falls short on each competency.
5. Discuss the results with your supervisor or the person being assessed.
6. A learning plan can be developed.
* In the table below, cells are blackened when the competency does not have a level 5 or because a target level of
N or 0 does not exist.
Q1
Effective
Interactive
Communication
TABLE A- COMPETENCY SUMMARY MATRIX
Q2 Q3 Q4
Adaptability &
Flexibility
Client
Orientation
Self-Control
Q5
Attention to
Detail
1
0
N
5
4
3
2
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