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Competency Assessment

Questionnaire and Scoring Guide

Individual Contributor Competencies

Level: Practitioner (EC 6-8)

Table of ContentsINTRODUCTION__________________________________________________________________________________________________________________________ 1

STEPS TO THE COMPETENCY ASSESSMENT_________________________________________________________________________________________________1

SECTION 1: QUESTIONNAIRE______________________________________________________________________________________________________________ 2EFFECTIVE INTERACTIVE COMMUNICATION_________________________________________________________________________________________________________________________________4ANALYTICAL THINKING_____________________________________________________________________________________________________________________________________________________5ADAPTABILITY AND FLEXIBILITY____________________________________________________________________________________________________________________________________________6ATTENTION TO DETAILS_____________________________________________________________________________________________________________________________________________________7OUTCOME FOCUS____________________________________________________________________________________________________________________________________________________________8TEAMWORK AND COLLABORATION__________________________________________________________________________________________________________________________________________9

SECTION 2: SUMMARY OF RESULTS - PRACTITIONER (EC 6-8)_________________________________________________________________________________10

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 employeeStep 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 for 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.

Page 2

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?

Cor

e B

ehav

iour 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.

Illus

trat

ive

Beh

avio

urs

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.


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.


√ 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:

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:

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.

Supervisor: 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

Page 3

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.

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?

Cor

e B

ehav

iour 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.

Illus

trat

ive

Beh

avio

urs


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.


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.


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.


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.


Employee:

Supervisor:

Page 4

ANALYTICAL THINKING implies the ability to analyze information, identify key issues, relationships or objectives, diagnose opportunities, make sound inferences from available information, and draw logical conclusions. The thinking process may be linear, using cause and effect relationships to analyze problems in a step-by-step way. At the highest level, the thinking process is often non-linear, demonstrating insight by making connections between situations or things that are not obviously related, and making effective decisions with the best information available.Q2 - Which Core Behaviour best describes this person’s Analytical Thinking skills, e.g., what does he or she do when having to analyze a business or work-related problem?

Cor

e B

ehav

iour 0 1 2 3 4

Ask for assistance and guidance to identify the problem and make sure nothing is overlooked.

Easily breaks down problems into their components.

Easily sees the basic causal relationships between various parts of a (moderately vague) problem.

Easily sees multiple causal relationships in (ambiguous) problems.

Easily applies advanced analytical strategies to deal with the most complex problems.

Illus

trat

ive

Beh

avio

urs


Asks for help to scope and fix the problem properly.

Makes sure that people tell him or her what to do and how to deal with the problem prior to investing time on it.


Breaks down problems into lists of tasks, activities or issues to be addressed.

Uses basic and sound judgment to determine what information is needed to assess a situation.

Uses known procedures to address problems.


Recognizes and reviews the relevant factors of a situation or problem, differentiating between cause and effect.

Knows when it is appropriate to seek advice from, or consult with others when the problem is too complex.

Identifies the cause-and-effect relationship between two aspects of a situation (A leads to B).

Assesses the strengths and weaknesses of arguments to judge the merits or validity of a case and the actions to take.

Makes the appropriate “call” given what was known at the time.


Effectively defines and confirms the nature of the problem.

Can look at problems from different angles and considers alternative solutions before moving forward with a plan to resolve it.

Effectively analyzes relationships among several parts of a challenging problem or situation.

Correctly anticipates the risks or implications inherent in a suggested plan of action and devises appropriate strategies to mitigate their impact.

Makes a well-reasoned response even when faced with incomplete or contradictory information.


Is proficient in several advanced analytical techniques, allowing him or her to successfully address complex problems.

Correctly evaluates and interprets situations or issues that are complex or multidimensional and integrates the analysis into a complete response.

Draws interpretative commentary from complex numerical or financial data.

Uses complex analytical techniques as necessary to integrate thinking into an appropriate conceptual framework.

Evaluates alternative responses systematically for possible implications and consequences before reaching a judgment.

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 analyzing problems at work or making decisions.


Employee:

Supervisor:

Page 6

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.

Q3 – 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?

Cor

e B

ehav

iour 0 1 2 3 4

Changes when forced to do so, either by the situation or his or her supervisor.

Accepts the need for flexibility; willingly changes when explained why and how.

Willingly alters normal course of action on his or her own.

Easily adapts broader tactics. Anticipates and adapts the overall goals and strategy.

Illus

trat

ive

Beh

avio

urs


Is willing to consider changing ideas, procedures or processes when asked.

Changes approach when experiencing repeated obstacles.


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 counter-arguments or other opinions and is willing to change own mind in light of new evidence.


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.


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.


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.


Employee:

Supervisor:

Page 7

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.

Q4 - 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?

Cor

e B

ehav

iour

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 on-going fashion).

Diligently monitors work plan and progress of projects.

Implements quality assurance practices.

Illus

trat

ive

Beh

avio

urs


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.


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.


Double-checks the accuracy of information or work.

Is very conscientious in taking care of details.

Ensures quality of work meets standards.


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.


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.


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.


Employee:

Supervisor:

Page 8

OUTCOME FOCUS is a concern for delivering on both personal and work objectives and on those that may require collaboration with others in order to achieve the desired results. Outcome Focus includes a focus on promoting best practices, evaluating performance and making adjustments to improve both efficiency and effectiveness, taking into consideration fiscal accountability principles.

Q5 - Which Core Behaviour best describes the person’s abilities to be outcome focused, e.g., what does he or she do when working on a challenging project?

Cor

e B

ehav

iour 0 1 2 3 4 5

Needs support and help to meet own objectives.

Personally works hard and wants to do his or her job well.

Creates own measures of excellence (beyond what is expected).

Finds ways to improve performance for self and/or others.

Sets and works to meet challenging goals.

Astutely balances limited resources against outcomes.

Illus

trat

ive

Beh

avio

urs


Meets work objectives but must put significant effort in doing so (above what is normal).

May not always meet agreed upon objectives.

May need hand-holding.

Discusses with others ways to be more effective in his or her work.


Depicts a “can-do” attitude even in the face of adversity.

Holds self accountable for own performance.

Expresses a desire to do better and to improve.

Maintains focus on achieving his or her objectives.

Depicts a sense of urgency for solving problems and getting work done.

Takes ownership of own decisions and actions.


Sets and achieves individual performance targets aligned with the business plan.

Keeps others informed of own progress or barriers to achievement.

Manages multiple priorities very effectively.

Identifies resources that will facilitate the achievement of the Government’s goals.

Keeps track of and measures outcomes.

Manages resources in a manner that is ethical and transparent and that brings maximum benefit to the team.


Sets standards to maximize or raise team performance.

Is very receptive to feedback from others on existing ideas, procedure and policies.

Actively seeks out creative/innovative solutions to improve business outcomes.

Questions conventional means of service delivery to more effectively and efficiently meet the Government’s goals.

Proposes or makes specific changes in the system or in own work methods to improve performance.


Sets and works to meet goals that are a definite stretch, but not unrealistic or impossible.

Maintains commitment to sustained improvement in the face of obstacles or frustrations.

Identifies the organizational resources required to achieve a new performance standard, managing any associated risks, difficulties, and/or uncertainties.

Stands by initiatives that benefit the larger organization even if they are controversial.

Diligently seeks new opportunities to improve business outcomes, using innovative or unique/original approaches to overcome obstacles and surpass performance.


Provides leadership in effective management and stewardship of resources.

Makes astute decisions that allocate limited resources (time, people, budgets, etc.) to meet program delivery and/or policy objectives.

Champions the on-going spirit of improvement and professional growth across the organization.

Commits significant resources in the face of uncertainty to deliver increased future value to the organization.

Has reputation for delivering on tough projects within budget and on target.

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 thinking about performance improvement options or adopting effective work behaviours.


Employee:

Supervisor:

Page 9

TEAMWORK AND COLLABORATION involves working collaboratively with others to achieve common goals, to be part of a team that works together (as opposed to working separately or competitively), and to promote quality work through effective contribution to others’ efforts. It includes promoting cooperation between individuals and groups at various levels. “Team” is broadly defined as any task or process-oriented group of individuals. Q6 – Which Core Behaviour best describes this person’s Teamwork and Collaboration behaviours at work, e.g., how does he or she behave when working as a team member on a project or a file?

Cor

e B

ehav

iour 0 1 2 3 4 5

Is open and approachable.

Participates in the group process.

Depicts positive attitude and expresses expectations of team and team members.

Actively solicits inputs and ideas from others.

Encourages others to contribute to team efforts.

Works to build team commitment.

Illus

trat

ive

Beh

avio

urs


Takes the time to talk with team members.

Is non-judgmental and objective about the ideas and opinions of other team members.

Carefully listens to the suggestions of team members.

Treats others with respect.


Helps the team get its work done by contributing as needed.

As a team member, keeps others informed on a regular basis.

Takes personal accountability for supporting the team’s performance and achievement of goals.

Enthusiastically covers for others on the team, sharing and evenly spreading out the workload.

Can be relied upon to keep commitments.


Expresses positive attitudes and expectations of others on the team in terms of their abilities.

Maintains the self-confidence and self-esteem of others on the team.

Respects cross-cultural and diverse perspectives.

Actively encourages and supports team members in their work.

Shares own ideas and experiences with other team members freely.


Facilitates team decision-making.

Seeks team members’ ideas and opinions.

Genuinely values others’ input and expertise.

Fosters collaboration and exchange of ideas with others from diverse backgrounds, experiences, and functions.

Resolves conflict between team members; works to balance competing interests in the team.

Is open to receiving new information from others.


Congratulates team members for their achievements and contribution, making them feel valued and important.

Encourages team members to contribute in team discussions.

Recognizes team members’ work and effort that benefit the department.

Empowers others to contribute to team success.


Proactively raises difficult issues within the team providing suggestions and support to move forward.

Acts to promote good working relationships regardless of personal likes or dislikes.

Builds good morale, cohesiveness and co-operation within the team.

Actively co-ordinates the input and effort from various teams across 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 prefers to work alone and mostly focuses on his or her part of the work.


Employee:

Supervisor:

Page 11

Section 2: Summary of Results - Practitioner (EC 6-8)

Com

pete

ncy

leve

ls

Q1Effective

Interactive Communication

You

r rat

ing

Targ

et543

2

1

0

N X

SAMPLE

Each question in Section 1 corresponded to a specific competency.1. Under 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.

CO

MPE

TEN

CY

LEV

EL

TABLE A- COMPETENCY SUMMARY MATRIXQ1

Effective Interactive

Communication

Q2Analytical Thinking

Q3 Adaptability &

Flexibility

Q4Attention to

Detail

Q5Outcome Focus

Q6Teamwork & Collaboration

You

r rat

ing

Targ

et

You

r rat

ing

Targ

et

You

r rat

ing

Targ

et

You

r rat

ing

Targ

et

You

r rat

ing

Targ

et

You

r rat

ing

Targ

et

54

3

2

1

0N

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