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Competenciesfor Canada’s Substance Abuse Workforce

SECTION IBEHAVIOURAL COMPETENCIES REPORT

This package was published by the Canadian Centreon Substance Abuse (CCSA).

Suggested citation: Canadian Centre on Substance Abuse. (2014). Competencies for Canada’s substance abuse workforce.

Ottawa, ON: Canadian Centre on Substance Abuse.

This is a living document, which CCSA may revise and update to reflect the latest evidence and research.

© Canadian Centre on Substance Abuse, 2014

For additional copies, contactCCSA, 75 Albert St., Suite 500

Ottawa, ON K1P 5E7Tel.: 613-235-4048

Email: [email protected]

ISBN 978-1-77178-192-3

SECTION IBEHAVIOURAL COM PETENCIES REPORT

TABLE OF CONTENTS

INTRODUCTION

BEHAVIOURAL COMPETENCY DEFINITIONS

COMMON OCCUPATIONAL CLUSTERS

PROFICIENCY PROFILES

ADAPTING THE PROFICIENCY PROFILES

BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY

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The Canadian Centre on Substance Abuse (CCSA) gratefully acknowledges the significant contributions and support

received from people working in the field who participated in focus groups across Canada.

CCSA especially thanks all its partners who so graciously allowed and encouraged staff to participate in the focus

groups. The research means nothing if the end result is not meaningful to the people for whom it is intended and CCSA

could not produce a meaningful report without the input from the focus groups.

CCSA also thanks members of the National Advisory Group on Workforce Development (comprised of representatives

from key national organizations and provincial/territorial governments) and other experienced directors and managers

who participated in reviews of both sets of competencies.

These documents can also be downloaded as a PDF at www.ccsa.ca

Ce document est également disponible en français sous le titre :Compétences pour les intervenants canadiens en toxicomanie

ACKNOWLEDGEMENTS

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Competencies for Canada’s Substance Abuse Workforce

BEHAVIOURAL COMPETENCIES REPORT

© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce

The first phase of this project comprised a set of Technical Competencies published in November 2007. A literature review and comparative analysis for the Technical Competencies was completed in 2009 and will inform version two of the Technical Competencies.

For the second phase in the project, CCSA researched and consulted with subject matter experts across Canada in 2009 to identify a set of 18 Behavioural Competencies for the substance abuse field.

CCSA consulted with about 120 people in focus groups across Canada to validate the core Behavioural Competencies and identify appropriate proficiency levels for seven occupational clusters or groups of jobs deemed most common in the substance abuse field.

The resulting Behavioural Competencies Report document contains several components:

• Competency Definitions: 18 Behavioural Competencies and their definitions

• Occupational Clusters: seven occupational clusters identified as most common in the substance abuse workforce, including descriptions and sample job titles

• Competency Profiles: a list of competencies for each occupational cluster, with the appropriate level of required proficiency for each, as identified by the focus groups

• Adapting the Competency Profiles: a guide to adapting the competency profiles so they reflect actual work in an organization; also presents an example of how competency profiles can be adapted, using an existing job description

INTRODUCTION The first-ever survey of the Canadian addiction treatment workforce in 2004 revealed a critical need for national standards and competencies. As a result, the Canadian Centre on Substance Abuse (CCSA), on behalf of the workforce, undertook to identify the competencies needed in the substance abuse field. Ultimately, these competencies will enhance professionalism and excellence within the field by providing tools and resources to:

• identify knowledge and skill sets for the substance abuse workforce and allied professionals

• support employers in hiring, retention, placement, staff development, and succession planning

• assist educators and trainers in developing strategies for learning

• provide Canadians with a more consistent quality of service delivery from the substance abuse workforce

Although a somewhat artificial division, the competencies have been defined as follows:

• Technical Competencies are the knowledge and abilities required when applying specific technical principles and information in a job function or role. Technical Competencies are usually learned in an educational environment or on the job. They are the “what” of a job. Counselling is one example of a technical competency.

• Behavioural Competencies are the abilities, attitudes and values required to perform effectively in a job function or role. Behavioural Competencies are typically learned and developed through life experiences. They are the “how” of performing a job, and they complement Technical Competencies. Effective communication is one example of a Behavioural Competency.


• Behavioural Competencies: the 18 competencies, including definitions and sample behaviours that can be expected at each of four levels of proficiency

Interview and performance management guides and tools were also created and, through the consultative process, revised and improved. Available in separate documents are:

• Guide to Behavioural Competency-based Interviewing

• Interview Tools for Common Job Clusters for the Behavioural Competencies

• Guide to Competency-based Performance Management

• Performance Management Tools for Common Job Clusters for the Behavioural Competencies

The guides contain instructions on how to use the tools most effectively and are based on Behavioural Competencies Report.

Each of the documents listed above can be downloaded from www.ccsa.ca; they can also be ordered at the email address [email protected]. The tools are available in PDF format which users can adapt to meet their organization’s needs.

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Behavioural Competencies Report INTRODUCTION


Competency Title Definition

Adaptability/Flexibility

Willingly adjust one’s approach to meet the demands and needs of constantly changing conditions, situations and people and to work effectively in difficult or ambiguous situations.

Analytical Thinkingand Decision Making

Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make well-informed, timely decisions. Includes critical thinking and reasoning.

Client-centred Change

Enhance, facilitate, support, empower, and otherwise increase client motivation for positive change. Positive change is achieved by involving the client actively in the change process and encouraging the client to take responsibility for the outcomes he or she achieves. Clients may be individuals, groups, communities and organizations.

Client Service Orientation

Provide service excellence to clients (which can include individuals, groups, communities and organizations). Includes making a commitment to serve clients and focusing one’s efforts on discovering and meeting client needs within personal, professional and organizational capacities and boundaries.

Collaboration andNetwork Building

Identify and create informal and formal interdisciplinary networks and allied community groups to support the provision of client services and achievement of the organization’s objectives. Clients include individuals, groups, organizations and communities.

Continuous Learning

Identify and pursue learning opportunities to enhance one’s professional performance and development and the effective delivery of high-quality programs and services.

Creativity and Innovation

Use evidence-based practices in innovative and creative ways to initiate both effective new ways of working and advances in the understanding of the field of practice. Innovation and creativity are achieved in translating research into practice to optimize improvements in service delivery and professional practice.

Developing Others Facilitate and motivate sustained learning and create learning opportunities and resources, as well as promote and respect others’ needs for ownership of learning outcomes. Includes creation of a continuous learning environment that fosters positive growth in both work and public contexts among peers, clients, client families, communities and other groups (recipients).

Diversity and Cultural Responsiveness

Provide respectful, equitable and effective services to diverse populations, as defined by culture, age, gender, language, ethnicity, socio-economic status, legal status, health, ability, sexual orientation, type and mode of substance use, etc. Affirm and value the worth of all individuals, families, groups, and communities; and protect the dignity of all.

EffectiveCommunication

Articulate both verbally and in writing across a range of technologies in a manner that builds trust, respect and credibility and that ensures the message is received and understood by the audience. Includes active listening skills (attending, being silent, summarizing, paraphrasing, questioning and empathizing) and congruent non-verbal communication.

Ethical Conduct and Professionalism

Provide professional services according to the principles and values of integrity, competence, responsibility, respect and trust to safeguard both self and others. Includes the development of professionalism and ethical behaviour in self and others (individuals, groups, organizations, communities).

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BEHAVIOURAL COMPETENCY DEFINITIONS

Behavioural Competencies Report BEHAVIOURAL COMPETENCY DEFINITIONS


Competency Title Definition

InterpersonalRapport/Savvy

Establish and maintain relationships based on mutual respect and trust, appropriate sensitivity and transparency, empathy, and compassion with clients, colleagues, professional associates and the greater community. Encompasses skills of tact, diplomacy, and sensitivity in all encounters with others.

Leadership Help others achieve excellent results and create enthusiasm for a shared vision and mission, even in the face of critical debate and adversity.

Planning andOrganizing

Identify and prioritize tasks, develop and implement plans, evaluate outcomes, and adjust activities in order to achieve objectives.

Self Care Deliberately and continuously apply professional and personal self care principles to oneself and, at times, others to sustain optimal productivity while maintaining physical, mental, spiritual and emotional health.

Self Management Appropriately manage one’s own emotions and strong feelings; maintain a calm and tactful composure under a broad range of challenging circumstances; and think clearly and stay focused under pressure. Encompasses self-regulation and mindfulness.

Self Motivationand Drive

Remain motivated and focused on a goal until the best possible results are achieved, with both passion for making a difference in the substance abuse field and persistence despite confronting obstacles, resistance and setbacks.

Teamworkand Cooperation

Work cooperatively and productively with others within and across organizational units to achieve common goals; demonstrate respect, cooperation, collaboration, and consensus-building.

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Behavioural Competencies Report BEHAVIOURAL COMPETENCY DEFINITIONS


individuals might carry out the duties of several jobs rather than have solely one function, particularly in remote regions where human resources are limited. To identify which cluster a job might fall in, readers should consider the duties carried out most of the time as part of their job (e.g., 75% of the time) and determine the most appropriate cluster on that basis.

It may be that a person’s workload encompasses two of the clusters below and requires one of the competencies for both clusters. If the level of proficiency required for the two clusters is different (e.g., one cluster requires a level 1 proficiency and the other requires a level 2 proficiency), the person should have the higher level of proficiency.

In addition to the Behavioural Competencies, CCSA identified seven occupational clusters (job groups) that are common to most organizations and to which the competencies would most apply. The clusters, shown in the table below, are described with a brief definition and example job titles that represent jobs typical of each occupational function. These job descriptions are not exhaustive. They assist the reader in identifying which occupational cluster a similar job might fall into for the sole purpose of using the competency profiles discussed in the next segment of this report.

During consultation with subject matter experts (professionals working in these occupational clusters), participants noted that

Occupational Cluster

Role Description

Administration Support

Definition:Provides administrative support to substance abuse professionals and, at times, clients. Duties may include office management and administration, communicating with clients in person or on the phone, coordinating office activities and logistics, and related administrative duties.

Example job titles:Administrative Assistant, Administrator, Regional Administrator, Clinic Technician

Counselling Definition:Provides counselling services to individuals, groups, and family members for substance abuse and related problems as required. Liaises with other substance abuse professionals to create treatment plans for a broad range of substance abuse issues.

Example job titles:Counsellor, Addictions Counsellor, Alcohol & Drug Counsellor, Substance Abuse Counsellor, Intake Counsellor, Therapist, Clinical Therapist, Recreation Therapist

Health Promotion Definition:Develops and delivers education and awareness programs in the substance abuse field to a wide range of individuals, groups and audiences. Assesses emerging substance abuse issues in targeted groups to develop timely and effective education and awareness strategies. Works closely with other agencies and community coalitions to develop, deliver and evaluate substance abuse awareness initiatives and education programs.

Example job titles:Health Promotion Specialist, Health Education Specialist, Prevention Specialist/Coordinator, Health Educator, Health Promotion & Protection Specialist/Worker

Senior Management

Definition:Provides overall direction in all aspects of the agency’s functioning and all services it provides. Provides leadership in the development and implementation of strategic and operational plans; manages finances, HR strategy and public relations.

Example job titles:Executive Director, Clinical Director, Program Director, Program Manager, Controller, Office Manager

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Behavioural Competencies Report COMMON OCCUPATIONAL CLUSTERS

COMMON OCCUPATIONAL CLUSTERS


Occupational Cluster

Role Description

Supervision Definition:Provides direction for development, functioning and evaluation of program services and staff. Oversees and evaluates the quality and efficiency of services and provides supervision to staff. Works in conjunction with management to develop and deliver the goals and objectives of the organization.

Example job titles:Clinical Supervisor, Non-Clinical Supervisor, Senior Counsellor, Lead Clinician, Manager, Coordinator

Support & Outreach

Definition:Provides encouragement, emotional support, help, and advice on practical matters to clients, their families and communities. Coordinates support and outreach activities that may include: coordination of substance abuse and related services, motivational counselling, brief assessment and referral, conducting education and information sessions, monitoring and supporting daily activities of clients.

Example job titles:Support Worker, Outreach Worker, Alcohol Worker, Drug Worker, Substance Abuse Worker, Drug Outreach Worker, Substance Abuse Practitioner, Community Outreach Worker, Community Liaison Worker, Attendant

Withdrawal Management

Definition:Provides medical and/or non-medical support and withdrawal management services to substance abuse clients. Works with other professionals in the substance abuse field to create and deliver withdrawal management and associated treatment plans to meet the needs of clients.

Example job titles:Withdrawal Management (Detox) Worker, Detox Nurse, Specialty Nurse, Withdrawal Management (Detox) Counsellor, Attendant

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Behavioural Competencies Report COMMON OCCUPATIONAL CLUSTERS


PROFICIENCY PROFILES The competency profiles identify the Behavioural Competencies for each occupational cluster and the proficiency levels required for successful performance in jobs within each cluster.

The competency profiles were developed through research and consultation with subject matter experts. Approximately 120 substance abuse professionals from across Canada identified competencies and proficiency levels for the seven clusters. The results presented in the table that follows are based on agreement of 60% or more.

These competency profiles serve as a starting point for identifying job-specific competencies that can then be used in human resource management processes. Interviewing and performance management tools have also been developed using these generic profiles to assist organizations to use a competency-based human resource management approach. These tools are available online at www.ccsa.ca and on CD by request to CCSA (613-235-4048 or [email protected]).

It is important to note that these generic profiles are only a guide to assist in defining a competency profile for a specific job in a given organization. The profiles do not reflect the differences between jobs within each role, nor do they reflect the variances found among organizations and regions. The generic profiles must be reviewed and adapted as necessary before use (see Adapting the Proficiency Profiles in the next segment of this report).

In addition, there may be jobs or roles to which the competencies apply but that have not been profiled or identified in the clusters due to their unique nature in the field—for example, allied professionals (e.g., psychologists, addiction physicians, psychiatrists, police officers, Aboriginal Elders, peers and volunteers). The Behavioural Competencies were developed for use in the substance abuse field as a whole and can be used for these jobs/roles by selecting the most appropriate competencies for the job.

To identify the relevant competencies and proficiency levels for common occupational clusters, turn to the next page. An example of profile customization using a sample job description also follows.

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Behavioural Competencies Report PROFICIENCY PROFILES


The following table shows the competency profiles (see columns) for each of the seven occupational clusters. The percentage of agreement was 100% for both the competencies and the levels of proficiency among consulted professionals, unless otherwise indicated by * or ** (see below).

The numbers in the table represent proficiency levels. Sample behaviour indicators for each level are provided in the competencies tables at the end of this document.

Behavioural Competency Profiles 1 = Introductory level 2 = Basic level 3 = Intermediate level 4 = Advanced level

* indicates 80% agreement ** indicates 60% agreement Blank cell indicates less than 60% agreement

Number on its own indicates 100% agreement

Competencies

Levels of Proficiency by Occupational Cluster

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Collaboration and Network Building

Continuous Learning

Creativity and Innovation

Developing Others

Diversity and Cultural Responsiveness

Effective Communication

Ethical Conduct and Professionalism

Interpersonal Rapport/Savvy

Leadership

Planning and Organizing

Self Care

Self Management

Self Motivation and Drive

Teamwork and Cooperation

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Behavioural Competencies Report PROFICIENCY PROFILES


The following list suggests some potential overlapping competencies:

4. For the Behavioural Competencies that are relevant, confirm or adjust the proficiency levels by comparing the job requirements as stated in the job description with the behaviour indicators in the competencies.

5. Add or remove competencies from the profile as appropriate. For new competencies, select the relevant proficiency levels that most accurately reflect the job requirements. If you wish to include Technical Competencies in the profile, refer to the Technical Competencies document provided at www.ccsa.ca (or at Section VII in Competencies for Canada’s Substance Abuse Workforce).

6. Record the revised competency profile in the blank grid below and use this profile in both the interviewing tools (see Section IV) and performance management tools (see Section VI) for this job.

ADAPTING THE PROFICIENCY PROFILES Because organizations differ in workload and staffing, and since competency requirements can change from one organization to the next, the profiles provided in the Behavioural Competency Profiles table will likely need to be adapted to your organization.

The following steps provide a high-level overview on how to adapt a competency profile to appropriately reflect the competencies required for a specific job. A sample adapted profile follows.

1. Review the job description for the position you are profiling; for example, a counselling job description (see sample job description in the example that follows).

2. Review the competency profile (see Behavioural Competencies Profile table) for the occupational cluster relevant to the job.

3. Review the Behavioural Competencies in this document (see section on Behaviour Indicators by Level of Proficiency) to become familiar with the indicators at each proficiency level.

• First look at the competencies and proficiency levels that are suggested in the profile to understand the scope already covered by the profile and how it is relevant to the position you are profiling.

• Then review the other Behavioural Competencies to determine if additional or alternate competencies are required.

You will notice that some competencies are similar in nature due to the overlap of behaviours that one would expect to see demonstrated for certain competencies. This is an important observation when determining which competencies should be included in the profile. It is not necessary to include two similar competencies if one of them sufficiently covers the critical requirements for the job. Ensure that you read the behaviour indicators for each to understand the distinctions.

Adaptability/Flexibility Self Motivation and Drive

Client-centred Change Client Service Orientation

Effective Communication Interpersonal Rapport/ Savvy

Continuous Learning Developing Others

Self Care Self Management

Collaboration and Teamwork and Networking Building Cooperation

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Behavioural Competencies Report ADAPTING THE PROFICIENCY PROFILES


7. Validate the competency profile with subject matter experts. It is important to ensure that your revised competency profile is valid for use in human resources processes, such as performance management and recruitment. This means presenting it to and reviewing it with stakeholders and subject matter experts such as job incumbents, their supervisors/managers, human resource representatives, and any union representatives where applicable. During the review, compare the job competency profile to other profiles developed to ensure consistency of competencies and proficiency levels.

A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully).

Also, it is preferable to have no more than 12 competencies per profile.

Behavioural Competencies Revised ProficiencyLevel

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Interpersonal Rapport/Savvy

Diversityand Cultural Responsiveness


EthicalConduct and Professionalism

Counselling• Interview clients from diverse backgrounds and determine their

suitability for participation in a particular program

• Conduct bio-psychosocial assessments and collaborate with clients to design client-centred, strength-based change strategies, reflecting evidence-based practices and clinical experience

• Conduct individual, group, and family counselling sessions in a professional and ethical manner, following all recognized standards, legislation, and guidelines relevant to clinical practice

• Counsel family members and significant others to assist them in understanding, dealing with, and supporting clients

• Respond to client requests and crises in a responsible, timely and flexible manner

• Develop discharge plans in consultation with clients and related professionals and organizations

• Match treatment services and interventions to clients’ and their families’ unique circumstances whenever possible

Education, Training, Prevention• Develop, implement and evaluate public education, treatment,

prevention, and health promotion programs related to substance abuse based on best practices, and in collaboration with related professionals, organizations, and communities

• Develop, implement and evaluate substance abuse treatment programs within the organization

• Present self in an approachable and friendly manner as an ethical representative of a professional community organization

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Sample Adapted ProfileThe following example uses a Substance Abuse Counsellor job description and the Counselling profile to determine the revised profile for the position. The relevant competencies are highlighted to illustrate how the wording in the job description is closely linked to the competencies.

Sample Job Description: Substance Abuse CounsellorROLE:The main focus of this position is to provide specialized counselling, education, and support services to individuals, families and the community. The substance abuse counsellor helps clients understand and address substance abuse and related problems, including mental health issues, problem gambling, family dynamics, and lifestyle changes. The counsellor is expected to work collaboratively with a multi-disciplinary team of professionals within the organization, and to establish and maintain partnerships with related community organizations. This is a non-supervisory position reporting to the assigned clinical supervisor and program.

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Collaboration & Network Building

ContinuousLearning

ContinuousLearning

EthicalConduct andProfessionalism




Planning &Organizing

Community Consultation• Establish and maintain professional working relationships and regular

communication with community and other related organizations

• Participate on committees, teams or work groups at the local, provincial, regional and national levels

• Participate in knowledge exchange activities with related organizations by maintaining regular correspondence, sharing and inquiring about resources, and advocating for quality service delivery

• Coordinate referrals, admissions and discharges with related organizations

Professional Development• Participate in ongoing professional development activities, and engage

in reciprocal relationships of learning with colleagues to stay current in the field

• Participate in regular individual and team supervision meetings

• Implement related learning and professional development plans as discussed with supervisor

• Maintain professional credentialing, certification and continuing education requirements, on own initiative and in conjunction with organizational resources where available

Administration• Maintain current and accurate confidential records of client files, and

attend to related requests for documentation in a timely and consistent manner

• Follow the policy and procedures of the organization, and consult with supervisor as needed

• Bachelor’s or Master’s degree in social work, psychology or a related discipline, or recognized community college diploma in the helping professions with 2-4 years’ related experience

• Thorough knowledge of substance abuse, cause and effects, evidence-based models of treatment intervention and their application to diverse populations

• Knowledge of individual, family, group, and crisis counselling methods

• Ability to deal with life-threatening situations, including suicide

• Flexibility to work evenings and respond to occasional crisis calls from colleagues and clients outside of working hours

• Comprehensive skills in case management, collaboration, program development and evaluation, and emergency response

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Two competencies in the draft profile were replaced with two new competencies to maintain a profile of no more than 12 competencies. The reasons for the changes in the profile are given in the table below.

The table below shows the comparison between the profile from the Behavioural Competency Profiles table and the revised behavioural competencies as identified from a review of the sample job description.

In real life, the revised profile should be validated by subject matter experts before it is implemented.

Competencies Changed

Action Reason


Removed In this job description, the focus is on Client-centred Change. While Client Service Orientation may still be required, it is not as important for the job as the other competencies identified in this profile. These two competencies have overlapping behaviours.

Self Management Removed As above, this competency is not strongly evident in the sample job description. Self Care remains in the profile and has overlapping behaviours with Self Management.

Collaboration and Network Building

Added There is a strong focus in the sample job description on Collaboration and Network Building, which has been added to the profile. There is overlap between this competency and Teamwork and Cooperation but they are both prominent and different enough in these particular job requirements to warrant inclusion.


Added The tasks concerning development and implementing both public and internal programs imply that strong competency in Planning and Organizing would be required.

Behavioural Competenciesfor Counsellor Profile

GenericProficiency

Levels

1. Adaptability/Flexibility 3

2. Analytical Thinking and Decision Making

3

3. Client-centred Change 3

4. Client Service Orientation 2

5. Continuous Learning 2

6. Diversity and Cultural Responsiveness

3

7. Effective Communication 3

8. Ethical Conduct and Professionalism 2

9. Interpersonal Rapport/Savvy 3

10. Self Care 3

11. Self Management 2

12. Teamwork and Cooperation 2

Behavioural Competencies forSample Counsellor Position

RevisedProficiency

Levels

1. Adaptability/Flexibility 3

2. Analytical Thinking and Decision Making

3

3. Client-centred Change 3

4. Continuous Learning 2

5. Diversity and Cultural Responsiveness

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6. Effective Communication 3

7. Ethical Conduct and Professionalism 2

8. Interpersonal Rapport/Savvy 3

9. Self Care 3

10. Teamwork and Cooperation 2

11. Collaboration and Network Building 2

12. Planning and Organizing 3


BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY Each Behavioural Competency has four proficiency levels and related behaviour indicators that describe examples of successful performance for that Competency. The indicators are neither exhaustive nor mandatory. They provide guidance in determining which level of competency a particular job might require, based on the actions one would expect to see in an individual performing successfully in that job.

The levels are cumulative: someone who is required to have a basic—or level 2—proficiency is also expected to have the introductory—level 1—proficiency.

The competencies have been developed for the substance abuse workforce as a whole to provide a framework for introducing or enhancing competency-based human resource management in organizations across Canada. The language or terminology used may not be wholly applicable to your organization and you may wish to add other behaviours applicable within your organization. As a result, it is important that you review the example behaviour indicators and modify them accordingly before applying them to the positions in your organization.

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Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY


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pect

ive

on c

hang

e, a

dapt

ing

in a

n in

form

ed a

nd

prof

essio

nal m

anne

r to

dem

andi

ng a

nd

chan

ging

circ

umst

ance

s

• Ac

cura

tely

read

s an

d un

ders

tand

s em

otio

nal,

inte

rper

sona

l and

env

ironm

enta

l cue

s an

d ad

just

s be

havio

ur to

obt

ain th

e de

sired

ou

tcom

es

• Ad

apts

inte

rper

sona

l sty

le to

mat

ch th

e ne

eds

of d

iffer

ent a

nd d

ivers

e in

divid

uals

and

grou

ps

acro

ss a

rang

e of

situ

atio

ns

• Su

ppor

ts a

nd a

dapt

s to

majo

r ch

ange

s th

at c

halle

nge

tradi

tiona

l wa

ys o

f ope

ratin

g

• Ga

ther

s in

form

atio

n fro

m a

var

iety

of

sou

rces

to a

sses

s ch

angi

ng

plan

s an

d pr

iorit

ies

and

mak

es

info

rmed

cho

ices

base

d on

ava

ilabl

e in

form

atio

n

• Pr

epar

es fo

r cha

nge

and

adap

ts o

wn

plan

s an

d pr

iorit

ies

acco

rdin

gly

• Pr

ovid

es a

dvice

and

gui

danc

e to

ot

hers

to a

ssist

them

in a

dapt

ing

to

diffi

cult

or c

hang

ing

situa

tions

• Ex

ercis

es fl

exib

ility

in a

ppro

ache

s wh

ile a

lso m

ainta

inin

g pr

ofes

siona

l in

tegr

ity a

nd o

rgan

izatio

nal v

alues

• Re

vises

org

aniza

tiona

l or p

roje

ct p

lans

to

mee

t new

dem

ands

and

prio

ritie

s

• Re

cogn

izes

and

resp

onds

qui

ckly

to

shift

ing

oppo

rtuni

ties

and

risks

• Ad

apts

beh

avio

ur to

per

form

effe

ctive

ly am

idst

con

tinuo

us c

hang

e, a

mbi

guity

an

d, a

t tim

es, a

ppar

ent c

haos

• Th

roug

h ow

n be

havio

ur, c

reat

es a

n en

viron

men

t of e

nerg

y an

d en

thus

iasm

, de

spite

hig

h de

man

ds o

r diffi

cult

work

load

s

• Co

mpe

tent

ly m

anag

es ri

sk a

nd

unce

rtain

ty

• Pr

ovid

es s

uppo

rt sy

stem

s (e

.g.,

retra

inin

g pr

ogra

ms)

to d

eal w

ith th

e un

antic

ipat

ed

and

chall

engi

ng re

sults

of c

hang

e ac

tivitie

s

EXAMPLES

I–15


ADAPTABILITY/FLEXIBILITY


Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYANALYTICAL THINKING AND DECISION MAKING

AN

ALY

TIC

AL

TH

INK

ING

AN

D D

EC

ISIO

N M

AK

ING

: Gat

her,

synt

hesi

ze a

nd e

valu

ate

info

rmat

ion

to d

eter

min

e po

ssib

leal

tern

ativ

es a

nd o

utco

mes

and

mak

e w

ell-i

nfor

med

, tim

ely

deci

sion

s. In

clud

es c

ritic

al th

inki

ng a

nd re

ason

ing

skills

.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Ga

ther

s re

leva

nt in

form

atio

n, c

onsu

lts

with

oth

ers,

and

asks

que

stio

ns a

s ne

cess

ary

to m

ake

info

rmed

dec

ision

s

• Sy

stem

atica

lly a

nalyz

es c

ompo

nent

par

ts

of p

robl

ems

and

links

them

toge

ther

to

cons

ider

diff

eren

t dec

ision

opt

ions

• M

akes

tim

ely

decis

ions

with

in lim

its o

f pe

rson

al re

spon

sibilit

y

• M

akes

dec

ision

s th

at a

re in

line

with

pr

ofes

siona

l and

eth

ical s

tand

ards

, cod

es

of c

ondu

ct a

nd o

rgan

izatio

nal p

olicy

• Ex

plain

s an

d pr

ovid

es ju

stifia

ble

acco

unts

of

fact

s, iss

ues,

data

and

clin

ical r

epor

ts

• Us

es a

nalys

is of

info

rmat

ion,

com

mon

se

nse,

and

pas

t exp

erie

nce

to d

evel

op

poss

ible

sol

utio

ns

• Id

entifi

es th

e ke

y pe

rson

s wh

o m

ay b

e af

fect

ed b

y th

e iss

ues

or d

ecisi

ons

mad

e in

own

are

a of

wor

k

• Co

nsul

ts o

ther

s, re

sear

ches

info

rmat

ion

and

dete

rmin

es re

leva

nt p

atte

rns

or

trend

s to

und

erst

and

the

issue

or

prob

lem

and

iden

tify

pote

ntial

cau

ses

• Id

entifi

es m

ultip

le c

ours

es o

f act

ion,

co

nsid

erin

g wh

o m

ay b

e af

fect

ed b

y a

decis

ion

as w

ell a

s po

tent

ial o

utco

mes

• Ev

aluat

es th

e ad

vant

ages

, disa

dvan

tage

s an

d ef

fect

ivene

ss o

f alte

rnat

e ap

proa

ches

and

pos

sible

cou

rses

of

actio

n

• Id

entifi

es p

oten

tial p

robl

ems

or ri

sks

asso

ciate

d wi

th a

dec

ision

or a

ctio

n an

d us

es c

ritica

l thi

nkin

g to

impl

emen

t plan

s th

at m

itigat

e th

eir e

ffect

s

• Us

es lo

gic,

past

rele

vant

exp

erie

nce,

le

sson

s le

arne

d an

d ev

iden

ce-b

ased

cr

iteria

whe

n fo

rmin

g co

nclu

sions

and

m

akin

g de

cisio

ns

• De

term

ines

whe

n to

act

qui

ckly/

decis

ively

and

when

to d

elib

erat

e on

or

cont

empl

ate

decis

ions

• M

akes

info

rmed

and

tim

ely

decis

ions

to

dete

rmin

e a

cour

se o

f act

ion

in c

ompl

ex,

ambi

guou

s or

urg

ent s

ituat

ions

• M

akes

dec

ision

s in

alig

nmen

t with

or

gani

zatio

nal v

alues

and

dire

ctio

ns

• De

velo

ps c

reat

ive, f

orwa

rd-th

inkin

g op

tions

and

reco

mm

enda

tions

, sol

icitin

g op

inio

ns o

f oth

ers

to g

ain d

iffer

ent

pers

pect

ives

• M

akes

dec

ision

s ba

sed

on e

viden

ce-

base

d pr

actic

e, re

ason

ing

and

clini

cal

expe

rienc

e an

d in

con

sulta

tion

with

key

st

akeh

olde

rs a

s ap

prop

riate

• Id

entifi

es a

nd re

spec

tfully

cha

lleng

es

judg

emen

t or d

ecisi

on m

akin

g th

at is

un

clear

or u

nsup

porte

d

• Ev

aluat

es th

e ef

fect

ivene

ss a

nd e

fficie

ncy

of a

sol

utio

n af

ter i

mpl

emen

tatio

n

• Id

entifi

es th

e po

tent

ial im

pact

s th

at

trend

s or

eve

nts

may

hav

e on

ser

vices

, cli

ents

and

/or e

mpl

oyee

s

• Fo

reca

sts

and

iden

tifies

new

issu

es

and

deve

lops

stra

tegi

es to

pos

ition

the

orga

niza

tion

to a

ddre

ss e

mer

ging

tren

ds

(e.g

., ca

pita

lizes

on

trend

s or

take

s ac

tion

befo

re is

sues

esc

alate

)

• Co

nsid

ers

and

leve

rage

s bu

reau

crat

ic an

d po

litica

l sys

tem

s, an

d ex

tern

al tre

nds,

orga

niza

tions

and

relat

ions

hips

that

cou

ld

affe

ct fu

ture

out

com

es o

r dire

ctio

ns o

f th

e or

gani

zatio

n

• En

sure

s st

akeh

olde

rs (e

.g.,

publ

ic,

empl

oyee

s, co

mm

unity

org

aniza

tions

, go

vern

men

t) ar

e ap

prop

riate

ly in

volve

d in

rele

vant

dec

ision

s to

ens

ure

decis

ion

quali

ty, u

nder

stan

ding

, and

buy

-in

• Ef

fect

ively

antic

ipat

es th

e lik

ely

resu

lts o

f de

cisio

ns a

nd a

ctio

ns, f

ores

eein

g lo

nger

-te

rm a

nd b

road

, stra

tegi

c im

plica

tions

of

dec

ision

s

• W

here

feas

ible

and

app

ropr

iate,

bui

lds

cons

ensu

s pr

ior t

o de

cisio

n m

akin

g

• Co

nsid

ers

and

balan

ces

orga

niza

tiona

l re

sour

ces

and

cons

train

ts w

hen

mak

ing

decis

ions

EXAMPLES

I–16


CLI

EN

T-C

EN

TR

ED

CH

AN

GE

: Enh

ance

, fac

ilitat

e, s

uppo

rt, e

mpo

wer

, and

oth

erw

ise

incr

ease

clie

nt m

otiv

atio

n fo

r po

sitiv

e ch

ange

. Pos

itive

ch

ange

is a

chie

ved

by in

volv

ing

the

clie

nt a

ctiv

ely

in th

e ch

ange

pro

cess

and

enc

oura

ging

the

clie

nt to

take

resp

onsi

bilit

y fo

r th

e ou

tcom

eshe

or

she

achi

eves

. Clie

nts

may

be

indi

vidu

als,

gro

ups,

com

mun

ities

and

org

aniz

atio

ns.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• De

mon

stra

tes

know

ledg

e of

pos

itive

clien

t cha

nge

stra

tegi

es, m

otiva

tion

and

clien

t cha

nge

theo

ries

(e.g

., se

lf re

gulat

ion

theo

ry, s

tage

s of

cha

nge,

th

eorie

s of

mot

ivatio

n)

• Sh

ows

genu

ine

inte

rest

in c

lient

s an

d th

e sit

uatio

ns th

ey fi

nd th

emse

lves

in

• Pr

ovid

es e

ncou

rage

men

t and

effo

rts

dire

cted

at m

otiva

tion

for c

hang

e

• Co

nduc

ts c

lient

nee

ds a

sses

smen

ts/

analy

ses

• In

volve

s cli

ents

in th

eir c

hang

e pl

ans,

effo

rts a

nd o

utco

mes

• Us

es n

on-c

onfro

ntat

iona

l mot

ivatio

n an

d ne

gotia

tion

skills

to e

ngag

e cli

ents

in

expl

orat

ions

of t

heir

pres

ent s

ituat

ions

an

d co

ncer

ns

• W

orks

with

clie

nt to

iden

tify

appr

opria

te

supp

ort n

etwo

rks

to fa

cilita

te c

hang

e

• Us

es e

viden

ce-b

ased

prin

ciple

s an

d pr

actic

es

for c

reat

ing

mot

ivatio

n fo

r cha

nge,

resp

ectin

g cli

ent s

tage

, pac

e an

d pl

ace

in th

e ch

ange

pr

oces

s

• Vi

ews

clien

t am

biva

lenc

e an

d/or

resis

tanc

e as

na

tura

l pha

ses

in th

e cli

ent c

hang

e pr

oces

s

• Us

es fa

cilita

tion

skills

and

wor

ks w

ith th

e cli

ent t

o m

otiva

te c

lient

cha

nge

• Pr

ovid

es a

saf

e, s

uppo

rtive

con

text

to e

xplo

re

clien

t exp

erie

nces

ope

nly

• In

tera

cts

with

clie

nts

in th

eir c

hang

e pr

oces

s wi

th a

ccur

ate

empa

thy,

non-

poss

essiv

e wa

rmth

and

gen

uine

inte

rest

• Fo

ster

s an

d m

ainta

ins

clien

t ene

rgy

and

mot

ivatio

n fo

r pos

itive

outc

omes

(e.g

., po

sitive

inte

ntio

n, e

ffect

ive u

se o

f que

stio

ns)

• Re

views

and

use

s ev

iden

ce-b

ased

pra

ctice

s to

gui

de in

terv

entio

ns a

nd u

ses

an a

ppro

ach

aimed

at e

mpo

werin

g cli

ent-c

ente

red

chan

ge

• W

orks

act

ively,

con

scio

usly

and

dilig

ently

not

to

impo

se o

wn p

erso

nal b

iases

and

issu

es

into

the

chan

ge p

roce

ss

• Ac

cura

tely

asse

sses

clie

nt re

adin

ess

for,

confi

denc

e in

and

mot

ivatio

n fo

r cha

nge

• Tr

acks

clie

nt m

ilest

ones

and

ev

aluat

es p

rogr

ess

in u

nder

goin

g ch

ange

• Em

ploy

s ex

trins

ic m

otiva

tors

to

incr

ease

inte

rnal

mot

ivatio

n wh

ile

resp

ectin

g cli

ent r

ight

s an

d di

gnity

• Co

ache

s an

d m

ento

rs in

effe

ctive

cli

ent c

hang

e pr

oces

ses

and

appr

oach

es

• Ef

fect

ively

assis

ts c

lient

s th

roug

h th

eir a

mbi

vale

nce

and

resis

tanc

e to

ch

ange

usin

g ev

iden

ce/s

treng

th-

base

d st

rate

gies

• Te

ache

s cli

ents

to s

elf r

egul

ate,

sel

f m

otiva

te a

nd d

evel

op a

ppro

priat

e su

ppor

t sys

tem

s, so

that

clie

nts

can

beco

me

self-

chan

ge a

gent

s in

depe

nden

t of s

ervic

e pr

ovid

ers

• Pa

rticip

ates

in re

sear

ch to

adv

ance

kn

owle

dge

in th

e fie

ld

• De

mon

stra

tes

adva

nced

kno

wled

ge a

nd

well h

oned

skil

l in c

lient

-cen

tere

d ch

ange

st

rate

gies

and

inte

rven

tions

• Ke

eps

up to

dat

e on

trea

tmen

t ef

ficac

y re

sear

ch lit

erat

ure

and

crea

tes

initia

tives

to e

nsur

e th

e m

ost c

urre

nt

clien

t-cen

tere

d ch

ange

pra

ctice

s ar

e un

ders

tood

and

ado

pted

org

aniza

tion-

wide

• Co

nduc

ts re

sear

ch o

n cli

ent-c

ente

red

chan

ge a

nd s

hare

s re

sults

• Ac

ts a

s an

org

aniza

tiona

l adv

ocat

e fo

r pr

ogre

ssive

clie

nt-c

ente

red

chan

ge

prac

tices

and

inte

rven

tions

EXAMPLES


CLIENT-CENTERED CHANGE

I–17


Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCLIENT-CENTERED CHANGE

CLI

EN

T S

ER

VIC

E O

RIE

NTA

TIO

N: P

rovi

de s

ervi

ce e

xcel

lenc

e to

clie

nts

(whi

ch c

an in

clud

e in

divi

dual

s, g

roup

s, c

omm

uniti

es a

nd

orga

niza

tions

). In

clud

es m

akin

g a

com

mitm

ent t

o se

rve

clie

nts

and

focu

sing

one

’s e

ffort

s on

dis

cove

ring

and

mee

ting

clie

nt n

eeds

with

in p

erso

nal,

prof

essi

onal

and

org

aniz

atio

nal c

apac

ities

and

bou

ndar

ies.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Fo

cuse

s on

gen

uine

ly un

ders

tand

ing

the

uniq

ue n

atur

e of

eac

h cli

ent’s

situ

atio

n an

d pe

rspe

ctive

• Ex

plain

s th

at d

iffer

ent t

reat

men

t mod

els

may

be

diffe

rent

ially

effe

ctive

for c

erta

in

type

s of

clie

nts

and

clien

t pro

blem

s

• En

gage

s th

e cli

ent i

n m

utua

l dial

ogue

an

d va

lues

clie

nt’s

pers

pect

ive

• Re

spon

ds to

clie

nt n

eeds

in a

tim

ely,

prof

essio

nal,

help

ful a

nd c

ourte

ous

man

ner,

rega

rdle

ss o

f clie

nt a

ttitu

de

• Fo

llows

up

with

clie

nts

durin

g an

d af

ter

deliv

ery

of s

ervic

es to

ens

ure

thei

r nee

ds

have

bee

n m

et

• In

form

s cli

ent o

f con

fiden

tiality

righ

ts a

nd

clien

t ser

vice

prog

ram

pro

cedu

res

and

regu

latio

ns

• Ac

cura

tely

asse

sses

eac

h cli

ent’s

nee

ds

and

exer

cises

goo

d ju

dgem

ent i

n re

com

men

ding

app

ropr

iate

serv

ices

• Co

nsist

ently

pro

vides

clie

nt s

ervic

e wi

thin

pr

ofes

siona

lly e

stab

lishe

d an

d re

gulat

ed

prac

tice

boun

darie

s

• Ke

eps

clien

ts u

p to

dat

e on

thei

r pr

ogre

ss a

nd c

hang

es th

at a

ffect

them

• En

sure

s se

rvice

is p

rovid

ed to

clie

nts

durin

g cr

itical

perio

ds

• Co

llabo

rate

s wi

th c

lient

s to

prio

ritize

iss

ues

and

deve

lop

actio

n pl

ans

acco

rdin

gly

• Lo

oks

for w

ays

to a

dd v

alue

to c

lient

se

rvice

and

enh

ance

clie

nt s

ervic

e de

liver

y sy

stem

s an

d pr

oces

ses

• Em

ploy

s ev

iden

ce-,

expe

rienc

e- a

nd

stre

ngth

-bas

ed p

ract

ices

in a

lignm

ent

with

clie

nt n

eeds

• Fo

rmul

ates

mut

ually

agr

eed-

upon

cli

ent s

ervic

e go

als a

nd o

bjec

tives

and

m

etho

ds o

f mon

itorin

g an

d ev

aluat

ing

both

pro

gres

s an

d ou

tcom

es

• Co

nsul

ts o

ther

pro

fess

iona

ls an

d re

fers

ca

ses

to a

ppro

priat

e re

sour

ces

when

cli

ent n

eeds

sur

pass

pra

ctice

limits

and

co

mpe

tenc

e

• Co

nsist

ently

dem

onst

rate

s a

stro

ng

com

mitm

ent t

o th

e or

gani

zatio

n an

d pr

ofes

sion

thro

ugh

advo

cacy

, clie

nt

serv

ice e

xcel

lenc

e an

d ali

gnm

ent o

f se

rvice

s wi

th c

lient

nee

ds

• Ac

ts a

s a

seas

oned

facil

itato

r and

adv

isor

as a

ppro

priat

e, p

rovid

ing

inde

pend

ent

inpu

t on

com

plex

issu

es a

nd in

itiativ

es

• En

cour

ages

clie

nts

to c

onsid

er d

ifficu

lt/cr

itical

issue

s th

at a

re in

thei

r bes

t in

tere

sts

• Pr

oact

ively

addr

esse

s pr

even

tabl

e cli

ent

adve

rse

effe

cts

and

acts

to im

plem

ent

and

supp

ort i

nitia

tives

to im

prov

e se

rvice

de

liver

y

• M

onito

rs a

nd e

valu

ates

clie

nt s

ervic

e im

pact

s an

d ou

tcom

es u

sing

evid

ence

-ba

sed

appr

oach

es

• Bu

ilds

netw

orks

to s

uppo

rt cli

ent s

ervic

e an

d ad

voca

tes

on b

ehalf

of c

lient

to g

ain

nece

ssar

y re

sour

ces

• Co

llabo

rate

s wi

th c

lient

s to

iden

tify

when

ex

istin

g se

rvice

s ar

e no

long

er n

eede

d an

d pl

ans

for d

ischa

rge

and/

or re

visio

n of

goa

ls

• St

rate

gica

lly a

nd s

yste

mat

ically

eva

luat

es

emer

ging

and

long

er-te

rm o

ppor

tuni

ties

for a

nd th

reat

s to

mee

ting

clien

ts’

need

s, in

tegr

atin

g re

sults

from

em

ergi

ng

rese

arch

and

evid

ence

• De

term

ines

stra

tegi

c di

rect

ion

to b

est

mee

t clie

nts’

evol

ving

need

s

• M

onito

rs, e

valu

ates

and

, as

need

ed,

rene

ws th

e cli

ent s

ervic

e m

odel

and

se

rvice

sta

ndar

ds

• Co

ntin

ually

ass

esse

s sy

stem

ic or

gani

zatio

nal a

nd c

lient

ser

vice

deliv

ery

proc

esse

s to

enh

ance

ser

vice

• Cr

eate

s or

gani

zatio

nal c

ultu

res

that

valu

e an

d su

ppor

t hig

h-qu

ality

ser

vice

deliv

ery

EXAMPLES

I–18


CO

LLA

BO

RA

TIO

N A

ND

NE

TW

OR

K B

UIL

DIN

G: I

dent

ify a

nd c

reat

e in

form

al a

nd fo

rmal

inte

rdis

cipl

inar

y ne

twor

ks a

nd a

llied

com

mun

ity

grou

ps to

sup

port

the

prov

isio

n of

clie

nt s

ervi

ce d

eliv

ery

and

achi

evem

ent o

f the

org

aniz

atio

n’s

obje

ctiv

es. C

lient

s in

clud

e in

divi

dual

s,gr

oups

, org

aniz

atio

ns a

nd c

omm

uniti

es.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• W

orks

coo

pera

tivel

y wi

th in

terd

iscip

linar

y pr

ofes

siona

ls an

d all

ied

com

mun

ity

grou

ps to

ach

ieve

com

mon

goa

ls wh

ile

resp

ectin

g cli

ent c

onfid

entia

lity a

nd

prac

tice

boun

darie

s

• Co

mm

unica

tes

open

ly, b

uild

s tru

st a

nd

treat

s ot

her p

rofe

ssio

nals

and

com

mun

ity

grou

ps fa

irly, e

thica

lly a

nd a

s va

lued

allie

s

• Re

spon

ds to

pro

fess

iona

l and

co

mm

unity

gro

up re

ques

ts e

fficie

ntly

and

effe

ctive

ly as

app

ropr

iate

• De

velo

ps a

nd m

ainta

ins

prof

essio

nal

cont

acts

who

can

pro

vide

rele

vant

in

form

atio

n an

d re

sour

ces

• Id

entifi

es a

nd d

evel

ops

cont

acts

with

in

pote

ntial

allie

d or

gani

zatio

ns a

nd

inte

rdisc

iplin

ary

grou

ps

• Pr

opos

es p

ossib

le c

ollab

orat

ive a

rrang

emen

ts

with

mem

bers

of i

dent

ified

netw

orks

• Se

eks

inpu

t fro

m n

etwo

rks

to e

nsur

e ob

ject

ives

are

achi

eved

• Id

entifi

es a

nd p

artic

ipat

es in

org

anize

d pr

ofes

siona

l and

inte

rdisc

iplin

ary

even

ts to

ex

pand

one

’s ne

twor

k

• Re

spec

ts a

ll exis

ting

lega

l gui

delin

es, p

olici

es

and

man

date

s of

own

and

oth

er o

rgan

izatio

ns

when

col

labor

atin

g

• Pr

omot

es d

irect

com

mun

icatio

n be

twee

n all

ied

agen

cies

and

othe

r st

akeh

olde

rs to

sha

re in

form

atio

n,

disc

uss

rele

vant

issu

es, a

nd d

evel

op

solu

tions

to c

omm

on p

robl

ems

• In

itiate

s pa

rtner

ship

s an

d all

iance

s to

pr

omot

e or

gani

zatio

nal o

bjec

tives

• Ex

plor

es s

hare

d ne

eds

and

com

mon

ar

eas

of in

tere

st a

mon

g id

entifi

ed

netw

orks

, avo

idin

g du

plica

tion

of

work

• M

onito

rs p

artn

ersh

ips

to e

nsur

e co

ntin

ued

effe

ctive

ness

, ide

ntify

ing

when

cha

nges

to th

e na

ture

of t

he

partn

ersh

ip a

re n

eede

d

• Id

entifi

es, d

evel

ops

and

main

tain

s st

rate

gic

par

tner

ship

s th

at s

uppo

rt an

d en

hanc

e th

e lo

ng-te

rm d

irect

ion

of th

e or

gani

zatio

n

• Pr

omot

es th

e or

gani

zatio

n as

a v

aluab

le

partn

er

• Es

tabl

ishes

pro

cess

es to

enc

oura

ge

colla

bora

tion

and

partn

ersh

ips

• En

sure

s th

at s

uita

ble

polic

ies,

prac

tices

an

d ot

her s

uppo

rts (e

.g.,

data

bank

s)

are

in p

lace

to fo

ster

net

work

ing

and

colla

bora

tion

• Ad

voca

tes

on b

ehalf

of o

rgan

izatio

n an

d pr

ofes

sion

to in

crea

se k

nowl

edge

of t

he

subs

tanc

e ab

use

field

am

ong

the

publ

ic

EXAMPLES


COLLABORATION AND NETWORK BUILDING

I–19


Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCONTINUOUS LEARNING

CO

NT

INU

OU

S L

EA

RN

ING

: Ide

ntify

and

pur

sue

lear

ning

opp

ortu

nitie

s to

enh

ance

one

’s p

rofe

ssio

nal p

erfo

rman

ce a

nd

deve

lopm

ent a

nd th

e ef

fect

ive

deliv

ery

of h

igh-

qual

ity p

rogr

ams

and

serv

ices

.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• As

sess

es s

elf a

gain

st s

tand

ards

for

curre

nt p

ositio

n an

d id

entifi

es le

arni

ng

need

s

• Pa

rticip

ates

act

ively

in le

arni

ng

oppo

rtuni

ties

prov

ided

(e.g

., co

urse

s, an

d fe

edba

ck fr

om s

uper

visor

or p

eers

) to

mee

t cur

rent

job

requ

irem

ents

• Re

flect

s on

own

per

form

ance

(wha

t di

d I d

o, w

hat w

orke

d we

ll, wh

at n

eeds

im

prov

ing)

to id

entif

y le

sson

s le

arne

d

• Ap

plie

s ne

w kn

owle

dge,

skil

ls an

d le

sson

s le

arne

d to

job

in a

tim

ely

man

ner

• Ta

kes

resp

onsib

ility

for o

ne’s

own

lear

ning

and

pro

fess

iona

l dev

elop

men

t

• Se

lf-as

sess

es a

nd s

eeks

feed

back

from

ot

hers

to id

entif

y sk

ills a

nd k

nowl

edge

ga

ps a

nd s

eeks

to c

lose

thes

e th

roug

h se

lf-st

udy,

cont

inui

ng e

duca

tion

and

seek

ing

assis

tanc

e or

adv

ice, a

nd

coac

hing

• Ke

eps

up to

dat

e wi

th c

urre

nt re

sear

ch,

litera

ture

and

oth

er d

evel

opm

ents

re

leva

nt to

the

field

and

app

lies

lear

ning

to

one

’s pr

actic

e

• Dr

aws

on th

e kn

owle

dge

of o

ther

s th

roug

h ne

twor

king,

team

work

and

pa

rtner

ing

• Sh

ares

lear

ning

and

pro

fess

iona

l kn

owle

dge

with

oth

ers

• M

onito

rs p

rogr

ess

in m

eetin

g le

arni

ng

goals

and

ada

pts

lear

ning

stra

tegy

as

need

ed

• Ac

tivel

y pu

rsue

s in

form

atio

n,

com

pete

ncy-

base

d an

d ot

her l

earn

ing

oppo

rtuni

ties,

beyo

nd c

urre

nt jo

b ro

le

or a

rea

of e

xper

tise,

that

add

valu

e in

cu

rrent

pos

ition

• Se

eks

lear

ning

opp

ortu

nitie

s in

ra

pidl

y ev

olvin

g an

d em

ergi

ng s

ubje

ct

area

s wi

thin

and

per

iphe

ral t

o on

e’s

prof

essio

nal p

ract

ice

• Pa

rticip

ates

in re

sear

ch to

adv

ance

the

know

ledg

e in

the

field

• Cr

eate

s op

portu

nitie

s to

sha

re b

est

prac

tices

with

oth

ers

insid

e th

e or

gani

zatio

n

• Ac

tivel

y co

ntrib

utes

to b

uild

ing

a le

arni

ng

cultu

re, e

ncou

ragi

ng le

arni

ng a

nd

know

ledg

e sh

arin

g an

d ad

voca

ting

for

prof

essio

nal d

evel

opm

ent a

ctivi

ties

• Su

ppor

ts a

nd/o

r sup

ervis

es o

ther

s in

thei

r lea

rnin

g an

d pr

ofes

siona

l de

velo

pmen

t by

prov

idin

g fe

edba

ck,

coac

hing

, men

torin

g an

d re

sour

ces,

and

by id

entif

ying

lear

ning

goa

ls an

d op

portu

nitie

s fo

r pro

fess

iona

l de

velo

pmen

t

• St

rate

gica

lly u

nder

take

s le

arni

ng a

ctivi

ties

relat

ed to

futu

re o

pera

tiona

l nee

ds, a

nd/

or a

ctivi

ties

that

exp

and

prof

essio

nal

netw

orks

• Co

nsid

ers

the

pote

ntial

for n

ew le

arni

ng

oppo

rtuni

ties

for s

elf a

nd o

ther

s wh

en

asse

ssin

g ne

w pr

ojec

ts o

r pro

gram

s

• Us

es o

rgan

izatio

nal c

hang

e as

an

oppo

rtuni

ty to

dev

elop

new

skil

ls an

d in

crea

se k

nowl

edge

in s

elf a

nd o

ther

s

• Cr

eate

s op

portu

nitie

s to

sha

re b

est

prac

tices

with

oth

ers

outs

ide

the

orga

niza

tion

• Co

nduc

ts re

sear

ch to

adv

ance

the

know

ledg

e in

the

field

• Pr

omot

es, c

reat

es a

nd s

usta

ins

a le

arni

ng c

ultu

re a

nd k

nowl

edge

sha

ring

for t

he o

rgan

izatio

n

• Em

ploy

s in

nova

tive

and

crea

tive

stra

tegi

es to

pro

mot

e an

d m

ainta

in

cont

inuo

us le

arni

ng o

ppor

tuni

ties

in lig

ht

of re

sour

ce c

onst

rain

ts

EXAMPLES

I–20



CREATIVITY AND INNOVATIONC

RE

AT

IVIT

Y A

ND

INN

OVA

TIO

N: U

se e

vide

nce-

base

d pr

actic

es in

inno

vativ

e an

d cr

eativ

e w

ays

to in

itiat

e bo

th e

ffect

ive

new

way

s of

wor

king

an

d ad

vanc

es in

the

unde

rsta

ndin

g of

the

field

of p

ract

ice.

Inno

vatio

n an

d cr

eativ

ity a

re a

chie

ved

in tr

ansl

atin

g re

sear

ch in

to p

ract

ice

to o

ptim

ize

impr

ovem

ents

in s

ervi

ce d

eliv

ery

and

prof

essi

onal

pra

ctic

e.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Is

open

to n

ew id

eas

and

expe

rienc

es

• Co

nstru

ctive

ly qu

estio

ns c

urre

nt p

ract

ices

and

proc

esse

s

• Su

gges

ts im

prov

emen

ts to

cur

rent

ap

proa

ches

by

prov

idin

g ev

iden

ce-b

ased

su

ppor

t for

sug

gest

ions

• De

mon

stra

tes

curio

sity,

digg

ing

for

info

rmat

ion

belo

w th

e su

rface

in a

n in

form

ed m

anne

r

• Ac

tivel

y pa

rticip

ates

in a

nd c

ontri

bute

s to

br

ainst

orm

ing

activ

ities

• Co

nsid

ers

situa

tions

and

pro

blem

s fro

m

diffe

rent

per

spec

tives

, kee

ping

an

open

min

d to

new

pos

sibilit

ies

• Us

es a

var

iety

of b

est-p

ract

ice a

nd s

treng

th-

base

d m

etho

ds a

nd te

chni

ques

in a

ddre

ssin

g di

vers

e iss

ues

and

popu

latio

ns

• Im

plem

ents

alte

rnat

e ev

iden

ce-b

ased

te

chni

ques

and

app

roac

hes

rath

er th

an u

sing

the

sam

e so

lutio

n re

peat

edly

for a

ll clie

nts

• Us

es re

flect

ive-p

ract

ice a

nd a

scie

ntist

-pr

actit

ione

r fra

mew

ork,

and

gen

erat

es o

rigin

al m

etho

ds fo

r dev

elop

ing

and

pres

entin

g in

form

atio

n

• In

itiate

s br

ainst

orm

ing

activ

ities

to s

uppo

rt an

d en

cour

age

inno

vatio

n

• In

corp

orat

es b

est p

ract

ices

in p

rogr

am

deve

lopm

ent,

impl

emen

tatio

n an

d di

ssem

inat

ion

into

all w

ork

• Ba

sed

on e

viden

ce-b

ased

pra

ctice

an

d dr

awin

g up

on a

bro

ad e

mpi

rical

and

theo

retic

al kn

owle

dge

base

, ad

apts

exis

ting

appr

oach

es a

nd

tech

niqu

es to

mee

t uni

que,

situ

atio

n-sp

ecific

nee

ds

• Cr

eate

s ne

w id

eas,

solu

tions

or

appr

oach

es to

ong

oing

cha

lleng

es

and

prob

lem

s

• Ex

plor

es b

est c

urre

nt k

nowl

edge

in

the

field

and

ada

pts

and

appl

ies

this

know

ledg

e to

refle

ctive

-pra

ctice

as

a so

urce

of i

nspi

ratio

n an

d in

sight

into

ne

w op

tions

and

sol

utio

ns

• Dr

aws

corre

latio

ns b

etwe

en

seem

ingl

y un

relat

ed is

sues

and

idea

s an

d id

entifi

es w

hat i

s no

t app

aren

t to

oth

ers

• De

velo

ps in

nova

tive,

con

text

ually

re

leva

nt in

terv

entio

n m

etho

dolo

gies

th

at in

corp

orat

e bo

th th

e rig

our o

f re

sear

ch a

nd th

e sh

ared

exp

erie

nce

of p

ract

itione

rs a

nd c

lient

s

• Ef

fect

ively

facil

itate

s br

ainst

orm

ing

activ

ities

• Su

ppor

ts a

nd e

ncou

rage

s ot

hers

in

gen

erat

ing

new

and

inno

vativ

e ap

proa

ches

thro

ugh

reco

gnizi

ng

inno

vatio

n ba

sed

on e

viden

ce-b

ased

pr

actic

e an

d dr

awin

g up

on a

bro

ader

em

piric

al an

d th

eore

tical

know

ledg

e an

d ex

perie

nce

base

• As

sess

es th

e lik

elih

ood

of s

ucce

ss o

f cr

eativ

e id

eas

and

prop

osed

inno

vativ

e pr

actic

es

• Cr

eate

s ne

w m

odel

s, in

terv

entio

ns o

r ap

proa

ches

that

hav

e wi

de-r

angi

ng

impa

cts

on a

pro

gram

or p

ract

ice a

rea

• Pr

ovid

es e

xper

t ins

ight

into

pro

blem

s to

as

sist o

ther

s in

rese

arch

ing

and

crea

ting

new

appr

oach

es

• Id

entifi

es a

nd im

plem

ents

pro

gram

s, ap

proa

ches

and

pra

ctice

s th

at s

uppo

rt cr

eativ

ity a

nd in

nova

tion

acro

ss th

e or

gani

zatio

n

• Ch

allen

ges

orga

niza

tiona

l pol

icy a

nd

prac

tice

when

evid

ence

indi

cate

s ch

ange

is

nece

ssar

y

EXAMPLES

I–21


Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYDEVELOPING OTHERS

DE

VE

LOP

ING

OT

HE

RS

: Fac

ilitat

e an

d m

otiv

ate

sust

aine

d le

arni

ng a

nd c

reat

e le

arni

ng o

ppor

tuni

ties

and

reso

urce

s, a

s w

ell a

s pr

omot

e an

d re

spec

t oth

ers’

nee

ds fo

r ow

ners

hip

of le

arni

ng o

utco

mes

. Inc

lude

s cr

eatio

n of

a c

ontin

uous

lear

ning

env

ironm

ent t

hat f

oste

rs p

ositi

ve g

row

th in

bo

th w

ork

and

publ

ic c

onte

xts

amon

g pe

ers,

clie

nts,

clie

nt fa

milie

s, c

omm

uniti

es, a

nd o

ther

gro

ups

(reci

pien

ts).

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Es

tabl

ishes

rapp

ort a

nd ra

ises

lear

ner

self-

awar

enes

s pr

ior t

o ga

inin

g co

oper

atio

n in

initia

tives

aim

ed a

t le

arni

ng

• As

sess

es c

urre

nt k

nowl

edge

, skil

ls,

educ

atio

n an

d in

form

atio

n ne

eds

of

lear

ner,

and

deve

lops

a p

lan to

add

ress

th

ese

need

s

• Id

entifi

es a

nd p

rovid

es m

ultip

le e

duca

tion

reso

urce

s an

d m

ater

ials

to e

nhan

ce

lear

ning

act

ivitie

s de

signe

d to

fit t

he

lear

ner,

thei

r fam

ily a

nd c

ultu

re, a

nd

spec

ial n

eeds

• Ev

aluat

es p

rogr

ess

towa

rds

achi

evem

ent

of g

oals

and

adap

ts le

arni

ng s

trate

gy a

s ne

eded

• Pr

ovid

es c

onst

ruct

ive fe

edba

ck o

n pr

ogre

ss to

ward

goa

ls in

a c

ollab

orat

ive

and

open

fash

ion

• Pr

esen

ts in

form

atio

n cle

arly,

logi

cally

an

d in

term

s th

e le

arne

r can

und

erst

and

and

colla

bora

tivel

y ex

plor

es h

ow th

e in

form

atio

n wi

ll hel

p

• En

gage

s le

arne

r in

prob

lem

sol

ving

of

lear

ning

nee

ds a

nd w

orks

to d

evel

op

viabl

e an

d ag

reed

-upo

n ac

tion

step

s an

d so

lutio

ns (e

.g.,

SMAR

T go

als—

spec

ific,

mea

sura

ble,

ach

ieva

ble

reali

stic,

tim

ely)

• Fa

cilita

tes

lear

ning

by

usin

g ex

ampl

es

that

are

rele

vant

to o

r dra

w on

ex

perie

nce

of le

arne

r

• Re

cogn

izes

and

rein

forc

es th

e ab

ilitie

s, ef

forts

and

impr

ovem

ents

of t

he le

arne

r, of

fers

reas

sura

nce

and

expr

esse

s co

nfide

nce

in le

arne

r’s p

oten

tial t

o gr

ow

while

main

tain

ing

reali

stic

expe

ctat

ions

• Gi

ves

cons

truct

ive fe

edba

ck th

at fo

cuse

s on

pro

blem

s an

d be

havio

urs

rath

er th

an

pers

onali

ties

• W

here

app

ropr

iate,

invo

lves

lear

ner’s

ne

twor

ks a

nd c

ollat

eral

sour

ces

in

educ

atio

nal p

ursu

its w

hile

hon

ourin

g an

d re

spec

ting

any

confi

dent

iality

and

lega

l co

nstra

ints

• Re

cogn

izes

and

addr

esse

s am

biva

lenc

e an

d bl

ocks

to le

arni

ng, a

dapt

ing

one’

s ap

proa

ch to

redu

ce o

r pre

vent

furth

er

resis

tanc

e

• Id

entifi

es le

arne

r’s s

treng

ths,

weak

ness

es, a

nd le

arni

ng s

tyle

s an

d in

corp

orat

es in

to le

arni

ng s

trate

gies

• Us

es a

var

iety

of c

reat

ive a

nd e

ffect

ive

facil

itatio

n m

etho

ds in

des

igni

ng a

nd

deve

lopi

ng le

arni

ng m

etho

dolo

gies

and

m

ater

ials

• Cr

eate

s a

com

forta

ble

and

safe

en

viron

men

t for

lear

ning

and

sha

ring;

es

tabl

ishes

pos

itive

tone

of m

utua

l re

spec

t and

trus

t tha

t enc

oura

ges

mut

ual

shar

ing

of in

form

atio

n (e

.g.,

with

in a

le

arni

ng g

roup

)

• De

mon

stra

tes

fam

iliarit

y wi

th g

roup

dy

nam

ics in

gro

up le

arni

ng s

ituat

ions

and

ad

apts

facil

itatio

n st

yle a

ccor

ding

ly

• Se

eks

to d

iscov

er c

omm

on g

roun

d an

d as

sists

gro

up le

arne

rs to

focu

s on

thei

r sim

ilarit

ies

rath

er th

an d

iffer

ence

s

• Ev

aluat

es g

roup

lear

ning

nee

ds a

nd

plan

s gr

oup

deve

lopm

enta

l act

ivitie

s ba

sed

on s

ound

evid

ence

and

ex

perie

nce

• Id

entifi

es n

eeds

and

dev

elop

s le

arni

ng

stra

tegi

es, i

nitia

tives

and

act

ion

plan

s fo

r the

org

aniza

tion

and

for c

omm

unity

gr

oups

• De

velo

ps o

rgan

izatio

nal in

itiativ

es to

sh

are

and

evalu

ate

lear

ning

effo

rts, b

est

prac

tices

and

diff

eren

tial le

arni

ng m

odel

s

• Ap

plie

s st

rate

gic

com

mun

icatio

n pr

incip

les

to th

e de

velo

pmen

t, im

plem

enta

tion

and

evalu

atio

n of

hea

lth

and

othe

r com

mun

icatio

n ca

mpa

igns

• Im

plem

ents

stra

tegi

es to

fost

er, s

uppo

rt an

d su

stain

a le

arni

ng c

ultu

re w

ithin

the

orga

niza

tion

and

grea

ter c

omm

unity

• En

cour

ages

rese

arch

to a

sses

s im

pact

an

d ef

ficac

y of

lear

ning

effo

rts

• Se

ts o

bjec

tives

that

are

reali

stic

yet

chall

enge

oth

ers

to e

xcel

, lea

ding

to

mor

e ad

vanc

ed s

kill d

evel

opm

ent

• Ta

kes

oppo

rtuni

ties

to s

hare

info

rmat

ion,

te

achi

ng a

nd m

odel

ing

best

pra

ctice

s an

d pr

ofes

siona

lism

EXAMPLES

I–22


DIV

ER

SIT

Y A

ND

CU

LTU

RA

L R

ES

PO

NS

IVE

NE

SS

: Pro

vide

resp

ectfu

l, eq

uita

ble

and

effe

ctiv

e se

rvic

es to

div

erse

pop

ulat

ions

, as

defin

ed b

y cu

lture

, age

, gen

der,

lang

uage

, eth

nici

ty, s

ocio

-eco

nom

ic s

tatu

s, le

gal s

tatu

s, h

ealth

, abi

lity,

sex

ual o

rient

atio

n, ty

pe a

nd m

ode

of s

ubst

ance

use

, et

c. A

ffirm

and

val

ue th

e w

orth

of a

ll in

divi

dual

s, fa

milie

s, g

roup

s an

d co

mm

uniti

es; a

nd p

rote

ct th

e di

gnity

of a

ll.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• De

mon

stra

tes

resp

ect f

or a

ll clie

nts,

grou

ps a

nd c

omm

unitie

s

• De

mon

stra

tes

langu

age

and

liste

ning

sk

ills th

at re

spec

t cul

tura

l diff

eren

ces

• Ac

ts fa

irly a

nd re

spec

tfully

whe

n de

aling

wi

th d

ivers

e cu

ltura

l gro

ups

• M

onito

rs o

wn a

ttitu

des

and

beha

viour

wi

th re

spec

t to

cultu

re a

nd d

ivers

ity

issue

s

• Cr

eate

s a

welco

min

g en

viron

men

t tha

t re

flect

s th

e di

vers

e co

mm

unitie

s se

rved

• Pr

omot

es fa

irnes

s an

d go

od ju

dgm

ent i

n th

e ap

plica

tion

of d

ivers

ity p

rincip

les

and

polic

ies

• En

gage

s in

act

ivitie

s th

at s

uppo

rt th

e de

velo

pmen

t of o

ther

wor

ld v

iews

and

pe

rspe

ctive

s

• Se

eks

out o

ppor

tuni

ties

to in

corp

orat

e an

d pr

omot

e cu

ltura

lly a

ppro

priat

e pr

ogra

ms

• De

mon

stra

tes

com

mitm

ent t

o id

entif

y an

d ad

dres

s in

appr

opria

te b

ehav

iour

or

disc

rimin

ator

y pr

actic

es in

the

work

plac

e

• De

mon

stra

tes

unde

rsta

ndin

g of

how

issu

es o

f di

vers

ity a

ffect

the

deliv

ery

of re

spec

tful a

nd

appr

opria

te s

ervic

es

• Su

ppor

ts c

lient

s in

iden

tifyin

g an

d im

plem

entin

g cu

ltura

lly a

ppro

priat

e so

lutio

ns

to is

sues

• En

cour

ages

and

sup

ports

a

work

plac

e cli

mat

e th

at s

uppo

rts

dive

rsity

in th

e de

liver

y of

ser

vices

• De

mon

stra

tes

an u

nder

stan

ding

of

cul

tura

l/dive

rsity

influ

ence

s on

he

alth,

bel

iefs,

and

beh

avio

urs

• Po

sses

ses

cons

ider

able

kno

wled

ge

and

unde

rsta

ndin

g of

hist

orica

l, cu

ltura

l, sp

iritua

l, po

litica

l and

soc

io-

econ

omic

issue

s th

at a

ffect

dive

rse

popu

latio

ns a

nd d

evel

ops

effe

ctive

, in

clusiv

e an

d re

spec

tful w

orkin

g re

latio

nshi

ps w

ith th

ese

indi

vidua

ls an

d gr

oups

• Su

ppor

ts d

ivers

e po

pulat

ions

in

deve

lopi

ng a

nd im

plem

entin

g st

reng

th-b

ased

sol

utio

ns to

pro

blem

s

• Id

entifi

es a

nd p

rom

ptly

addr

esse

s in

appr

opria

te b

ehav

iour

or

disc

rimin

ator

y pr

actic

es in

the

work

plac

e

• Ta

kes

a le

ader

ship

role

in s

hapi

ng a

n or

gani

zatio

nal v

ision

and

ser

vice

deliv

ery

syst

em th

at re

flect

s an

d su

ppor

ts

dive

rsity

and

cul

tura

l res

pons

ivene

ss

• De

velo

ps a

nd im

plem

ents

stra

tegi

c ac

tion

plan

s, po

licie

s an

d pr

oced

ures

th

at s

uppo

rt di

vers

ity a

nd c

ultu

ral

resp

onsiv

enes

s wi

thin

the

orga

niza

tion

• De

velo

ps a

nd im

plem

ents

stra

tegi

es to

id

entif

y an

d ad

dres

s cu

ltura

l/dive

rsity

ba

rrier

s to

acc

essin

g se

rvice

s

• Co

nsul

ts w

ith re

pres

enta

tives

from

di

vers

e co

mm

unitie

s to

info

rm

orga

niza

tiona

l plan

ning

• De

velo

ps a

nd im

plem

ents

stra

tegi

es to

ad

dres

s po

ssib

le b

arrie

rs to

recr

uitm

ent,

hirin

g, p

rom

otio

n an

d re

tent

ion

of d

ivers

e cu

ltura

l gro

ups

• Re

mov

es s

yste

mic

barri

ers

to c

ultu

rally

ap

prop

riate

sup

port

for s

taff

and

clien

ts


DIVERSITY AND CULTURAL RESPONSIVENESSEXAMPLES

I–23


Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYEFFECTIVE COMMUNICATION

EFF

EC

TIV

E C

OM

MU

NIC

AT

ION

: Art

icul

ate

both

ver

bally

and

in w

ritin

g ac

ross

a r

ange

of t

echn

olog

ies

in a

man

ner

that

bui

lds

trus

t, re

spec

t and

cre

dibi

lity

and

that

ens

ures

the

mes

sage

is re

ceiv

ed a

nd u

nder

stoo

d by

the

audi

ence

. Inc

lude

s ac

tive

liste

ning

ski

lls (a

tten

ding

, be

ing

sile

nt, s

umm

ariz

ing,

par

aphr

asin

g, q

uest

ioni

ng a

nd e

mpa

thiz

ing)

and

con

grue

nt n

on-v

erba

l com

mun

icat

ion.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Ac

tivel

y lis

tens

to u

nder

stan

d ot

hers

wi

thou

t jud

gmen

t or b

ias, a

ttend

ing

to

verb

al, e

mot

iona

l and

con

text

ual c

ues

• Co

mm

unica

tes

with

oth

ers

hone

stly,

re

spec

tfully

and

sen

sitive

ly

• Sh

ares

info

rmat

ion

willin

gly

and

in a

tim

ely

man

ner

• Al

igns

non

-ver

bal c

omm

unica

tions

and

to

ne o

f voi

ce w

ith th

e in

tend

ed m

essa

ge

• Re

spec

ts c

onfid

entia

lity o

f co

mm

unica

tions

whe

re a

ppro

priat

e

• Us

es a

rang

e of

com

mun

icatio

n st

rate

gies

that

mee

t the

nee

ds o

f spe

cial

need

s au

dien

ces

(e.g

., pe

rson

s wi

th

hear

ing

impa

irmen

ts w

ho lip

read

, or

who

use

sign

langu

age

and

requ

ire a

n in

terp

rete

r)

• Ap

prop

riate

ly us

es c

omm

unica

tion

tech

nolo

gy (c

ompu

ters,

voi

cem

ail, e

tc.)

to c

onve

y m

essa

ges

and

info

rmat

ion

• Pr

esen

ts in

form

atio

n in

a c

lear

and

lo

gica

l man

ner,

usin

g ap

prop

riate

ph

rasin

g an

d vo

cabu

lary

and

corre

ct

gram

mar,

spe

lling

and

punc

tuat

ion

• In

tegr

ates

and

syn

thes

izes

info

rmat

ion

from

app

ropr

iate

sour

ces

into

writ

ten

work

• Ta

ilors

com

mun

icatio

n to

the

audi

ence

, ad

aptin

g st

yle, l

angu

age

pref

eren

ce,

cont

ent a

nd fo

rmat

as

appr

opria

te

• Re

ads

body

lang

uage

, em

otio

nal c

ues

and

verb

al an

d no

n-ve

rbal

cues

and

ad

just

s co

mm

unica

tion

appr

oach

ac

cord

ingl

y

• Ch

ecks

own

und

erst

andi

ng o

f oth

ers’

com

mun

icatio

n (e

.g.,

para

phra

ses,

asks

qu

estio

ns)

• Us

es q

uest

ions

and

info

rmat

ion

exch

ange

as

an e

ffect

ive m

eans

of

fost

erin

g an

ope

n di

alogu

e

• El

icits

com

men

ts o

r fee

dbac

k on

wha

t ha

s be

en s

aid

• M

ainta

ins

regu

lar c

omm

unica

tion

with

ot

hers

• Re

calls

oth

ers’

main

poi

nts

and

take

s th

em in

to a

ccou

nt in

own

com

mun

icatio

n

• Pr

epar

es re

quire

d do

cum

enta

tion

(e.g

., as

sess

men

t, di

scha

rge

and

refe

rral

repo

rts) w

ith s

uffic

ient

clar

ity, a

ccur

acy

and

leve

l of d

etail

• W

rites

repo

rts th

at a

ddre

ss s

ensit

ive

issue

s wh

ile c

ogni

zant

of t

he p

oten

tial

impa

ct o

f the

info

rmat

ion

bein

g co

mm

unica

ted

• Co

ntin

uous

ly ho

nes

and

polis

hes

com

mun

icatio

n sk

ills a

nd s

eeks

can

did

feed

back

on

com

mun

icatio

n im

pact

• De

velo

ps c

omm

unica

tion

stra

tegi

es

to m

anag

e gr

oup

pres

enta

tions

and

fa

cilita

tions

, ant

icipa

ting

pote

ntial

re

actio

ns a

nd p

repa

ring

acco

rdin

gly

• In

a ti

mel

y m

anne

r, ke

eps

othe

rs

info

rmed

of i

ssue

s th

at m

ay a

ffect

them

, cle

arly

com

mun

icatin

g de

cisio

ns a

nd

unde

rlyin

g re

ason

ing

• Fo

ster

s op

en c

omm

unica

tion

with

in th

e wo

rkgr

oup

and

with

oth

ers,

choo

sing

the

com

mun

icatio

n m

etho

d, m

essa

ges

and

timin

g in

a s

trate

gic

man

ner

• Co

nvey

s in

form

atio

n wi

th e

xpre

ssio

n,

insig

ht a

nd p

ersu

asio

n wh

en n

eede

d;

trans

fers

kno

wled

ge e

ffect

ively

and

effic

ient

ly

• De

mon

stra

tes

profi

cienc

y in

a v

arie

ty o

f wr

iting

style

s an

d ef

fect

ively

adap

ts s

tyle

to

the

appr

opria

te a

udie

nce

• Pr

actic

es k

nowl

edge

exc

hang

e pr

incip

les

in b

oth

writt

en a

nd v

erba

l com

mun

icatio

n (s

impl

e, c

lear,

dire

ct, r

espe

ctfu

l, tim

ely,

evid

ence

-bas

ed)

• Sy

nthe

sizes

com

plex

doc

umen

ts a

nd

idea

s fro

m m

ultip

le s

ourc

es in

to w

ritte

n m

ater

ials

• Co

mm

unica

tes

com

plex

issu

es c

lear

ly an

d cr

edib

ly wi

th w

idel

y va

ried

audi

ence

s

• Ad

eptly

add

ress

es d

ifficu

lt on

-the-

spot

qu

estio

ns (e

.g.,

from

offi

cials,

inte

rest

gr

oups

, the

med

ia)

• Sc

ans

the

envir

onm

ent f

or k

ey

info

rmat

ion

and

mes

sage

s to

info

rm

the

deve

lopm

ent o

f com

mun

icatio

n st

rate

gies

to a

chie

ve s

pecifi

c ob

ject

ives

• Us

es v

arie

d co

mm

unica

tion

vehi

cles

and

oppo

rtuni

ties

to p

rom

ote

dialo

gue

and

deve

lop

shar

ed u

nder

stan

ding

and

co

nsen

sus

• Co

ache

s an

d in

spire

s ot

hers

to

parti

cipat

e in

the

know

ledg

e ex

chan

ge

proc

ess

• Pr

oduc

es h

igh-

quali

ty w

ritte

n co

mm

unica

tions

doc

umen

ts th

at a

ddre

ss

com

plex

org

aniza

tiona

l issu

es in

a ti

mel

y fa

shio

n (e

.g.,

annu

al re

ports

, pro

posa

ls)

• W

rites

stra

tegi

cally

, fro

m a

bro

ad

corp

orat

e pe

rspe

ctive

, cle

arly

and

artic

ulat

ely

pres

entin

g a

posit

ion,

whi

le

dem

onst

ratin

g an

und

erst

andi

ng o

f th

e ne

eds

and

sens

itivitie

s of

var

ied

audi

ence

s

EXAMPLES

I–24



ETHICAL CONDUCT AND PROFESSIONALISM E

TH

ICA

L C

ON

DU

CT

AN

D P

RO

FES

SIO

NA

LIS

M: P

rovi

de p

rofe

ssio

nal s

ervi

ces

acco

rdin

g to

the

prin

cipl

es a

nd v

alue

s of

inte

grity

, co

mpe

tenc

e, re

spon

sibi

lity,

resp

ect,

and

trus

t to

safe

guar

d bo

th s

elf a

nd o

ther

s. In

clud

es th

e de

velo

pmen

t of p

rofe

ssio

nalis

m a

nd e

thic

al

beha

viou

r in

sel

f and

oth

ers

(indi

vidu

als,

gro

ups,

org

aniz

atio

ns, c

omm

uniti

es).

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Ad

here

s to

prin

ciple

s an

d a

code

of

cond

uct e

stab

lishe

d fo

r own

pro

fess

iona

l bo

dy o

r ass

ociat

ion

• M

ainta

ins

know

ledg

e of

and

abi

des

by re

leva

nt le

gisla

tion

for r

egio

n an

d ar

ea o

f pro

fess

iona

l pra

ctice

(e.g

., ag

e co

nsid

erat

ions

in o

btain

ing

info

rmed

co

nsen

t)

• Pa

rticip

ates

in c

ontin

uous

lear

ning

ac

tivitie

s to

rem

ain c

urre

nt w

ith

prof

essio

nal k

nowl

edge

and

main

tain

ce

rtific

atio

n or

pro

fess

iona

l ass

ociat

ion

requ

irem

ents

• In

corp

orat

es b

est p

ract

ices

know

ledg

e in

to w

ork

when

ever

pos

sible

• Re

stric

ts p

ract

ice to

one

’s ar

ea o

f tra

inin

g an

d ex

perti

se, a

nd m

akes

clai

m

to o

nly

earn

ed/a

ctua

l pro

fess

iona

l cr

eden

tialin

g an

d ex

perie

nce

• M

akes

app

ropr

iate

refe

rrals/

reco

mm

enda

tions

whe

re la

ck o

f ex

perti

se o

r org

aniza

tiona

l man

date

di

ctat

es

• Av

oids

dua

l rel

atio

nshi

ps a

t all t

imes

(e

.g.,

fam

ilial,

sexu

al, s

ocial

, fina

ncial

, bu

sines

s) a

nd h

ones

tly a

ccou

nts

for

relat

ions

hips

whe

n as

ked

to d

o so

• In

form

s cli

ents

fully

of i

nfor

med

con

sent

, cli

ent r

ight

s an

d re

spon

sibilit

ies,

and

prof

essio

nal r

espo

nsib

ilitie

s re

gard

ing

lega

l and

eth

ical c

ondu

ct

• En

sure

s th

at th

e pr

ivacy

and

co

nfide

ntial

ity o

f clie

nt in

form

atio

n an

d re

latio

nshi

ps a

re m

ainta

ined

exc

ept

wher

e di

sclo

sure

is re

quire

d un

der l

aw o

r to

pro

tect

the

clien

t or o

ther

s fro

m c

lear

an

d im

min

ent d

ange

r

• Ar

ticul

ates

and

pra

ctice

s a

mod

el o

f eth

ical

decis

ion-

mak

ing

to in

form

pra

ctice

and

pr

ovid

e re

ason

able

alte

rnat

ives

and

solu

tions

to

eth

ical d

ilem

mas

/issu

es

• Pa

rticip

ates

in a

nd a

dvoc

ates

for a

ppro

priat

e su

perv

ision

from

sup

erio

rs

• Id

entifi

es a

nd c

onfro

nts

inst

ance

s of

tra

nsfe

renc

e an

d co

unte

r-tra

nsfe

renc

e in

the

clien

t-the

rapi

st re

latio

nshi

p an

d re

fers

clie

nt(s

) wh

en o

bjec

tivity

is c

ompr

omise

d

• Co

nfro

nts

and/

or o

ther

wise

add

ress

es

false

cre

dent

ialin

g in

col

leag

ues

and

othe

r pr

ofes

siona

l ass

ociat

es a

nd g

roup

s

• Id

entifi

es a

nd c

onfro

nts

dual

relat

ions

hips

an

d ot

her e

thica

l vio

latio

ns re

gard

ing

colle

ague

s an

d ot

her p

rofe

ssio

nal a

ssoc

iates

/or

gani

zatio

ns

• Se

ts p

erso

nal a

nd p

rofe

ssio

nal

boun

darie

s an

d lim

its to

pre

vent

or m

itigat

e jo

b-re

lated

fa

tigue

and

bur

nout

• Re

frain

s fro

m e

xplo

itatio

n of

clie

nts

for a

ny

pers

onal

or p

rofe

ssio

nal g

ain, u

nder

stan

ding

th

eir v

ulne

rabi

lity a

nd s

usce

ptib

ility

to d

ual

relat

ions

hips

, and

thei

r gra

titud

e fo

r ser

vices

re

nder

ed

• Gr

acio

usly

decli

nes

gifts

or s

imila

r ind

icatio

ns

of a

ppre

ciatio

n fro

m c

lient

s, ex

cept

toke

n gi

fts

wher

e cu

ltura

lly a

ppro

priat

e

• Co

nsist

ently

act

s in

an

hone

st, t

rust

ing

and

resp

ectfu

l man

ner w

ith o

ther

s at

all t

imes

, co

ntrib

utin

g to

the

inte

grity

ass

ociat

ed w

ith

ethi

cal c

ondu

ct

• Fa

cilita

tes

disc

ussio

n of

eth

ics-r

elat

ed

situa

tions

with

col

leag

ues

to e

xplo

re

cons

ider

atio

ns a

nd p

oten

tial s

olut

ions

fo

r eth

ical d

ilem

mas

• Pr

ovid

es g

uida

nce

to o

ther

s to

ens

ure

they

und

erst

and

the

impl

icatio

ns o

f une

thica

l beh

avio

ur

and

how

to p

ract

ice in

an

ethi

cal

man

ner

• M

odel

s et

hica

l beh

avio

ur c

onsis

tent

ly an

d ac

ross

a v

arie

ty o

f situ

atio

ns

• Re

flect

s on

own

valu

es a

nd

belie

fs a

nd c

onsid

ers

the

need

to

re-e

valu

ate/

reas

sess

wor

k ro

le a

nd

resp

onsib

ilitie

s wh

en th

ey n

o lo

nger

re

flect

cur

rent

pro

fess

iona

l pra

ctice

or

acc

epte

d kn

owle

dge

• M

onito

rs th

e wo

rk e

nviro

nmen

t of

sel

f and

oth

ers

to g

uard

ag

ainst

dup

licat

ion

of s

ervic

e an

d un

nece

ssar

y, in

adeq

uate

or

inap

prop

riate

ser

vice

• M

ainta

ins

prof

essio

nal a

nd

ethi

cally

sou

nd re

latio

nshi

ps w

ith

all c

olle

ague

s an

d, in

par

ticul

ar,

empl

oyee

s un

der s

uper

visio

n

• Us

es u

nder

stan

ding

of p

ower

/au

thor

ity re

latio

nshi

ps to

avo

id u

ndue

in

fluen

ce o

ver o

ther

s, an

d tre

ats

peop

le fa

irly

• Re

cogn

izes

othe

rs’ e

thica

l pra

ctice

and

de

cisio

n m

akin

g in

ord

er to

pro

mot

e et

hica

l beh

avio

ur a

nd c

omm

unica

te th

e ex

pect

atio

ns o

f the

org

aniza

tion

• En

sure

s ap

prop

riate

pol

icies

are

in

plac

e an

d ac

ted

upon

rega

rdin

g et

hica

l co

nduc

t (e.

g., a

ccep

tabl

e do

llar v

alue

of to

ken

gifts

), an

d co

nseq

uenc

es o

f m

iscon

duct

• Es

tabl

ishes

org

aniza

tiona

l pol

icy

on th

e hi

ring

of “r

ecov

erin

g” (f

rom

su

bsta

nce

depe

nden

cy) e

mpl

oyee

s an

d em

ploy

men

t-rel

ated

con

sequ

ence

s of

relap

se d

urin

g em

ploy

men

t (e.

g.,

num

ber o

f yea

rs a

bstin

ence

is re

quire

d be

fore

hirin

g, a

nd b

oth

relap

se re

cove

ry

and

retu

rn to

wor

k pl

ans)

• Pr

ovid

es, o

n oc

casio

n, tr

ainin

g/co

urse

s on

eth

ical d

ecisi

on m

akin

g fo

r oth

ers

in

the

field

• Do

cum

ents

and

repo

rts a

ll ins

tanc

es

of s

erio

us e

thica

l vio

latio

ns/c

ondu

ct b

y co

lleag

ues

and

prof

essio

nal a

ssoc

iates

, an

d ta

kes

appr

opria

te a

ctio

ns to

reso

lve

situa

tions

• Co

nduc

ts a

ppro

priat

e su

perv

isory

se

ssio

ns w

ith o

ther

s

• En

sure

s co

mpl

iance

of o

rgan

izatio

nal

and

legi

slate

d po

licie

s to

(or r

egar

ding

) th

e hi

ghes

t eth

ical,

lega

l and

pro

fess

iona

l st

anda

rds

EXAMPLES

I–25


Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY INTERPERSONAL RAPPORT/SAVVY

INT

ER

PE

RS

ON

AL

RA

PP

OR

T/S

AV

VY:

Est

ablis

h an

d m

aint

ain

rela

tions

hips

bas

ed o

n m

utua

l res

pect

and

trus

t, ap

prop

riate

sen

sitiv

ity a

nd

tran

spar

ency

, em

path

y, a

nd c

ompa

ssio

n w

ith c

lient

s, c

olle

ague

s, p

rofe

ssio

nal a

ssoc

iate

s an

d th

e gr

eate

r co

mm

unity

. Enc

ompa

sses

ski

lls o

f ta

ct, d

iplo

mac

y an

d se

nsiti

vity

in a

ll en

coun

ters

with

oth

ers.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• De

mon

stra

tes

awar

enes

s of

oth

ers’

feel

ings

, opi

nion

s, ex

perie

nces

and

ba

ckgr

ound

s

• Ex

plain

s ho

w ow

n op

inio

ns, f

eelin

gs a

nd

bias

es c

an im

pact

oth

ers

• En

gage

s ot

hers

in a

non

-thre

aten

ing

and

sens

itive

man

ner

• Us

es v

erba

l and

non

-ver

bal c

ues

to

build

and

impr

ove

relat

ions

hips

and

co

mm

unica

tion

with

oth

ers

• Sh

ows

mot

ivatio

n to

dev

elop

and

hon

e st

rong

relat

ions

hip

build

ing

skills

• En

gage

s ot

hers

and

bui

lds

mut

ual

relat

ions

hips

of r

espe

ct, h

ones

ty a

nd

inte

rest

• Kn

ows

when

to s

elf-d

isclo

se to

oth

ers

and

what

deg

ree

is ap

prop

riate

• Co

mm

unica

tes

in a

resp

ectfu

l, ho

nest

an

d ge

nuin

e m

anne

r

• Is

sens

itive

to in

divid

ual c

hara

cter

istics

/no

rms

and

cultu

ral a

nd s

ocial

con

text

wh

en in

tera

ctin

g wi

th o

ther

s

• An

ticip

ates

and

inte

rpre

ts o

ther

s’ bo

dy

langu

age

and

emot

iona

l cue

s an

d ad

just

s ap

proa

ch a

s ne

cess

ary

• Us

es in

terp

erso

nal s

kills

and

genu

ine

inte

rest

in o

ther

s to

bui

ld re

latio

nshi

ps o

f m

utua

l res

pect

and

trus

t

• Bu

ilds

trust

with

oth

ers

by c

onsis

tent

ly be

havin

g in

a p

rofe

ssio

nal a

nd re

liabl

e m

anne

r

• Us

es e

thica

l stra

tegi

es to

man

age

relat

ions

hips

and

out

com

es

• Us

es h

umou

r whe

re a

ppro

priat

e as

a

met

hod

for e

ngag

ing

and

build

ing

relat

ions

hips

with

oth

ers

• Us

es s

kills

of m

otiva

tion,

ass

ertiv

enes

s an

d le

ader

ship

to a

dvoc

ate

for

clien

t gro

ups

and

new

reso

urce

s, as

ap

prop

riate

• Re

spec

ts a

nd s

eeks

to u

nder

stan

d th

e po

int o

f vie

w of

oth

ers

and

thei

r de

finitio

ns o

f the

ir ne

eds

and

succ

esse

s

• En

gage

s ot

hers

in re

latio

nshi

p an

d di

alogu

e, b

uild

ing

rapp

ort w

ith e

ase

• Is

attu

ned

to fe

elin

gs a

nd e

mot

ions

of

othe

rs th

at th

ey fi

nd d

ifficu

lt to

exp

ress

(h

as in

terp

erso

nal r

adar

)

• Di

splay

s ap

prop

riate

com

pass

ion

and

empa

thy

towa

rds

othe

rs w

hile

m

ainta

inin

g pr

ofes

siona

l and

eth

ical

boun

darie

s

• Ro

utin

ely

asse

sses

inte

rper

sona

l skil

ls an

d pr

esen

tatio

n or

impa

ct a

nd a

djus

ts

style

to m

eet t

he n

eeds

of o

ther

s

• En

sure

s all

sta

ff m

embe

rs tr

eat o

ther

s in

a

com

pass

iona

te m

anne

r with

resp

ect t

o th

eir p

rivac

y an

d di

gnity

• Us

es in

terp

erso

nal t

act a

nd d

iplo

mac

y to

fo

ster

and

sus

tain

pos

itive

relat

ions

hips

wi

th in

divid

uals,

gro

ups,

orga

niza

tions

an

d co

mm

unitie

s

• Es

tabl

ishes

and

bui

lds

upon

col

labor

ative

re

latio

nshi

ps w

ith k

ey c

omm

unity

co

ntac

ts a

nd in

terd

iscip

linar

y or

gani

zatio

ns

• Di

ffuse

s ev

en h

igh-

tens

ion

situa

tions

co

mfo

rtabl

y

• En

sure

s in

clusiv

e re

latio

nshi

p bu

ildin

g pr

actic

es w

ith k

ey s

take

hold

ers

and

asse

sses

impa

ct a

t ind

ividu

al, g

roup

and

or

gani

zatio

nal le

vels

EXAMPLES

I–26


Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY

LEADERSHIPLE

AD

ER

SH

IP: H

elp

othe

rs a

chie

ve e

xcel

lent

resu

lts a

nd c

reat

e en

thus

iasm

for

a sh

ared

vis

ion

and

mis

sion

, eve

n in

the

face

of

criti

cal d

ebat

e an

d ad

vers

ity.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• En

cour

ages

and

fost

ers

dialo

gue,

valu

ing

team

mem

bers

’ inp

ut

• Sh

ows

appr

eciat

ion

for w

ork

well

done

by

othe

rs b

y pr

ovid

ing

tang

ible

re

cogn

ition

• Br

ings

exc

elle

nt p

erfo

rman

ce to

th

e at

tent

ion

of th

e lar

ger t

eam

or

orga

niza

tion

• Sh

ows

orga

niza

tiona

l and

pro

fess

iona

l co

mm

itmen

t and

sup

ports

the

visio

n an

d m

issio

n of

the

orga

niza

tion

• Op

enly

shar

es in

form

atio

n on

dec

ision

s an

d ch

ange

s in

a ti

mel

y m

anne

r

• Bu

ilds

supp

ort f

or a

nd c

omm

itmen

t to

new

initia

tives

inclu

ding

non

-trad

itiona

l or

inno

vativ

e ac

tivitie

s

• En

hanc

es u

nder

stan

ding

of a

nd

com

mitm

ent t

o ch

ange

am

ong

peer

s by

in

volvi

ng th

ose

affe

cted

by

it

• Se

ts c

lear

and

reali

stic

proj

ect g

oals,

ac

tivitie

s, tim

elin

es, d

elive

rabl

es/p

rodu

cts,

and

acco

unta

biliti

es fo

r tea

m

• Re

cogn

izes

and

rewa

rds

good

per

form

ance

an

d de

als c

onst

ruct

ively

with

set

back

s

• En

sure

s em

ploy

ees

have

the

fund

amen

tal

reso

urce

s, in

form

atio

n an

d su

ppor

t nee

ded

to

do th

eir j

obs

• Co

nsid

ers

indi

vidua

l’s c

ompe

tenc

ies,

inte

rest

s an

d co

ncer

ns in

est

ablis

hing

team

stru

ctur

es,

role

s, an

d re

spon

sibilit

ies

• Cr

eate

s an

env

ironm

ent w

here

team

m

embe

rs c

onsis

tent

ly pu

sh fo

r im

prov

ed

team

per

form

ance

and

pro

duct

ivity

• Le

ads

by e

xam

ple,

mod

ellin

g th

e de

sired

be

havio

urs,

and

actin

g wi

th p

rofe

ssio

nalis

m

and

inte

grity

• De

signs

and

dev

elop

s pr

ogra

ms

and

tool

s to

pr

omot

e te

am le

arni

ng d

urin

g a

chan

ge e

ffort

• Ch

allen

ges

rule

s or

pra

ctice

s th

at p

rese

nt

inap

prop

riate

bar

riers

to in

depe

nden

t act

ion

and

decis

ion

mak

ing

• Cu

ltivat

es e

nerg

y, ex

citem

ent

and

optim

ism in

the

orga

niza

tion,

pa

rticu

larly

thro

ugh

times

of c

hang

e

• En

sure

s th

at p

rogr

ams

and

goals

are

ali

gned

with

the

broa

der v

ision

and

pr

iorit

ies

of th

e or

gani

zatio

n, in

cludi

ng

orga

niza

tiona

l cha

nge

stra

tegi

es

• Id

entifi

es w

hen

it is

appr

opria

te

and

not a

ppro

priat

e to

take

on

a le

ader

ship

role

• Ta

kes

resp

onsib

ility

for a

ctio

ns a

nd

decis

ions

eve

n wh

en u

npop

ular

• Re

spon

ds to

requ

ests

for d

irect

ion

durin

g tim

es o

f cris

is

• De

lega

tes

resp

onsib

ility

acco

rdin

g to

oth

ers’

skills

set

s, st

reng

ths

and

expe

rtise

whe

neve

r pos

sible

rath

er

than

takin

g ch

arge

or m

icro-

man

agin

g

• El

imin

ates

or r

estru

ctur

es a

ctivi

ties

that

do

not s

uppo

rt th

e fu

ture

su

cces

s of

the

orga

niza

tion

• Se

izes

oppo

rtuni

ties

to c

omm

unica

te

conv

incin

gly

abou

t the

nec

essit

y an

d po

sitive

impa

ct o

f hea

lthy

chan

ge o

f or

gani

zatio

ns

• Tr

acks

the

impa

ct o

f org

aniza

tiona

l ch

ange

, mak

ing

adju

stm

ents

to

the

impl

emen

tatio

n of

the

chan

ge

initia

tive

as n

eede

d

• Es

tabl

ishes

and

arti

culat

es th

e or

gani

zatio

n’s

visio

n an

d va

lues

• Se

ts s

trate

gic

goals

and

dev

elop

s an

d im

plem

ents

pro

gram

s an

d ch

ange

st

rate

gies

alig

ned

with

the

stra

tegi

c di

rect

ion

and

visio

n

• En

sure

s th

at th

e or

gani

zatio

nal s

truct

ure

and

proc

esse

s su

ppor

t the

org

aniza

tion’

s st

rate

gic

dire

ctio

n an

d ch

ange

act

ivitie

s

• M

onito

rs c

urre

nt d

evel

opm

ents

and

tre

nds

that

may

affe

ct im

plem

enta

tion

of o

rgan

izatio

nal d

irect

ion,

cha

nge

stra

tegi

es, p

rogr

ams

or p

lans

• Us

es u

nder

stan

ding

of t

he d

ynam

ic re

latio

nshi

ps, v

iewp

oint

s an

d ag

enda

s, bo

th a

ckno

wled

ged

and

impl

icit,

of

key

play

ers

and

stak

ehol

ders

in th

e su

bsta

nce

abus

e fie

ld to

furth

er th

e or

gani

zatio

n’s

succ

ess

• Cr

eate

s an

env

ironm

ent t

hat e

ncou

rage

s ch

ange

, inn

ovat

ion,

impr

ovem

ent a

nd

resp

onsib

le ri

sk-ta

king

• Co

nduc

ts n

eeds

ana

lyses

to d

eter

min

e if

chan

ge is

nec

essa

ry, a

nd id

entifi

es a

nd

impl

emen

ts c

hang

e st

rate

gies

• De

fines

the

obje

ctive

s of

org

aniza

tion-

wide

cha

nge

proc

esse

s an

d es

tabl

ishes

gu

idel

ines

that

ens

ure

trans

pare

ncy,

acco

unta

bility

, ris

k co

ntro

l, an

d cr

isis

man

agem

ent d

urin

g th

e ch

ange

pro

cess

• Pa

rtner

s wi

th c

hang

e le

ader

s an

d m

anag

ers

in p

lanni

ng, i

mpl

emen

ting

and

evalu

atin

g in

terv

entio

ns to

impr

ove

orga

niza

tiona

l per

form

ance

EXAMPLES

I–27


Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYPLANNING AND ORGANIZING

PLA

NN

ING

AN

D O

RG

AN

IZIN

G: I

dent

ify a

nd p

riorit

ize

task

s, d

evel

op a

nd im

plem

ent p

lans

, eva

luat

e ou

tcom

es, a

nd a

djus

tac

tiviti

es in

ord

er to

ach

ieve

obj

ectiv

es.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Pl

ans

and

orga

nize

s as

signe

d wo

rk

acco

rdin

g to

pre

-det

erm

ined

sta

ndar

ds

or p

roce

dure

s

• As

sess

es w

ork

prio

ritie

s fo

r sel

f and

se

eks

clarit

y as

nee

ded

• Ad

here

s to

set

tim

elin

es

• Re

spon

sibly

uses

the

reso

urce

s at

one

’s im

med

iate

disp

osal

• Co

mm

unica

tes

with

sup

ervis

or re

gular

ly re

gard

ing

the

stat

us a

nd fe

asib

ility

of

work

• Us

es ti

me

and

reso

urce

s ef

ficie

ntly

• Ba

lance

s m

ultip

le d

utie

s an

d ta

sks

effe

ctive

ly an

d ef

ficie

ntly

• Di

stin

guish

es b

etwe

en u

rgen

t/non

-urg

ent

and

impo

rtant

/uni

mpo

rtant

task

s

• An

alyze

s wo

rk a

nd b

reak

s pr

ojec

ts in

to

small

er a

ctivi

ties

to fa

cilita

te c

ompl

etio

n

• Id

entifi

es n

eede

d re

sour

ces

and

esta

blish

es ti

mel

ines

• Co

ntin

ually

plan

s fo

r effe

ctive

ac

com

plish

men

t of n

ext s

teps

; an

ticip

ates

wor

k ne

eds

and

prio

ritize

s in

ac

cord

ance

with

the

orga

niza

tion’

s go

als

• M

akes

nee

ded

adju

stm

ents

to ti

mel

ines

, st

eps,

and

reso

urce

allo

catio

n

• Ro

utin

ely

upda

tes

team

mem

bers

/co

lleag

ues

and

supe

rviso

r of w

ork

stat

us

and

prog

ress

as

requ

ired

• Co

nsist

ently

refle

cts

on a

ctivi

ties

to

ensu

re th

ey a

re in

line

with

obj

ectiv

es

• Ev

aluat

es o

utco

mes

of a

ctivi

ties

on a

re

gular

bas

is

• M

anag

es a

wid

e ra

nge

of c

ompl

ex ta

sks

and

proj

ects

effe

ctive

ly an

d ef

ficie

ntly,

us

ing

both

form

al an

d in

form

al ch

anne

ls to

ach

ieve

them

as

appr

opria

te

• Id

entifi

es th

e va

ried

reso

urce

s ne

eded

to

acco

mpl

ish p

roje

cts

(e.g

., di

ffere

nt ty

pes

of e

xpen

ditu

res;

diff

eren

t skil

l mixe

s, ta

king

into

acc

ount

gro

up m

embe

rs’

skills

, nee

ds a

nd, i

f pos

sible,

pre

fere

nces

)

• Pr

oduc

es re

alist

ic an

d ac

hiev

able

wor

k pl

ans,

accu

rate

ly as

sess

ing

scop

e of

pr

ojec

ts a

nd d

ifficu

lty o

f tas

ks, a

nd

esta

blish

es p

riorit

ies

for s

elf a

nd o

ther

s

• M

onito

rs o

utco

mes

, act

ivitie

s an

d us

e of

re

sour

ces

(e.g

., pe

ople,

sup

plie

s, m

oney

)

• De

velo

ps b

ack-

up p

lans

to h

andl

e po

tent

ial o

bsta

cles

and

rene

gotia

tes

com

mitm

ents

or d

eadl

ines

as

circu

mst

ance

s di

ctat

e

• Up

date

s em

ploy

ees

and

man

agem

ent

and/

or s

take

hold

ers

regu

larly

on s

tatu

s of

pro

ject

s

• Pl

ans

and

orga

nize

s at

a s

trate

gic

leve

l, de

velo

ping

bus

ines

s pl

ans

for t

he

orga

niza

tion

• Se

cure

s, all

ocat

es a

nd c

oord

inat

es

prog

ram

or p

roje

ct re

sour

ces

in lin

e wi

th

stra

tegi

c di

rect

ion

• En

sure

s sy

stem

s ar

e in

plac

e to

cap

ture

th

e in

form

atio

n ne

eded

to m

onito

r and

ev

aluat

e pr

ogre

ss, o

utco

mes

and

use

of

reso

urce

s

• En

sure

s pr

ogra

ms

are

mon

itore

d to

trac

k pr

ogre

ss, o

utco

mes

and

opt

imal

use

of re

sour

ces,

and

that

adj

ustm

ents

are

m

ade

as n

eede

d

• De

term

ines

and

com

mun

icate

s ob

ject

ives,

prio

ritie

s an

d st

rate

gies

that

pr

ovid

e di

rect

ion

for t

he o

rgan

izatio

n

• En

sure

s ou

tcom

es a

re e

valu

ated

• Ch

allen

ges

unso

und

and

inef

ficie

nt

orga

niza

tiona

l pol

icy a

nd p

ract

ices,

and

sugg

ests

cha

nge

stra

tegi

es

EXAMPLES

I–28


SE

LF C

AR

E: D

elib

erat

ely

and

cont

inuo

usly

app

ly p

rofe

ssio

nal a

nd p

erso

nal s

elf c

are

prin

cipl

es to

one

self

and,

at t

imes

, oth

ers

to s

usta

in o

ptim

al p

rodu

ctiv

ity w

hile

mai

ntai

ning

phy

sica

l, m

enta

l, sp

iritu

al a

nd e

mot

iona

l hea

lth.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Se

eks

to in

crea

se o

wn k

nowl

edge

of

prof

essio

nal a

nd p

erso

nal s

elf c

are

prin

ciple

s

• Se

eks

self

know

ledg

e of

per

sona

l, co

gnitiv

e, e

mot

iona

l, sp

iritua

l, ph

ysica

l an

d be

havio

ural

char

acte

ristic

s an

d ot

her

fact

ors

that

may

affe

ct e

ffect

ivene

ss a

nd

well-

bein

g

• De

mon

stra

tes

know

ledg

e of

one

’s pe

rson

al ca

pabi

lity a

nd lim

its a

nd a

cts

with

in th

ese

para

met

ers

• De

mon

stra

tes

an u

nder

stan

ding

of t

he

impo

rtanc

e of

pro

fess

iona

l and

per

sona

l bo

unda

ries

to s

elf c

are

• Se

eks

to re

solve

pro

fess

iona

l and

pe

rson

al bo

unda

ry c

halle

nges

and

ac

tivel

y se

eks

to d

evel

op a

dapt

ive

stra

tegi

es a

nd o

utco

mes

, e.g

., ap

prop

riate

use

of h

umou

r

• Ro

utin

ely

sche

dule

s tim

e fo

r refl

ectiv

e ac

tion

to e

valu

ate

self

care

effi

cacy

• Cr

eate

s a

healt

hy w

ork

spac

e fo

r sel

f by

sch

edul

ing

inte

rmitt

ent s

elf c

are

brea

ks (e

.g.,

mea

ls, s

hort

walks

, tim

e wi

th c

o-wo

rker

s) a

nd ta

kes

resp

onsib

ility

for m

ainta

inin

g re

ason

able

wor

k ho

urs

and

addr

essin

g ov

erwo

rk c

once

rns

with

su

perio

rs

• Se

ts a

nd m

ainta

ins

appr

opria

te p

rofe

ssio

nal

and

pers

onal

boun

darie

s wi

th c

lient

s an

d co

lleag

ues

• Ro

utin

ely

refle

cts

on s

treng

ths,

weak

ness

es

and

reali

stic

self

expe

ctat

ions

and

lear

ns fr

om

expe

rienc

e an

d fe

edba

ck fr

om p

eers

• Ta

kes

resp

onsib

ility

for o

ne’s

pers

onal,

pr

ofes

siona

l, m

enta

l and

phy

sical

healt

h,

appr

opria

tely

usin

g av

ailab

le le

ave

and

healt

h an

d we

llnes

s be

nefit

s

• Pr

oact

ively

enga

ges

in p

ositiv

e he

alth

beha

viour

s (e

.g.,

main

tain

s wo

rk/li

fe b

alanc

e,

prop

er n

utrit

ion

and

phys

ical h

ealth

hab

its)

• Ad

apts

one

’s pe

rson

al co

ping

stra

tegi

es to

de

al wi

th d

ifficu

lt sit

uatio

ns, f

atig

ue a

nd s

tress

to

mitig

ate

impa

ct o

n se

lf

• Bu

ilds

supp

ort s

yste

ms

for s

elf a

t wor

k

• Pr

oact

ively

seek

s fe

edba

ck o

n se

lf ca

re p

ract

ices

and,

whe

n ne

cess

ary,

assis

tanc

e fro

m o

ther

s us

ing

avail

able

in

tern

al an

d ex

tern

al re

sour

ces

• De

velo

ps s

elf c

are

best

pra

ctice

s th

at

will a

ssist

sel

f and

pee

rs in

cop

ing

with

wor

k ch

allen

ges

such

as

stre

ss,

fatig

ue a

nd d

ifficu

lt sit

uatio

ns, e

.g.,

the

appr

opria

te u

se o

f hum

our t

o re

lieve

tens

ion

• De

velo

ps in

form

al su

ppor

t sys

tem

s an

d so

cial n

etwo

rks

to a

ssist

sel

f and

pe

ers

in p

ositiv

e se

lf ca

re

• Sh

ares

info

rmat

ion

and

less

ons

lear

ned

in s

elf c

are

by d

evel

opin

g or

par

ticip

atin

g in

pee

r con

sulta

tion

grou

ps

• Fo

ster

s se

lf ca

re in

pee

rs a

nd

refe

rs s

elf c

are

dist

ress

in p

eers

to

appr

opria

te re

sour

ce

• Co

ntrib

utes

thro

ugh

one’

s ac

tions

to

crea

ting

and

sust

ainin

g a

self

care

wo

rk c

ultu

re

• Se

eks

out w

ork

chall

enge

s th

at

prom

ote

self

inte

rest

and

rene

wed

enth

usias

m

• Im

plem

ents

sel

f car

e as

sess

men

ts a

nd

self

mon

itorin

g pr

ogra

ms

• Pr

ovid

es e

xper

tise

to o

ther

s in

id

entif

ying

cogn

itive,

em

otio

nal,

phys

ical

and

beha

viour

al sig

ns o

f thr

eats

to

prof

essio

nal a

nd p

erso

nal s

elf c

are

• De

velo

ps s

trate

gies

and

bes

t pra

ctice

s to

ass

ist o

ther

s in

cop

ing

with

diffi

cult

situa

tions

, stre

ss a

nd fa

tigue

• Fo

rmali

zes

supp

ort n

etwo

rks

to a

ssist

pe

ers

in p

erfo

rmin

g se

lf ca

re a

nd s

elf

mon

itorin

g ac

tivitie

s

• De

mon

stra

tes

flexib

ility

and

fairn

ess

in s

uppo

rting

the

adju

stm

ent o

f wor

k de

man

ds fo

r oth

ers

who

may

be

expe

rienc

ing

pers

onal

chall

enge

s


SELF CAREEXAMPLES

I–29


Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY SELF MANAGEMENT

SE

LF M

AN

AG

EM

EN

T: A

ppro

pria

tely

man

age

one’

s ow

n em

otio

ns a

nd s

tron

g fe

elin

gs; m

aint

ain

a ca

lm a

nd ta

ctfu

l com

posu

re u

nder

a b

road

ra

nge

of c

halle

ngin

g ci

rcum

stan

ces;

and

thin

k cl

early

and

sta

y fo

cuse

d un

der

pres

sure

. Enc

ompa

sses

sel

f-re

gula

tion

and

min

dful

ness

.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• De

scrib

es h

ow o

wn e

mot

ions

and

fe

elin

gs im

pact

wha

t is

said

, don

e an

d th

ough

t

• Ac

know

ledg

es o

wn p

erso

nal t

rigge

rs a

nd

how

and

wher

e on

e’s

valu

es, o

pini

ons

and

bias

es c

ould

lead

to lo

ss o

f con

trol

• Re

main

s ta

ctfu

l and

resp

ectfu

l of s

elf a

nd

othe

rs a

t all t

imes

• Us

es s

tress

man

agem

ent t

echn

ique

s an

d ou

tlets

and

wor

ks to

ward

s de

velo

ping

an

d ho

ning

per

sona

l res

ilienc

e sk

ills

• Ac

ts c

onsis

tent

ly wi

thin

pro

fess

iona

l and

pe

rson

al bo

unda

ries

• De

velo

ps p

erso

nal c

opin

g st

rate

gies

to

main

tain

a p

ositiv

e an

d ca

lm d

emea

nour

an

d ap

proa

ch in

diffi

cult

circ

umst

ance

s

• M

oves

on

and

reco

vers

swi

ftly

from

di

fficu

lt sit

uatio

ns

• Re

spon

ds in

an

emot

iona

lly s

tabl

e an

d co

nsist

ently

calm

, pro

fess

iona

l man

ner i

n va

rious

situ

atio

ns

• Fu

nctio

ns e

ffect

ively

and

main

tain

s ap

prop

riate

focu

s in

stre

ssfu

l or

emot

iona

l situ

atio

ns

• Us

es s

elf m

onito

ring

skills

to c

heck

pe

rson

al an

d sit

uatio

nal t

rigge

rs o

r “h

ot

butto

ns” e

arly

and

acts

to o

verc

ome

thes

e to

ach

ieve

pos

itive

outc

omes

for

self

and

othe

rs

• De

velo

ps a

kee

n ab

ility

to id

entif

y em

otio

nal a

nd s

ituat

iona

l trig

gers

in

othe

rs, a

nd u

ses

skill

and

tact

to fo

ster

an

d m

ainta

in d

ialog

ue

• Ke

eps

issue

s an

d sit

uatio

ns in

pe

rspe

ctive

in o

rder

to a

ct in

a th

ough

t-ou

t and

com

pose

d m

anne

r

• Re

cogn

izes

when

to re

mov

e se

lf an

d/or

ot

hers

from

a s

ituat

ion

and

when

to s

eek

assis

tanc

e in

dea

ling

with

the

situa

tion

• Pr

actic

es id

entifi

able

stre

ss m

anag

emen

t be

havio

urs

to m

ediat

e ow

n st

ress

re

spon

se

• Co

nsist

ently

mod

els

posit

ive s

elf

man

agem

ent a

nd p

rofe

ssio

nal d

ecor

um

and

acts

as

a po

sitive

role

mod

el to

ot

hers

• Co

ache

s an

d gu

ides

oth

ers

in h

onin

g th

eir s

elf m

anag

emen

t skil

ls an

d co

ping

wi

th d

ifficu

lt sit

uatio

ns

• Ap

plie

s po

sitive

stra

tegi

es to

diff

use

diffi

cult

situa

tions

• He

lps

peer

s an

d cli

ents

to id

entif

y pe

rson

al an

d gr

oup

barri

ers

to

appr

opria

te e

mot

iona

l reg

ulat

ion

and

shar

es s

trate

gies

to re

tain

a b

alanc

ed

pers

pect

ive a

nd re

main

com

pose

d

• Ro

utin

ely

refle

cts

upon

incid

ents

to

iden

tify

stra

tegi

es to

impr

ove

self

man

agem

ent a

biliti

es

• Co

ntin

uous

ly wo

rks

towa

rds

deve

lopi

ng

and

honi

ng p

erso

nal r

esilie

nce

and

emot

iona

l hea

lth in

sel

f and

oth

ers

• Pr

ovid

es e

xper

tise

to o

ther

s in

man

agin

g an

d de

-esc

alatin

g sit

uatio

ns

• Im

plem

ents

and

eva

luat

es s

tress

m

anag

emen

t and

sel

f man

agem

ent

prog

ram

s

• Cr

eate

s an

env

ironm

ent i

n wh

ich

welln

ess,

balan

ce a

nd a

pos

itive

resp

ectfu

l wor

kplac

e ar

e va

lued

• St

rate

gica

lly s

eeks

furth

er k

nowl

edge

an

d cr

eate

s op

portu

nitie

s fo

r oth

ers

to id

entif

y re

sour

ces

and

stra

tegi

es to

im

prov

e se

lf m

anag

emen

t abi

lities

• Pr

omot

es a

cul

ture

of s

elf m

anag

emen

t in

the

orga

niza

tion

and

hold

s in

divid

uals

acco

unta

ble

for t

heir

beha

viour

EXAMPLES

I–29



SELF MOTIVATION AND DRIVES

ELF

MO

TIV

AT

ION

AN

D D

RIV

E: R

emai

n m

otiv

ated

and

focu

sed

on a

goa

l unt

il th

e be

st p

ossi

ble

resu

lts a

re a

chie

ved,

with

bot

h pa

ssio

n fo

r m

akin

g a

diffe

renc

e in

the

subs

tanc

e ab

use

field

and

per

sist

ence

des

pite

con

front

ing

obst

acle

s, re

sist

ance

and

set

back

s.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Se

lect

s ap

prop

riate

app

roac

hes

and

tech

niqu

es th

at w

ill as

sist i

n re

achi

ng

outc

omes

• W

orks

act

ively

with

clie

nts

to a

ssist

them

in

reac

hing

des

ired

outc

omes

• Pr

ovid

es c

lient

s wi

th o

ppor

tuni

ties

for

mot

ivate

d ac

tion

and,

whe

re a

ppro

priat

e,

offe

rs id

eas

and

sugg

ests

mod

ified

appr

oach

es to

add

ress

spe

cific

issue

s

• Id

entifi

es a

nd a

cts

on is

sues

and

pr

oble

ms

rath

er th

an w

aitin

g fo

r iss

ues

to

reso

lve th

emse

lves

• Do

es n

ot g

ive u

p at

the

first

sig

n of

an

obst

acle

• M

ainta

ins

ener

gy a

nd w

ork

com

mitm

ent

thro

ugho

ut th

e wo

rk d

ay

• W

orks

inde

pend

ently

with

out s

uper

visio

n to

com

plet

e ta

sks,

takin

g th

e in

itiativ

e to

mak

e de

cisio

ns w

ithin

own

are

a of

re

spon

sibilit

y

• De

mon

stra

tes

initia

tive

and

mot

ivatio

n fo

r ac

tion

by p

roac

tivel

y m

ovin

g ac

tivitie

s an

d iss

ues

forw

ard

• Pe

rsev

eres

in th

e fa

ce o

f diffi

cult

circu

mst

ance

s to

ach

ieve

des

ired

resu

lts

• Us

es a

repe

rtoire

of b

est-p

ract

ice a

ppro

ache

s to

tack

le a

cha

lleng

ing

situa

tion

and

reac

h de

sired

out

com

e

• Us

es a

ll app

ropr

iate

reso

urce

s at

one

’s di

spos

al to

reac

h ob

ject

ives

• Pr

oact

ively

refle

cts

on p

ast s

ucce

sses

and

fa

ilure

s to

impr

ove

one’

s ap

proa

ch a

nd

cons

cious

ly av

oids

repe

atin

g pa

st m

istak

es

• De

mon

stra

tes

sens

itivity

to o

ther

s’ ne

eds,

opin

ions

and

des

ired

obje

ctive

s in

ach

ievin

g re

sults

• En

cour

ages

oth

ers

to p

erse

vere

in

the

face

of c

halle

nges

by

bein

g a

posit

ive ro

le m

odel

and

sha

ring

less

ons

lear

ned

• An

ticip

ates

pot

entia

l obs

tacle

s to

var

ious

cou

rses

of a

ctio

n an

d ov

erco

mes

them

to a

chie

ve d

esire

d re

sult

• Re

asse

sses

own

beh

avio

ur a

nd

appr

oach

whe

n co

min

g to

a d

ead

end

• As

sists

oth

ers

in a

nalyz

ing

past

su

cces

ses

and

failu

res

to a

ssist

them

in

mod

ifyin

g th

eir a

ppro

ach

and

met

hod

• Co

ntin

ually

sea

rche

s fo

r add

itiona

l so

lutio

ns o

r app

roac

hes

when

tra

ditio

nal m

etho

ds a

re n

ot s

ucce

ssfu

l

• Co

nsist

ently

ach

ieve

s go

als

succ

essf

ully

• Fo

cuse

s on

the

“bot

tom

line”

whi

le

rem

ainin

g re

spec

tful a

nd p

rofe

ssio

nal

• Id

entifi

es a

nd a

cts

on o

ppor

tuni

ties

to

impr

ove

proc

esse

s to

ach

ieve

des

ired

outc

omes

• Cr

eate

s op

portu

nitie

s to

und

erta

ke

initia

tives

that

will

bene

fit b

oth

the

orga

niza

tion

and

its c

lient

s

• Gu

ides

oth

ers

towa

rds

reso

urce

s in

su

ppor

t of r

each

ing

desir

ed o

utco

mes

• Pr

ovid

es e

xper

tise

to o

ther

s on

re

focu

sing

thei

r app

roac

h or

mod

ifyin

g th

eir b

ehav

iour

s to

reac

h de

sired

ou

tcom

es

• Ex

cels

in o

wn p

erfo

rman

ce a

nd

mot

ivate

s ot

hers

to d

o th

e sa

me

• De

mon

stra

tes

long

-term

thin

king

and

visio

ning

that

pro

mot

es th

e de

velo

pmen

t of

the

subs

tanc

e ab

use

field

and

wo

rkfo

rce

EXAMPLES

I–30


Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYTEAMWORK AND COOPERATION

TE

AM

WO

RK

AN

D C

OO

PE

RA

TIO

N: W

ork

coop

erat

ivel

y an

d pr

oduc

tivel

y w

ith o

ther

s w

ithin

and

acr

oss

orga

niza

tiona

l uni

ts to

ach

ieve

co

mm

on g

oals

; dem

onst

rate

resp

ect,

coop

erat

ion,

col

labo

ratio

n, a

nd c

onse

nsus

-bui

ldin

g.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• De

als h

ones

tly a

nd fa

irly w

ith o

ther

s, sh

owin

g co

nsid

erat

ion

and

resp

ect f

or

indi

vidua

l diff

eren

ces

• W

illing

ly sh

ares

the

work

load

with

and

as

sists

oth

er te

am m

embe

rs

• Co

ordi

nate

s ow

n wo

rk w

ith th

at o

f oth

ers

• Sh

ares

all r

elev

ant i

nfor

mat

ion

with

team

m

embe

rs

• Li

sten

s to

oth

ers’

viewp

oint

s wi

thou

t in

terru

ptio

n, p

ract

icing

act

ive lis

teni

ng

• Su

ppor

ts te

am d

ecisi

ons

• En

gage

s in

team

bui

ldin

g ef

forts

• Co

nsist

ently

sup

ports

team

’s pu

rpos

e an

d pr

oact

ively

acts

to p

ositiv

ely

influ

ence

team

resu

lts

• Pr

oact

ively

offe

rs a

ssist

ance

to te

am

mem

bers

whe

n ne

eded

• Ac

tivel

y ke

eps

team

mem

bers

info

rmed

of

the

stat

us o

f own

task

s wh

ich a

re

conn

ecte

d to

and

cou

ld h

ave

an im

pact

on

the

work

of o

ther

s

• Se

eks

and

valu

es o

ther

s’ in

put,

invo

lvem

ent a

nd e

xper

tise,

dem

onst

ratin

g a

willin

gnes

s to

lear

n fro

m o

ther

team

m

embe

rs

• Of

fers

con

stru

ctive

sug

gest

ions

and

op

inio

ns in

resp

onse

to id

eas

pres

ente

d

• Gi

ves

cred

it an

d ac

know

ledg

es

cont

ribut

ions

and

effo

rts o

f oth

er te

am

mem

bers

• In

fluen

ces

rele

vant

org

aniza

tiona

l go

als a

nd o

utco

mes

thro

ugh

effe

ctive

te

amwo

rk a

nd c

oope

ratio

n

• En

sure

s th

at a

ll gro

up m

embe

rs h

ave

an o

ppor

tuni

ty to

con

tribu

te to

gro

up

disc

ussio

ns

• Fa

cilita

tes

bene

ficial

reso

lutio

ns to

co

nflict

am

ong

team

mem

bers

• Fa

cilita

tes

coop

erat

ion

and

mot

ivatio

n wi

thin

and

acr

oss

team

s th

ough

var

ious

m

eans

inclu

ding

form

al te

am-b

uild

ing

activ

ities

• Pr

ovid

es fe

edba

ck to

team

mem

bers

to

mak

e th

e te

am s

ucce

ssfu

l

• Re

cogn

izes

and

rewa

rds

indi

vidua

l an

d gr

oup

cont

ribut

ions

and

give

s ap

prop

riate

cre

dit f

or s

ucce

sses

• En

sure

s ot

hers

reco

gnize

how

the

work

an

d su

cces

ses

of te

amm

ates

and

oth

er

pers

ons

cont

ribut

e to

the

succ

ess

of th

e te

am a

nd th

e or

gani

zatio

n

• Su

perv

ises,

guid

es, m

ento

rs a

nd

coac

hes

othe

rs in

dev

elop

ing

effe

ctive

te

amwo

rk p

ract

ices

• De

velo

ps p

roto

cols

and

proc

edur

es th

at

supp

ort a

nd e

nhan

ce te

amwo

rk w

ithin

th

e or

gani

zatio

n

• Va

lues

, rew

ards

and

reco

gnize

s te

am

succ

esse

s th

roug

h or

gani

zatio

nal

initia

tives

• Fa

cilita

tes

colla

bora

tion

acro

ss te

ams

to a

chie

ve c

omm

on g

oals,

bre

ak d

own

barri

ers

(stru

ctur

al, fu

nctio

nal,

cultu

ral)

betw

een

team

s; p

rom

otes

the

shar

ing

of

expe

rtise

and

reso

urce

s

• Pr

oact

ively

addr

esse

s te

am c

onflic

t with

ta

ct a

nd d

iplo

mac

y

EXAMPLES

I–31

competencies for canada’s substance abuse workforce ... · canadian centre on substance abuse,...

Documents