Core Competencies Implementation Guide 1
]
[
Core Competencies Implementation Guide 2
Core Competencies Implementation Guide 3
TABLE OF CONTENTS
Core Competencies Implementation Guide - Background 6
Core Competency Project Background 6
What are Core Competencies for the Developmental Services Sector? 8
Shared Interest and Common Understanding About Core Competencies 9
The Intention of Core Competencies – Outlining the Principles 9
Implementing Core Competencies – A Collaborative, Team Effort 9
Implementing Core Competencies – The Pilot Project 10
Acknowledgement 12
What’s in This Guide? 13
Overview on Implementation 14
Implementation – Key Phases 15
Implementation – Key Roles 17
Resources and Supports – Regional Champions 19
Detailed Implementation Plan – Phase 1: Pre-Launch 22
Phase 1: Pre-Launch – Communications Overview and Calendar 22
Phase 1: Pre-Launch – Training Preparation, Programs, and Calendar 27
Detailed Implementation Plan – Phase 2: Launch 32
Phase 2: Launch – Ongoing Communications Supporting Activities 32
Phase 2: Launch – Introduction to Competencies Training 35
Phase 2: Launch – Considering Different Training Modalities 320
Phase 2: Launch – Coaching for Competency Training 41
Phase 2: Launch – Coaching for Competencies –Best Practices and Recommendations 44
Detailed Implementation Plan – Phase 3: Building Core Competencies into HR
Processes 45
Phase 3: Building Core Competencies into HR Processes 45
Phase 3: Training on Behaviour-Based Interviewing 46
Detailed Implementation Plan – Phase 4: Behaviour-Based Interviewing –
Best Practices 49
Behaviour-Based Interviewing: Best Practices and Recommendations 49
Core Competencies Implementation Guide 4
Measuring and Monitoring Results 50
Conclusion 53
Core Competencies Implementation Guide 5
APPENDICES
Appendix A: Intention of Core Competencies
Appendix B: Implementation Team Guidelines
Appendix C: Agency Implementation Team Guidelines – Sample – Terms of Reference
Appendix D: Sample Agenda – Executive Director Meeting
Appendix E: Sample Agenda – Meeting with the Union President/ Employee Representative/
Employee Relations Committee
Appendix F: Core Competencies Questions and Answers (Q &A)
Appendix G: Sample – Initial Implementation Team Meeting Agenda
Appendix H: Sample – “Introduction to Competencies” E-Mail to All Employees
Appendix I: Sample – Training Invitation to Team Leaders/Managers/ Supervisors
Appendix J: Sample – Training Invitation for all Employees
Appendix K: Competency Backgrounder
Appendix L: Core Competency Dictionary
Appendix M: Sample – Newsletters
Appendix N: Sample – Posters
Appendix O: Sample – Coaching Model
Appendix P: Sample – Job Posting: Before and After
Appendix Q: Sample – Job Description: Before and After
Glossary of Terms
Core Competencies Implementation Guide 6
CORE COMPETENCIES IMPLEMENTATION GUIDE - BACKGROUND
CORE COMPETENCY PROJECT BACKGROUND
The Developmental Services Human Resource Strategy (DSHRS) is a partnership between the
Provincial Network on Developmental Services (PNDS) and the Ministry of Community and
Social Services (MCSS). The overall and specific objective of this partnership and the DSHRS is to
improve and maintain the quality of human resources in the development services sector and
to support a provincial system of accessible, fair and sustainable community-based supports. In
addition to addressing current human resource challenges such as recruitment, retention,
training, and succession planning the DSHRS also focuses on the changing role of the
developmental services professional within a transformed sector and the need to profile work
in the sector as a career of choice in Ontario. Guided by a steering committee, the DSHRS is co-
chaired by MCSS and PNDS representatives. As a multi-faceted strategy six sub-committees
were established, one of which was responsible for the development of Core Competencies for
seven key positions within the developmental services sector. The provincial implementation
of these Core Competencies is an important and critical key driver for all aspects of DSHRS and
lays the foundation for strengthening human resource development, recruitment and retention
practices for the sector.
MCSS provided funding to the Provincial Network on Developmental Services to engage Hay
Group, who worked with the Core Competencies Committee, to develop the Core
Competencies for our sector. In addition, the Ministry has been providing research,
administrative and in-kind support through their involvement with the DSHRS process,
including active participation on the Core Competencies committee and several others.
Recognizing the importance of this significant milestone in the evolution of a modern and
professional sector, MCSS has formally endorsed Core Competencies for developmental service
professionals and is keeping individuals with a developmental disability, their families, and
service agencies informed about the progress through regular communiqués and Spotlight.
The Developmental Service transfer payment agencies have donated incalculable hours of
employee time for the development of the Core Competencies as well as the successful pilot
initiative. Over 190 people participated in focus groups across the province and the pilot site
initiative on its own involved approximately 5,250 employees. Queen’s University, a key partner
throughout the implementation of the HR Strategy, has contributed significantly with the
evaluation of the pilot project and the preparation of the provincial implementation of core
Core Competencies Implementation Guide 7
competencies. As well, a survey of direct- support employees conducted by Queen’s University
resulted in 1,572 respondents.
In addition, both Community Living Ontario and OASIS have endorsed the Core Competencies
and are fully supportive of their provincial implementation. This coordination and collaboration
of effort by the Developmental Services Sector, MCSS and its partners is unprecedented in this
province and bodes well for the success of the Human Resource Strategy within the context of
the Ministry-initiated transformation initiative.
The Core Competencies that have been developed for our sector will facilitate recruitment
practices focused upon identifying a prospective employees’ underlying motivations and traits,
in addition to the technical skills needed for a particular position. This model of Core
Competencies is based on the demonstrated behaviours of superior performers in our sector in
a variety of roles, and is the result of 17 focus groups that were facilitated by Hay Group in all
nine MCSS designated regions in Ontario. To identify the Core Competencies for the seven key
positions, focus groups were conducted across the province with representation from all job
roles, as well as Behavioural Event Interviews (BEIs) with 10 Executive Directors. In total, 188
employees, families and members of self-advocate groups from all MCSS-designated regions
provided input towards the development of the Core Competency models. (For more
information on the specific Core Competencies and the development process undertaken,
please see the report “Building Human Resource Capacity: Core Competencies for Ontario’s
Developmental Services Sector” (October 1, 2009). The purpose of the focus groups and BEIs
was to identify the Core Competencies for the sector, at present, as well as for the transformed
sector of the future. The Core Competencies Committee played a significant role overseeing
Hay Group methodology and in ensuring that the diversity of the sector was represented
throughout the process.
The provincial implementation of Core Competencies will establish a common benchmark and
language for the key attributes needed for a particular position, which can then be promoted
and enhanced through agency-based training, formal education and mentoring programs.
Based on the experience of the Core Competencies Pilot Project, it is also expected that the
provincial adoption of Core Competencies will result in more targeted recruitment practices,
improved retention, specific competency focused training, clearer career paths, enhanced
employee morale, and a stronger sense of professional identity. Acknowledging the
relationship between a skilled, motivated and professional workforce and the quality of
supports provided, people we support will be the ultimate benefactors of the provincial
implementation of Core Competencies.
Adopting the Core Competencies model will assist sector agencies with:
• Recognizing and promoting the professionalism inherent in the Developmental Services
Professional role;
Core Competencies Implementation Guide 8
• Recruiting and retraining people who share the same underlying values, traits and
motivations that lead to superior service quality and job satisfaction;
• Providing enhanced and strength-based training opportunities as well as clear and
transparent career paths for job advancement; and
• Creating a foundation for enhanced leadership and improved employee morale with a
common language that is congruent with the values and philosophies embedded within the
developmental services sector.
WHAT ARE CORE COMPETENCIES FOR THE DEVELOPMENTAL SERVICES SECTOR?
Core Competencies are the values, traits and behaviours that a person demonstrates in
supporting (directly or indirectly) people with a developmental disability to live more inclusive
and dignified lives in the community. People with highly developed Core Competencies
exemplify the best quality of support in the sector. Highly developed Core Competencies mark
the difference between good, solid support quality and outstanding support quality. More
simply, behavioural Core Competencies can be thought of as “how” an individual approaches
the provision of support to people with a developmental disability. Employees must also
possess Technical Competencies – what a person needs to know to do a job (e.g. medication
dispensing protocols).
The Core Competencies identified for the developmental services sector are:
1. Advocating for Others
2. Collaboration
3. Creative Problem Solving & Decision Making
4. Developing Others
5. Fostering Independence in Others
6. Holding People Accountable
7. Initiative
8. Interpersonal Relations & Respect
9. Leading Others
10. Managing Change
11. Relationship/Network Building
12. Resilience
13. Resource Management
14. Self-Development
15. Strategic Thinking
See Appendix K: Core Competency Dictionary.
Core Competencies Implementation Guide 9
SHARED INTEREST AND COMMON UNDERSTANDING ABOUT CORE COMPETENCIES
The framework presented below was developed by the HR Shared Interest Committee – a sub-
committee of the DSHRS – that provided the direct support perspective in the development of
the Core Competencies implementation. These principles and guidelines are elaborated on in
the documents found in Appendix A: Intention of Core Competencies and Appendix B:
Implementation Team Guidelines.
The sections below provide a summary of the objectives and intent of Core Competencies.
Before agencies get started, it is important to make sure that all stakeholders agree on the
basic principles motivating the adoption of Core Competencies in the sector.
THE INTENTION OF CORE COMPETENCIES – OUTLINING THE PRINCIPLES
1. Recognize the professional nature of direct support work.
2. Enable and facilitate positive professional development and provide job enhancement
opportunities.
3. It is not the intent that Core Competencies be used for disciplinary purposes.
4. Recruit the right people.
5. Make career paths more transparent.
IMPLEMENTING CORE COMPETENCIES – A COLLABORATIVE, TEAM EFFORT
During the piloting phase of the Core Competencies model, lead agencies found that using a
collaborative, team-based approach was essential to successful implementation. The following
points summarize the key ingredients for an effective implementation team.
1. Collaboration: Local implementation teams should be co-facilitated by a manager
responsible for human resource training and a direct support employee responsible for
representing the perspectives of employees. At unionized agencies, the union should select
the direct support representative.
2. Shared interest: Begin by discussing the intent of Core Competencies and developing a
shared understanding of the principles motivating adoption of the Core Competencies.
3. Mutual support: The process of change is challenging. Establish clear objectives and break
the process into manageable steps. Celebrate your success along the way.
Core Competencies Implementation Guide 10
4. Communication: Information sharing and communication within the team and across the
agency is key to success. Take advantage of supports from regional champions and the
sector’s HR Strategy Committee and others who have been involved in the DSHRS.
IMPLEMENTING CORE COMPETENCIES – THE PILOT PROJECT
The Provincial Network on Developmental Services through its membership organizations has
endorsed the Core Competencies as developed, and their provincial implementation. To ensure
successful provincial implementation, a pilot project was launched with 16 agencies that
reflected the diversity within the sector. The key objectives of the pilot project were to:
• Develop and implement training tools and resources to support the implementation of Core
Competencies in agencies across the sector;
• Identify best practices and tips for implementation that will assist the agencies in the sector;
• Gather feedback on the various training and tools piloted and make adjustments as
necessary;
• Develop the skills, knowledge and expertise necessary for the implementation of Core
Competencies in agencies across Ontario;
• Build momentum and enthusiasm for the province wide implementation of Core
Competencies; and
• Create Regional Champions to support other agencies in implementing Core Competencies.
The mandate of the Pilot Project Implementation Committee was to provide leadership
throughout the various stages of the pilot project. This included reviewing and refining the tools
and processes developed and ensuring their effectiveness for the future provincial
implementation of Core Competencies in the developmental services sector. This guide
contains many of the tools and best practices that were developed, tested and refined, as well
as various recommendations related to successful implementation as gathered by the Pilot
Project Implementation Committee.
The pilot project was launched February 23, 2010, and concluded in December, 2010. The 16
pilot agencies represented a diverse cross-section of the sector and included agencies in both
rural and urban areas; agencies ranging in size from as few as 20 employees to those with more
than 1,000; agencies with unionized and non-unionized employees; and faith-based and
cultural-based agencies. These agencies – listed in the table below – were selected through a
competitive application process to ensure a representative sample of opinions, input and
feedback reflective of the diversity within the sector.
The piloting of the Core Competencies within the 16 agencies was guided by the Pilot Project
Implementation Committee. This committee included representatives from all sub-committees
Core Competencies Implementation Guide 11
of the DSHRS, as well as bargaining agent representatives, non-union agency representatives,
and the management and direct support leads of the pilot sites. Within each pilot agency, the
implementation of Core Competencies was led by an internal Agency Implementation Team co-
chaired by both a management and direct- support representative.
Core Competencies Pilot Sites
Central West
Specialized
Developmental Services
Community Living
Chatham-Kent
Community Living
North Bay
Community Living
Toronto
Community Living Brant Community Living
Essex County
Community Living
Oshawa/Clarington Ongwanada
Community Living
Cambridge
Community Living
Fort Frances &
District
Community Living Six
Nation
“Ronatahskats”
Ottawa Rotary
Home
Community Living
Campbellford/ Brighton
Community Living
London Mainstream Services Reena
ACKNOWLEDGEMENT
The Pilot Project Implementation Committee would like to acknowledge the following pilot site
representatives for their tremendous contribution to this project:
Core Competencies Implementation Guide 12
Organization Direct Support
Representative
Management
Representative
Reena Chris Moore Stacey Donaghy
Community Living Oshawa/ Clarington Sandra Forsythe/
Theresa O’Donnel
Kay Corbier
Community Living Toronto Edgar Saul Godoy/
Carolyn Bossert
Sandra Toth
Community Living London Monique Howard Lara Macdonald-Deane
Community Living Campbellford/
Brighton
Wilma Swan Leslie Steeves
Mainstream Services Celine Parent Noor Mufti
Central West Specialized
Developmental Services
Lynda Robinson Susan Scott
Community Living Chatham-Kent Brian Kelly Lesa Jansen
Community Living North Bay Jo Ann Wilson Sherry Carnevale
Ongwanada Angela Godard Cindy Chappell
Community Living Essex County Srila Perine Claire Market
Community Living Brant Becky Malig Julia Wheeler
Community Living Cambridge Tracy Gowing Liz Sloan
Community Living Fort Frances &
District
Tara Morrison Kim LePine
Community Living Six Nations
“Ronatahskats”
Dana Longboat Sandra Herkimer
Ottawa Rotary Home Sarah Picard Lauri Cox
Core Competencies Implementation Guide 13
WHAT’S IN THIS GUIDE
ABOUT THIS GUIDE
This guide has been developed for the Agency Implementation Team at each agency. The
experiences of the 16 Core Competencies Pilot Sites were used to create this Implementation
Guide. Pilot Site recommendations have been used to fine tune the tools and processes
agencies will need to successfully adopt Core Competencies. The guide has been discussed and
revised by the pilot sites, the Core Competencies Implementation Committee and the DSHRS
Steering Committee.
The Implementation Guide contains information, resources and guidance to support agencies as
they move forward with the introduction and implementation of Core Competencies within
their respective organizations. This includes:
• Timelines;
• Overview and description of implementation phases;
• Roles and responsibilities;
• Training programs and training requirements;
• Communications;
• Processes for monitoring and assessing progress;
• Background information and samples of tools, and templates, that will assist agencies in
incorporating Core Competencies into their HR practices;
• Names and contact information for additional resources and support; and
• A Glossary of Terms.
Core Competencies Implementation Guide 14
OVERVIEW ON IMPLEMENTATION
ABOUT THIS SECTION
This section of the guide will provide the information you will need to roll-out the various
communications and training to support the launch of Core Competencies within your agency.
The approach recommended is based on “best practices” and lessons learned from those
agencies involved in the pilot project that preceded this implementation. You may decide to
alter some of the recommended approaches based on the needs of your agency.
SHARED INTEREST AND COMMON UNDERSTANDING
Before an Agency Implementation Team begins its work on the implementation of Core
Competencies it is critical that it has a shared interest and common understanding of the
following three documents:
• Appendix A: Intention of Core Competencies
• Appendix B: Implementation Team Guidelines
• Appendix C: Agency Implementation Team Guidelines: Sample Terms of Reference
Core Competencies Implementation Guide 15
IMPLEMENTATION – KEY PHASES
Launching Core Competencies will involve 4 phases. The following is a description of each
phase and critical activities that the Agency Lead and Agency Implementation Team will want to
ensure are completed.
Phase Description
Phase 1:
Pre-Launch
Phase 1 is a critical step that lays the groundwork for launching Core
Competencies within the agency. This stage involves:
• Establishing the Agency Implementation Team;
• Assigning the key roles in implementing Core Competencies;
• Preparing and sending out initial communications to inform people of
the launch of Core Competencies and to explain how they will be rolled
out in the agency; and
• Organizing all of the training materials and resources, including the
preparation of other trainers/facilitators to lead the training sessions.
Phase 2:
Launch
Phase 2 involves the roll-out of the initial training. This includes:
• Training all employees, including administrative employees and
employees who supervise others, in the Introduction to Competencies
training.
� The Introduction to Competencies training will provide people with
an understanding of what Core Competencies are and which Core
Competencies apply to each role. The training will also provide
participants with an opportunity to practice identifying Core
Competencies in action in the developmental services sector.
• Training all employees who supervise others how to coach for
competencies through the Coaching for Competencies training.
� The Coaching for Competencies training will provide participants
with an understanding of how to assess employees’ level of
proficiency in each of the Core Competencies, and how to hold
coaching/development planning discussions with the individuals
they supervise.
• Preparing and sending out communications and initiating supporting
activities to aid employees in building an understanding of, and comfort
with, the Core Competencies.
Core Competencies Implementation Guide 16
IMPLEMENTATION – KEY PHASES, CONTINUED
Step Description
Phase 3:
Building Core
Competencies
into HR
processes
Phase 3 involves building Core Competencies into the various HR processes.
This guide provides a brief overview of HR processes that can be enhanced
by the deliberate integration of Core Competencies and suggested timing
for the integration. It is recommended that the recruitment process and re-
development of associated job descriptions be the initial processes to
incorporate Core Competencies. As a result, in this phase, particular focus is
placed on using Core Competencies as a key tool for interviewing and
selection of candidates. This segment includes training to provide people
with an understanding of how to make sound selection decisions by
conducting Behaviour-Based Interviews (BBIs) to assess the degree to which
job candidates possess the Core Competencies required for success in a
given role.
Phase 4:
Measuring and
Monitoring
Results
Phase 4 involves assessing the impact of the implementation of Core
Competencies both within your agency and across the sector from the
perspectives of:
• Employees, and
• People who receive support.
Helpful hint:
Consider delivering both the Introduction to Competencies and Coaching for Competencies
training on the same day to employees who supervise others. The afternoon training on
Coaching for Competencies will reinforce the messages of the morning and the participants will
complete the day ready and able to fully support their employees during the implementation of
Core Competencies.
Core Competencies Implementation Guide 17
IMPLEMENTATION – KEY ROLES
ROLES
There are several key roles that will contribute to the successful implementation of Core
Competencies within an agency. The following table lists and describes each role.
Role Description
Executive Director The role of the Executive Director (ED) is to visibly support the
implementation of Core Competencies in the agency.
It is the responsibility of the ED to identify resources and funds that are
available to support the implementation.
Regional Champion The role of the Regional Champion is to provide the Agency Lead with
guidance, support, training and mentoring as he/she rolls out Core
Competencies in the agency. For a more detailed description of this
role, please see page 19 or the Glossary of Terms.
Agency Lead The Agency Lead is a management representative selected by the
agency to be responsible for implementing Core Competencies within
the agency. This role includes ensuring everyone is trained, and
working with HR and managers in other departments to ensure Core
Competencies are embedded into HR processes, such as recruitment
and selection, and employee development. One of the first
responsibilities of the Agency Lead is to establish an Implementation
Team to assist with those responsibilities. Establishing a fully
functioning Agency Implementation Team may require an investment
of time up front, but will ensure everyone is prepared and confident to
support the implementation of Core Competencies and to deliver the
associated training.
Direct Support Lead The Agency Implementation Team is to be co-chaired by a Direct
Support Lead and the Agency Lead. In unionized environments, this
person will be selected by the bargaining unit. The foundational
principle of committee membership is that it is a joint effort led by a
manager responsible for human resource training and organizational
development, and a direct support employee responsible for
representing the perspective of employees. These partners will share
responsibilities and provide leadership for the committee throughout
the process.
Agency
Implementation
Team
The Agency Implementation Team will be co-chaired by the Direct
Support Lead and Agency Lead. The implementation is a collaborative
effort, it can’t be done alone.
Core Competencies Implementation Guide 18
IMPLEMENTATION – KEY ROLES, CONTINUED
Role Description
Agency
Implementation
Team, continued
By establishing an Agency Implementation Team, the co-chairs bring
together a group of employees who will help to champion Core
Competencies throughout the agency. The team should be large
enough to represent the diversity of employees and programs at the
agency, but small enough to manage change efficiently. In addition,
there should be an equal number of managers and direct support
employees involved in the team.
The role of the Agency Implementation Team is to:
• Lead, facilitate and manage the integration of Core Competencies
into the organizational culture of the agency;
• Implement the tools and resources developed to support the
implementation and ongoing use of Core Competencies;
• Establish “terms of reference” to keep the implementation process
on track and everyone focused on the plan; and
• Determine the roles of the co-chairs in training and assisting in the
delivery of the training.
Supervisors/
Managers
The role of supervisors and managers within your agency – those
individuals who have people reporting to them – is to support and
reinforce the Core Competencies, and provide coaching to employees
on Core Competency development.
External Support For all other issues, please contact Bob Butella, Chair of the Core
Competencies Implementation Committee, at [email protected]
Helpful hint:
The process of managing the implementation of Core Competencies through an Agency
Implementation Team may be a process that is unfamiliar in some agencies. The establishment
of a true partnership for implementation was a successful practice at the pilot sites. Agencies
are encouraged to be dedicated to this process.
Core Competencies Implementation Guide 19
RESOURCES AND SUPPORTS – REGIONAL CHAMPIONS
Note: Mentoring relationships with a Regional Champion will be based upon geography and/or
agency characteristics. The following page details the name, role and contact information for
individuals/agencies available to answer questions and provide support in implementing Core
Competencies.
The role of the Regional Champions is to provide guidance, support, training and mentoring in
the implementation of Core Competencies.
The Regional Champions will:
• Conduct Core Competencies introductory sessions for agencies in each of the Ministry of
Community and Social Services regions. These sessions will include an overview of Core
Competencies, how they are defined, the development process utilized, and how they can
be used to enhance HR practices. This session will also highlight the potential impact on an
agency adopting Core Competencies and will provide guidance on preparing for the
implementation of Core Competencies.
• Provide train-the-trainer/facilitator sessions to agencies within each region as follows:
� Introduction to Competencies;
� Coaching for Competencies; and
� Behaviour-Based Interviewing (BBI).
• Provide mentorship to designated partner agencies, including telephone support and
identification and forwarding common issues and concerns to the DSHRS Steering
Committee for consideration and feedback.
Core Competencies Implementation Guide 20
RESOURCES AND SUPPORTS – REGIONAL CHAMPIONS, CONTINUED
Regional
Champion
Agency
Key
Contact
Name
Position
Phone #
Central West Region
Central West
Specialized
Developmental
Services
Susan Scott Human
Resources
Director
905-844-7864,
ext. 202
Community Living
Cambridge
Liz Sloan Director of
Human
Resources
519-623-7490 [email protected]
Hamilton Niagara Region
Community Living
Brant
Julia Wheeler Support
Services
Manager
519-756-2662,
ext. 218
Mainstream Noor Mufti Program
Support
Coordinator
905-934-3924,
ext. 23
Community Living
Six Nation
“Ronatahskats”
Sandra
Herkimer
Day Program
Supervisor
519-445-4420 [email protected]
Central East Region
Community Living
Campbellford/
Brighton
Leslie
Steeves
Human
Resource
Manager
705-653-1821,
ext. 212
Community Living
Oshawa/Clarington
Kay Corbier Senior Project
Manager
905-576-3011,
ext. 335
South West Region
Community Living
Chatham-Kent
Lesa
Jansen
Manager of
Human
Resources
519-352-1174,
ext. 238
Community Living
Essex County
Claire Market Director of
Human
Resources
519-776-6483,
ext. 244
Community Living
London
Lara
Macdonald-
Deane
Manager of
Organizational
Development
519-686-3000 [email protected]
Core Competencies Implementation Guide 21
RESOURCES AND SUPPORTS – REGIONAL CHAMPIONS, CONTINUED
Regional
Champion
Agency
Key
Contact
Name
Position
Phone #
North Region
Community Living
Fort Frances &
District
Kim LePine Community
Support
Services
Supervisor
807-274-9678 [email protected]
North East Region
Community Living
North Bay
Sherry
Carnevale
Director of
Human
Resources
705-476-3288,
ext. 228
Toronto Region
Community Living
Toronto
Sandra Toth HRIS and
Project
Development
Manager
416-968-1964,
ext. 2217
Reena Stacey
Donaghy
Manager of
Learning and
Development
905-889-2690,
ext. 2049
South East Region
Ongwanada Cindy
Chappell
Human
Resource
Coordinator
613-548-4417,
ext. 1152
East Region
Ottawa Rotary
Home
Lauri Cox/
Pamela
Johnson
Director of
Operation
and Client
Care
613-236-3200,
ext. 22
Core Competencies Implementation Guide 22
DETAILED IMPLEMENTATION PLAN – PHASE 1: PRE- LAUNCH
PHASE 1: PRE-LAUNCH – COMMUNICATIONS OVERVIEW AND CALENDAR
COMMUNICATIONS OVERVIEW
Effective communication is critical to supporting any key initiative. The implementation of Core
Competencies will be a change for people, and will impact employees in different ways.
During the year leading up to the introduction of Core Competencies in your agency, the agency
will have received newsletters and general communiqués from the Developmental Services
Human Resource Strategy (DSHRS) concerning the Core Competencies Implementation Pilot
Project.
As Agency Lead, you will be responsible for building on those earlier communiqués by preparing
and following through with communications to employees around the Core Competencies. It is
critical to set a positive tone in the agency to ensure people are receptive to the Core
Competencies and understand how the competencies will positively impact them.
Specifically, you, supported by the Implementation Team, will be responsible for providing
employees with:
• An overview of the implementation process;
• Information on the training schedules for each of the three training programs – Introduction to Competencies, Coaching for Competencies and Behaviour-Based Interviewing;
• Regular updates on the progress of the implementation in your agency; and
• Activities to build an understanding of, and maintain interest in, the Core Competencies.
Helpful hint:
Refer to Appendix A: Intention of Core Competencies, Appendix F: Core Competencies
Questions & Answers (Q&A), and Appendix K: Competency Backgrounder for material to
include in communications to agency employees.
Core Competencies Implementation Guide 23
PRE-LAUNCH COMMUNICATIONS CALENDAR
The following table addresses all communications up to the point of the first Introduction to
Competencies training. It lists:
• Who should receive each communication;
• Who should send the communication;
• What the key message(s) will address;
• Why it is important to communicate the message(s);
• How to deliver the communication (e.g., in a meeting, newsletter, email, etc.); and
• When the communication should be sent.
Sample communiqués have been referenced in some instances, and can be found in the Appendices section of this guide.
Communication Approximate
Timing
1. Meet with the Executive Director (ED) to provide an overview of the
implementation plan to ensure the ED is informed and supportive of
the requirements of the implementation. See Appendix D: Sample
Agenda – ED Meeting. The ED may want to send an email supporting
this initiative to all employees if he/she has not done so already.
Prior to initiating
any activity
2. Meet with the HR Director or Senior Management after meeting with
the ED to provide an overview of the implementation plan. During
this meeting, provide him or her with a copy of the Core
Competencies Questions and Answers( Q&A) document. The
meeting with the HR Director or Senior Management should follow a
similar agenda to that of the ED with the exception of issues
pertaining to required resources or introduction of Core
Competencies to the Board. See the following appendices:
� Appendix D: Sample Agenda – ED Meeting
� Appendix F: Core Competencies Q&A
3. For those agencies with unionized staff, meet with the President of
the Union to provide an overview of the implementation plan. During
this meeting, provide him or her with a copy of the Core
Competencies Q&A document.
See the following appendices:
� Appendix E: Sample Agenda – Meeting with the Union
President/Employee Representative/Employee Relations
Committee
� Appendix F: Core Competencies Q&A
Note: Any questions posed to you by the union representative that you
are unable to answer should be directed to the Chair of the Shared
Within 2-3 days
of establishing
the
Implementation
Team
Core Competencies Implementation Guide 24
Interests Committee, Nancy Wallace-Gero.
Communication Approximate
Timing
4. Hold an initial meeting with the Implementation Team to provide an
overview of the implementation plan, discuss opportunities to
enhance it, and assign tasks. See Appendix G: Sample – Initial
Implementation Team Meeting Agenda
Within 3-5 days
of establishing
the
Implementation
Team
5. Provide to the Board, in person or in written form, an overview of the
implementation plan. The objective is to ensure that the Board
understands and is supportive of the implementation of Core
Competencies. The Agency Lead has responsibility for developing a
memo template for the ED to send to the Board.
Prior to any
e-mails or
announcements
to all employees
6. Prepare and send out an “All Employees” e-mail or newsletter to
provide employees with an overview of the implementation process,
with a focus on the immediate next steps, to give them a sense of
what to expect with the implementation of Core Competencies in the
agency. Include a copy of the Intention of Core Competencies
document, the Competency Backgrounder and the Core
Competencies Q&A document. This will help to:
� Demonstrate that the implementation of Core Competencies has
been well considered;
� Establish a tone of “full disclosure”; and
� Reduce the volume of questions being directed to you.
See the following appendices:
� Appendix A: Intention of Core Competencies
� Appendix F: Core Competencies Q&A
� Appendix H: Sample – “Introduction to Core Competencies” E-mail
to All Employees
� Appendix K: Competency Backgrounder
Within 2 weeks of
the first
Implementation
Team meeting
Core Competencies Implementation Guide 25
Communication Approximate Timing
7. Prepare and send out a notification to all employees who
supervise others to attend the Introduction to Competencies
and Coaching for Competencies training. The notification
package should include the following:
� The purpose of the training;
� Time, date and location for each training session; and
� The pre-work to be completed, which involves reviewing
the following prior to the training:
� Competency Backgrounder, to give participants a high
level understanding of competencies
� Optional: Core Competency Dictionary, to begin to
familiarize participants with the Core Competencies.
See the following appendices:
� Appendix K: Competency Backgrounder
� Appendix I: Sample – Training Invitation to Team
Leaders/Managers/Supervisors
� Appendix L: Core Competency Dictionary
3-5 weeks prior to the
first training session for
individuals who
supervise others
8. Prepare and send out to all remaining employees an invitation
to attend the Introduction to Competencies training. Their
supervisor or manager should be copied on the invitation. The
invitation package should include:
� The purpose of the training;
� Time, date and location for each training session; and
� The pre-work to be completed, which involves reviewing
the following prior to the training:
� Competency Backgrounder, to give participants a high
level understanding of competencies
� Optional: Core Competency Dictionary, to begin to
familiarize participants with the Core Competencies.
These documents are included with the training materials.
See Appendix J: Sample – Training Invitation for All Employees.
3-5 weeks prior to the
first training
9. Commence Introduction to Competencies Training Within 8 weeks of
establishing the
Implementation Team
Core Competencies Implementation Guide 26
Helpful hints:
• As an alternative to the initial all-employees e-mail, you may want to conduct a meeting
with all managers and supervisors to provide them with an overview of the
implementation plan. At that time you can provide them with the newsletter and Core
Competencies Q&A document so that they can conduct a meeting with their group to
personally introduce them to the Core Competencies Implementation Project.
• Provide the training schedule well in advance to enable those who supervise others to
better plan coverage for those employees attending training.
Core Competencies Implementation Guide 27
PHASE 1: PRE-LAUNCH – TRAINING PREPARATION, PROGRAMS, AND CALENDAR
COMPETENCY TRAINING – ROLE OF THE REGIONAL CHAMPION
Within the agency, you will be providing training on 3 different subject areas related to
competencies. To assist you in this regard, you have been assigned a Regional Champion who
will:
• Provide you with training in each of the 3 subject areas noted in the table below; and
• Provide you with any guidance and support you may require as you prepare for and deliver the training.
If you are unsure of the name or contact information of your Regional Champion, contact Bob
Butella, Chair of the Core Competencies Implementation Committee, at [email protected].
OVERVIEW OF THE 3 TRAINING PROGRAMS
The following table lists each training program, who will need to attend, and where to find
information regarding the materials for each program.
Training This training is for ... Information about the
training materials can be found in ...
Introduction to Competencies
All employees the section of this guide entitled Phase 2: Launch.
Coaching for Competencies
All employees who supervise others (i.e., those who have direct reports)
the section of this guide entitled Phase 2: Launch.
Behaviour-Based Interviewing (BBI)
Employees who are involved in the interviewing and selection of job candidates
the section of this guide entitled Phase 3: Building Competencies into HR Processes through to Phase 4: Behaviour-Based Interviewing, Best Practices
Depending upon the size of the agency, you may need to prepare several people to deliver
training in each of the 3 programs identified above.
Core Competencies Implementation Guide 28
PHASE 1: PRE-LAUNCH – TRAINING PREPARATION, CONTINUED
SELECTING AND PREPARING TRAINER/FACILITATORS
Following is a train-the-trainer approach that you can use in your agency:
Step Action
1 When selecting who will be trainers/facilitators, identify those in your agency who
have experience in training. Anyone selected to be a trainer/facilitator should
display exceptional communication skills. People with experience as interviewers or
as coaches may be particularly effective as trainers/facilitators, of the latter two
programs, because of their prior knowledge of the subject areas. Ensure that you
review with all candidates what would be required of them in the role (i.e., how
they would be trained, how many training sessions they would be expected to
deliver, and any support available to them, etc.).
2 Ensure all trainers/facilitators attend, as a participant, any training that they will
deliver. If you have a small group of trainers/facilitators, you may want to consider
running a session specifically for them, as participants. This will be a key aspect of
their preparation as trainers/facilitators.
3 Arrange a train-the-trainer session in which the trainers/facilitators will practice
delivering components of the training. You will need approximately 3 hours to do
this. Provide them with a set of training materials in advance so that they can
become familiar with the facilitator guide and key messages to deliver in the
training, and assign specific components for them to practice delivering in the train-
the-trainer session.
When conducting the train-the-trainer session, have them take turns practicing
delivering their assigned components. Provide feedback and coaching.
4 Arrange for the trainers/facilitators to co-facilitate a training session so that they
can ease into the role of trainer/facilitator.
5 When they feel ready, arrange for them to facilitate a training session on their own,
ideally with someone to observe them and provide feedback and coaching.
Core Competencies Implementation Guide 29
STEP 1: PRE-LAUNCH – TRAINING PREPARATION… CONTINUED
INTRODUCTION TO COMPETENCIES AND COACHING FOR COMPETENCIES TRAINING
CALENDAR
The following table lists all of the training pre-launch activities with approximate timing, up to
the point of delivering the first Introduction to Competencies and Coaching for Competencies
training sessions.
Activity Approximate Timing
1. You will be notified of the dates and times of
regional train-the-trainer sessions by the Project
Coordinator. Training materials will be sent to you
in advance of the course to provide you with an
opportunity to review them and prepare for the
training.
4-6 weeks prior to the first training
sessions
2. Determine the approximate number of training
sessions you will need to deliver for each program.
Ideally, there should be a maximum of 20 people
per Introduction to Competencies session.
4-6 weeks prior to the first training
session
3. The Coaching for Competencies session is for
employees who supervise others. The course
maximum is 10 people to ensure these employees
receive the individual attention they need to be
adequately prepared to support their direct reports,
in developing the behaviours associated with the
Core Competencies.
Employees who supervise others
should receive training on
Introduction to Competencies in the
morning and Coaching for
Competencies in the afternoon of
the same day
4. Identify trainers/facilitators within the agency who
can support you in delivering the training – the
number of trainers/facilitators will depend on the
size of the agency and the number of sessions to be
delivered.
4-6 weeks prior to the first training
session
5. Provide the Introduction to Competencies training
to the Implementation Team. Members of the
Labour Management Committee should receive
training with or immediately following the training
of the Implementation Team to ensure that they
are prepared to answer questions from their
members and other employees.
This should be the first group to be
trained
Core Competencies Implementation Guide 30
Activity Approximate Timing
6. Once the Implementation Team has been trained,
schedule a series of sessions for employees who
supervise others. They should be trained early in
the process so that they will be well informed and
available to support the Core Competency training
and development of those who report to them.
3-4 weeks prior to the first general employee training
7. Establish a training schedule for the remainder of
employees.
Schedule the first training for 3-4
weeks after the above mentioned
employees have been trained
8. It is strongly recommended that the co-chairs are
both involved in the training whenever possible.
This may include the direct support representative
introducing each training session to show support
for the initiative. They may feel more comfortable
introducing the training if they have been able to
attend one of the initial Introduction to
Competencies training sessions and are familiar
with the course content.
3-4 weeks prior to the first general
employee training
9. Arrange a train-the-trainer session to walk the
trainers/facilitators through the training materials.
You will need approximately 3 hours for each
program (i.e., Introduction to Competencies and
Coaching for Competencies). It is a good idea to give
the trainers/facilitators an opportunity to practice
delivering sections of the training. This can be done
as part of the initial training, or at a later date to
allow trainers/facilitators time to become more
familiar with the materials.
Note: You may want to check with the Regional
Champion to see if he/she is running any train-the-
trainer sessions that the trainers/facilitators can
attend.
2-3 weeks prior to the first training
session
10. Arrange any logistics for each of the sessions – book
a room to hold the training, arrange any
food/snacks, as appropriate, etc.
2-3 weeks prior to the training
session
Core Competencies Implementation Guide 31
Activity Approximate Timing
11. Provide pre-work to participants well in advance of
the training. Ideally, this should be in a
communication that explains the purpose of the
training, the time, date and location, and provides a
reminder to review and bring pre-work materials
with them to the training.
3-5 weeks prior to the training they
will be attending
12. Prepare/print the training materials. Within the week prior to the
training session
13. Conduct the first training session. Within eight weeks of establishing
the Agency Implementation Team
Helpful hints:
• See Phase 2: Launch for detailed information on the Introduction to Competencies
training.
• You will likely need to schedule trainings at various times in the day to accommodate
various work schedules. Also consider what coverage you may need when employees are
in training.
Core Competencies Implementation Guide 32
DETAILED IMPLEMENTATION PLAN – PHASE 2: LAUNCH
PHASE 2: LAUNCH – ONGOING COMMUNICATIONS SUPPORTING ACTIVITIES
FOCUS OF PHASE 2 COMMUNICATIONS
During Phase 1: Pre-Launch, the communications were focused on introducing the concept of
Core Competencies to the employees at your agency.
In Phase 2: Launch, the communications and supporting activities are focused on reinforcing
the importance of Core Competencies through frequent updates on the progress of the
implementation effort, and by building knowledge on the Core Competencies and how they
benefit the people your agency supports.
PROVIDE REGULAR UPDATES
Ensure your communication plan includes regular updates to employees regarding the progress
of the implementation effort and next steps.
During Phase 2: Launch, your updates will primarily focus on the number of employees who
have attended training. In these communiqués you may also want to provide the schedule for
any upcoming training. These communiqués can provide an excellent opportunity to present
other general types of information about the Core Competencies. When developing
communications, take full advantage of articles, etc., in newsletters and updates provided to
the pilot sites during the pilot phase. The DSHRS distributed newsletters and articles for the
pilot sites that may provide information suitable to incorporate in your own communiqués.
Information contained in the Core Competencies Q&A document could also be a source of
reference when preparing the agency’s communiqués on Core Competencies.
See the following appendices:
• Appendix F: Core Competencies Questions and Answers (Q&A)
• Appendix M: Sample Newsletters
Core Competencies Implementation Guide 33
PHASE 2: LAUNCH – ONGOING COMMUNICATIONS SUPPORTING ACTIVITIES,
CONTINUED
BUILDING KNOWLEDGE ABOUT THE COMPETENCIES
Agencies involved in the implementation pilot project identified numerous ways to help
employees build knowledge about the Core Competencies. The following is a brief description
of ongoing activities that the Implementation Team may want to introduce in your agency, once
training has commenced. Put a checkmark (�) next to those ideas you think will work well in
your agency. Note: You may decide to alter some of the recommended approaches based on the
needs of your agency.
Activity ����
To gain support for Core Competencies, it is important to clearly communicate their
benefits. Consider “lunch and learn” events to present information to employees on
such topics as:
• How to ensure the application of The Intention of Core Competencies – Outlining
the Principles;
• Understanding the Competency Backgrounder;
• Providing the highest quality of support to people with a developmental disability;
• Career development; and
• Personal growth.
Include a discussion on Core Competencies in every bi-weekly team meeting. Have
employees review one Core Competency at a time and provide examples of that Core
Competency in action in the agency.
Include a “Core Competencies” column in the agency newsletter. Each month focus
on a different Core Competency.
Once a week, send out an e-mail to all employees asking them to “Identify the Core
Competency”. Provide an example of a competency-related behaviour and have
employees identify which Core Competency is being demonstrated in the example.
Offer a (small) prize to the first employee who provides a correct response. This can
be turned into a team competition by tracking “team” wins each week and awarding a
team prize at the end of the month or quarter.
Core Competencies Implementation Guide 34
Activity ����
Have a monthly contest (e.g., “Core Competency Challenge”) in which one Core
Competency is the focus. Have employees identify a co-worker who exemplifies that
Core Competency and provide a short story submission that you can send to the
Implementation Committee for adjudication. Offer a (small) prize to both the
nominee and nominator. Also consider including a photo of the winning nominee, and
have his or her photo displayed on an agency billboard as “Employee of the Month”.
Upload the Introduction to Competencies training slides to the agency’s intranet so
employees can review them anytime.
Collect employee questions/concerns raised during training and post frequently asked
questions and provide answers on the agency’s intranet.
Hold a pizza lunch for anyone interested in sharing ideas on how to build knowledge
around Core Competencies throughout the agency. Collect the ideas and implement
them.
Put a Core Competency quiz in the monthly newsletter.
Prepare and hang posters with supportive slogans, e.g., “Know your Core
Competencies. Create your own success.” See Appendix N: Sample – Posters.
Helpful hint:
As agencies develop tools and resources for ongoing communication and support, they can
share them among each other on the Ontario Developmental Services website. Check with your
Regional Champion for more details.
Core Competencies Implementation Guide 35
PHASE 2: LAUNCH – INTRODUCTION TO COMPETENCIES TRAINING
PURPOSE OF THE TRAINING
The first training to be delivered is the Introduction to Competencies. It is a half-day session
(i.e., 3.5 hours) for all employees, including administrative employees. This training is designed
to:
• Introduce the Core Competencies;
• Identify the Core Competencies required for success in each role – Direct Support
Professionals, Direct Support Supervisors, Specialized Support Workers, Clinical Specialists,
Managers, Directors and Executive Directors;
• Provide practice in identifying Core Competencies in the nature of work in Developmental
Services; and
• Explain how to complete a Core Competency self-assessment to be used as a baseline.
Core Competencies Implementation Guide 36
TRAINING OVERVIEW
The following table lists general information about the training, including who should be
trained first, the number of people that should attend each session, and the materials required.
Topic Description/Rationale
Who to train first We recommend cascading the training, beginning with the training of
the Agency Implementation Team so they can be prepared to provide
support, answer any employee questions, provide insight into any
concerns that the direct support representatives may have, and, as
appropriate, support/facilitate the ongoing training process. The next
groups to be trained are the union executive (if a union is in place) and
those who supervise others.
We strongly recommend that the training follow this order for the
following reasons:
• When employees receive their training and have questions, they can
go to their managers and supervisors who will have already received
the training and will be able to respond appropriately.
• Since those with supervisory responsibilities will be responsible for
coaching their employees on the Core Competencies, they must
have a clear understanding of them. It takes time to become familiar
with the Core Competencies and to be able to recognize them in
action. Providing training first to those who supervise others will
provide them with time to become familiar with the concepts before
being called upon to support and provide coaching on Core
Competencies to others.
Length of training Introduction to Competencies requires one half-day session to deliver –
3.5 hours.
Location of
training
Whenever feasible, use the agency’s resources (e.g., boardrooms or
meeting rooms) to keep costs down.
Number of
participants per
session
The training is designed for approximately 16-20 participants.
Depending on space available and the number of employees in your
agency, you may need to modify group sizes accordingly. Larger groups
may require two trainers/facilitators to effectively manage and support
the participants. Ensure, however, that the number of participants and
trainers/facilitators is always at a level that provides sufficient
opportunity for all participants to have their questions answered.
Core Competencies Implementation Guide 37
Topic Description/Rationale
Materials required When you attend the train-the-trainer session, you will receive a CD that
contains the electronic files of all of the training materials. Some of the
materials are for the trainers/facilitators and others for participants.
Following is a list of the materials.
Note: You will be required to print/prepare the training materials for
each training session.
Facilitator Materials:
• Facilitator’s Guide – This guide includes all of the information you
will need to set up and deliver the training, including:
� Materials you will need;
� Equipment and facilities;
� Pre-work to be completed by participants;
� An agenda; and
� Pictures of each slide along with scripted speaking notes.
Carefully review the guide so that you are comfortable with the
content, and feel free to adapt the speaking notes to match your own
style and those you are training – make the material your own.
Familiarity with the Core Competencies is critical for successful
implementation within your agency. The more examples and
scenarios you can share with employees, the easier and faster it will
be for them to develop their understanding.
• Training Slides – These are the PowerPoint presentation slides to be
used in the training.
• Matching Game Slides or Card Set, and Worksheet – This is a game
that will help participants practice identifying the Core
Competencies. It is available in a PowerPoint version (game show
style), or in a set of cards that need to be matched up. You can
choose either version depending on which you feel most comfortable
using. The facilitator’s guide explains how to use the two different
versions. You will need one Matching Game Worksheet per
participant. You may want to revise some of the behavioural
examples in the Matching Game to better reflect roles in your
agency. At the beginning of the game, set clear timelines so that the
training stays on time.
• Training Evaluation – This form is to be given to participants at the
end of the training to capture their feedback.
Core Competencies Implementation Guide 38
Topic Description/Rationale
Materials
required,
continued
Participant Materials:
Note: You may decide to alter some of the recommended approaches
based on the needs of your agency.
• Pre-work Materials – Approximately 2 weeks in advance of the
training, you will need to send pre-work out to participants. This pre-
work includes:
� The Competency Backgrounder – a brief introduction to Core
Competencies;
� The Intention of Core Competencies document; and
� The Core Competency Dictionary (optional).
These can either be sent out to participants by e-mail, or provided in
hard copy format. The purpose of the pre-work is to help participants
develop familiarity with the Core Competencies prior to attending
the training.
• Participant Agenda – A one-page agenda should be provided to
participants so that they can see the timing and flow of the training.
The agenda for this can be found in the facilitator’s guide for the
Introduction to Competencies.
• Training Slides – A copy of the slides should be provided to
participants so that they have a record of the information presented
and can refer to it after the training.
Other Materials:
• Competency Assessment Questionnaires (CAQs) – You will need to
have copies of the Competency Assessment Questionnaire for each
participant for the purposes of completing a self-assessment at the
end of the training. The CAQs are role-specific, so you will need to
know the roles of those attending each training session and have
sufficient copies of the appropriate CAQs for all participants.
Note: Some people may be reluctant to complete a CAQ. While this
is not a mandatory process, provide encouragement for them to do
so. Remind participants that completing a self-assessment is a rich
and valuable self-development opportunity. In addition, let them
know that management has received the training and are working on
their self-assessments to alleviate concerns that Core Competencies
are just another way to monitor performance.
Core Competencies Implementation Guide 39
Topic Description/Rationale
Materials
required,
continued
• Development Resource Guide (DRG) – The DRG is a practical tool to
support people in the development of Core Competencies. For each
Core Competency, the DRG provides a series of development
activities/exercises, books to read and videos/movies to watch. It is
helpful to have a hard copy of at least one section of the DRG on
hand so that participants can see what it looks like. The number of
copies to have on hand will depend on the size of the group you are
training.
Learn from each
session
• Listen to, and document, employee feedback raised during the
training, and use this information to enhance future sessions.
Helpful hints:
• Arrange to have the employee representative attend each session, and assist with the
introduction so that they can introduce their role and how they will serve as a resource
throughout the Core Competencies implementation process.
• Every facilitator has a different style. It is important to carefully review the materials and
the key points, but deliver them in your own style and using your own words, as well as
considering the language and style that best suits the needs of your audience.
• While the Matching Game is easy to facilitate with experience, it does require practice.
Take the time to practice before your first training session to ensure you are comfortable
with the exercise. Consider sharing any additional scenarios you have or check with your
Regional Champion as to where you can access other scenarios.
• Ensure people know where/how to access the training materials if they will not be
provided in hard copy.
• It is important to have employees begin completing their self-assessment using the
Competency Assessment Questionnaire during the session – ideally provide at least 20-
30 minutes to do this. Reinforce that they should complete the self-assessment, post-
session, to establish their baseline.
Core Competencies Implementation Guide 40
PHASE 2: LAUNCH –CONSIDERING DIFFERENT TRAINING MODALITIES
TIPS FOR TRAINING EMPLOYEES WHO HAVE DIVERSE/MULTIPLE WORK SCHEDULES
OR LOCATIONS
Tips:
• Flexibility is key when planning and organizing training for employees who work various
shifts. Offer training at various times in the day – morning, afternoon and evening
sessions – to capture employees across all schedules. Let participants choose which
session will work best for them.
• Ensure supervisors are aware of when employees will be attending the training so that
proper coverage can be maintained at their locations.
• Consider dividing employees by program or departments, and schedule several sessions
for each program or department. This enables employees to select an alternate training
time if their assigned training conflicts with their schedule. Individuals unable to attend
their assigned training should be encouraged to attend one of the other sessions.
• Consider the use of online training, web-conferencing and teleconferencing. It is also
helpful to make the training materials available online for reference purposes.
• Be creative with training modalities to ensure everyone is trained.
TIPS FOR TRAINING NEW EMPLOYEES
Tips:
• New employees, who have missed the training session attended by their team, should
be added to another planned training session. If no sessions are available, consider
offering short one-on-one sessions, as appropriate, followed up with coaching by the
employee’s supervisor.
• Post the training materials online and have employees work through them, with
guidance from their supervisor.
• Consider adding this training to your employee orientation program.
Core Competencies Implementation Guide 41
PHASE 2: LAUNCH – COACHING FOR COMPETENCIES TRAINING
PURPOSE OF THE TRAINING
The second training to be delivered is Coaching for Competencies. It is a half-day session (i.e.,
3.5 hours) for all employees who have supervisory responsibilities. It is recommended that this
training be delivered in the afternoon of the same day that they take the Introduction to
Competencies training. This will ensure that supervisors and managers are fully prepared to
support their direct reports as they proceed through the Introduction to Competencies training.
The purpose of the Coaching for Competencies training is to teach participants how to:
• Support employees to assess their strengths against the Core Competencies;
• Help employees create their own professional development plan that is aligned with the
vision, mission and direction of the agency and sector; and
• Provide ongoing feedback and coaching.
TRAINING OVERVIEW
The following table lists general information about the training including suggestions for
when/how to implement the training, the number of people that should attend each session,
and the materials required.
Topic Description/Rationale
When to deliver
the training
There are a couple of options for scheduling the delivery of this training:
1. Ideally, if managers can devote a full day to training, you should
deliver the Introduction to Competencies training in the morning,
and the Coaching for Competencies training in the afternoon.
2. You can choose to run the Coaching for Competencies training at a
later date following the Introduction to Competencies training. The
benefit of doing it this way is that it will give participants more time
to develop a comfort level with the Core Competencies before
learning how to coach to them. If choosing this option, it is
important to deliver it within a reasonable period of time, for
example, within 4-6 weeks following the Introduction to
Competencies training.
Length of training The Coaching for Competencies training requires one half-day session to
deliver – 3.5 hours.
Core Competencies Implementation Guide 42
Topic Description/Rationale
Number of
participants per
session
The training is designed for approximately 10 participants. Depending
on space available and the number of supervisory staff in the agency,
you may need to modify group sizes accordingly, but avoid inviting too
many people to a session as you want participants to be able to have
adequate time to practice with the materials and to have all of their
questions answered.
Materials required When you attend the train-the-trainer session, you will be provided
with a CD that contains the electronic files of all of the training
materials. Some of the materials are for the trainers/facilitators, and
others for participants. Following is a list of the materials.
Note: You will be required to print/prepare the training materials for
each session.
Facilitator Materials:
• Facilitator’s Guide – This guide includes all of the information you
will need to set up and deliver the training, including:
� Materials you will need;
� Equipment and facilities;
� An agenda for the session; and
� Each slide deck along with scripted speaking notes.
Carefully review the guide so that you are comfortable with the
content, and feel free to adapt the speaking notes to match your
own style and those you are training – make the material your own.
• Training Slides – These are the PowerPoint presentation slides to be
used in the training.
• Handouts:
� Competency Assessment Questionnaires (CAQs) – These are the
assessment documents that employees will use to assess their
strengths in the competencies for their role. There is a CAQ for
each of the key roles: Direct Support Professionals, Direct
Support Supervisors, Specialized Support Workers, Clinical
Specialists, Manager, Director and Executive Director.
You will need to have the CAQs ready to distribute to each
participant for the purposes of completing a self-assessment at
the end of the training. As the CAQs are role-specific, you will
need to know the roles of those attending each session.
Core Competencies Implementation Guide 43
Topic Description/Rationale
Required
trainers/facilitators
material from the
Coaching for
Competencies
training
• Core Competencies Discussion Planner – This is a tool to help
employees who supervise others prepare for a coaching discussion
to come to agreement on Core Competency ratings, identify areas of
strength and areas for development, and prepare a Core
Competency development plan. There are two versions of the
planner – one for those who supervise others, and one for
employees.
• Training Evaluation – This form is to be given to participants at the
end of the training to capture their feedback about the training. A
template of the evaluation form is available in your facilitator’s
materials.
Participant Materials:
• Agenda – A one-page agenda should be provided to participants so
that they can see the timing and flow of the training.
• Slides – A copy of the training slides should be provided to
participants so that they have a record of the information presented
and can refer to it after the training. If you will not be providing a
hard copy, post the file online and let employees know where/how
to access it for future reference.
Other Materials:
• Development Resource Guide (DRG) – The DRG is a practical tool to
support employees in the development of Core Competencies. For
each Core Competency, the DRG provides a series of development
activities/exercises and recommendations of books to read and
videos/movies to watch. It is helpful to have a hard copy of a DRG on
hand so that participants can see what it looks like. The number of
copies to have on hand will depend on the size of the group you are
training.
Helpful hint:
• When preparing for and delivering the training, it is important to consider the needs of
the agency and adapt the training as appropriate.
Core Competencies Implementation Guide 44
PHASE 2: LAUNCH –COACHING FOR COMPETENCIES –
BEST PRACTICES AND RECOMMENDATIONS
BEST PRACTICES AND RECOMMENDATIONS
Following are some best practices to keep in mind for delivering the Coaching for Competencies
training:
• If the time between the Introduction to Competencies and Coaching for Competencies
training is significant, it may be useful to offer participants a brief refresher course on
the Introduction to Competencies training.
• Hold meetings (e.g., “lunch and learns”) for individuals who supervise others to discuss
Competency Assessment Questionnaire completion and development plans.
Following are some recommendations for the Coaching for Competencies training:
• Check to see if supervisors or managers have ever had any formal coaching training
prior to launching this training. It may be helpful to incorporate a few slides on the
basics of coaching (particularly if there is a coaching model in place in the agency) to
enhance supervisors’/managers’ ability to coach. If the agency does not have a coaching
model, a model has been provided. See Appendix O: Sample – Coaching Model.
• Offer managers some practice time with the coaching model before implementing the
training. Consider reviewing the coaching model with managers at monthly meetings
where sample employee situations can be practiced/role-played. This same approach
can be taken to bolster their comfort with coaching to Core Competencies once they
have completed the training.
Core Competencies Implementation Guide 45
DETAILED IMPLEMENTATION PLAN – PHASE 3: BUILDING CORE COMPETENCIES
INTO HR PROCESSES
PHASE 3: BUILDING CORE COMPETENCIES INTO HR PROCESSES
PURPOSE OF INTEGRATING CORE COMPETENCIES INTO HR PROCESSES
The purpose of integrating Core Competencies into the agency’s HR processes is to have a
common language and standards (i.e., Core Competencies) to select, develop and manage the
careers of agency employees and leaders.
As outlined in the Intention of Core Competencies document, the implementation of Core
Competencies are intended to:
• Recognize the professional nature of direct support work;
• Enable and facilitate positive professional development and provide job enhancement
opportunities;
• Support the recruitment of the right people;
• Make career paths more transparent; and
• Are not intended for disciplinary purposes.
SUGGESTED PROCESSES AND TIMING OF INTRODUCTION
It takes time to integrate Core Competencies into HR processes, and there is a logical order for
building the confidence of employees. For example, Core Competencies should be integrated
into the professional development process after employees have had ample time and coaching
to enable them to self-assess their strengths in each of the behaviours associated with the Core
Competencies.
The integration of Core Competencies into the HR processes of an agency should be a phased
approach. Following training and development, the Implementation Team can determine
strategies to ensure that the broader HR functions are considered as they relate to Core
Competences. Listed below are guidelines on when to deliver training on Core Competencies
and when to introduce Core Competencies into the interviewing and recruitment process.
• Training and development: All employees should be trained upon introduction of Core
Competencies to the agency.
Core Competencies Implementation Guide 46
• Interviewing and recruitment: 6-9 months following the introduction of Core
Competencies into an agency, the agency should consider the use of Behaviour-Based
Interviewing (BBI) for selection of candidates and incorporating Core Competencies into job
postings. This can be done with external hires initially as the process for internal hires will
need to also consider current policies and procedures. See Appendix P: Sample – Job
Posting: Before and After.
• Job descriptions: Broader HR functions to be considered by the Implementation Team after
the initial year include the preparation of job descriptions. This could be done 12-18 months
following the introduction of Core Competencies in the agency. This will enable existing
employees to understand and integrate the Core Competencies prior to a change in the
language of their job description). See Appendix Q – Sample – Job Description: Before and
After
• Succession planning, talent management and performance management: 18 - 24 months
after the introduction of Core Competencies, agencies can consider broader HR practices
including succession planning, talent management and performance management.
TRAINING ON BEHAVIOUR-BASED INTERVIEWING
BUILDING CORE COMPETENCIES INTO RECRUITMENT AND SELECTION
A key step to integrating Core Competencies into HR processes is the use of Core Competencies
for recruitment and selection of candidates through a process called Behavior-Based
Interviewing (BBI), also known as competency-based interviewing.
This section will describe the training for BBI that has been developed for agency personnel
who are involved in the interviewing and recruitment of potential hires.
PURPOSE OF THE TRAINING
The purpose of this training is to build capability in BBI and assessing candidate information for
evidence of Core Competencies.
NOTE ABOUT THIS TRAINING
BBI is a complex skill that requires a thorough knowledge of the Core Competencies. A
significant amount of practice is required to become comfortable with conducting these
interviews and “coding” the information provided by candidates. Therefore, when delivering
this training, the facilitator should set expectations by emphasizing that the skills taught in the
training will take practice and time to develop.
Core Competencies Implementation Guide 47
TRAINING OVERVIEW
The following table lists general information about the training, including suggestions for
when/how to implement the session, the number of people that should attend each session,
and the materials required.
Topic Description/Rationale
When to
deliver the
training
This training can be delivered any time following the Introduction to
Competencies and Coaching for Competencies. The Introduction to
Competencies training is a prerequisite as people need to have a good
understanding of what competencies are and how to recognize them before
being able to conduct Behaviour-Based Interviews.
Length of
training
Behaviour-Based Interviewing will take one day to deliver – eight hours.
Number of
participants
per session
The training is designed for approximately six participants with one facilitator.
The reason for the small number of participants is that the training includes
having participants work in trios to practice their Behaviour-Based
Interviewing skills, and requires the trainer/facilitator to observe and provide
feedback to participants on their interviewing skills.
Along with six participants, an additional trainer/facilitator is recommended to
be able to manage the group and provide individualized feedback to
participants.
Materials
required
When you attend the train-the-trainer session, you will be provided with a CD
that contains the electronic files of all of the training materials. Some of the
materials are for the trainer(s)/facilitator(s), and others for participants.
Following is a list of the materials.
Note: You will be required to print/prepare the training materials for each
session. You may want to customize some of the materials to better meet the
specific needs of the agency.
Facilitator Materials:
• Facilitator’s Guide – This guide includes all of the information you will
need to set up and deliver the training, including:
� Materials;
� Equipment and facilities;
� An agenda for the session; and
� Pictures of the slide deck along with scripted speaking notes.
Carefully review the guide so that you are comfortable with the content,
and feel free to adapt the speaking notes to match your own style and
those you are training – make the material your own.
Core Competencies Implementation Guide 48
Topic Description/Rationale
Materials
required,
continued
• Slides – These are the PowerPoint presentation slides to be used in the
training.
• Handouts:
� Identifying Codable Data: Answers – This sheet contains the answers
to an exercise on identifying codable data, and should be handed out at
the end of the exercise.
� Observer Checklist – This checklist is to be used by participants in
observing each other conducting Behaviour-Based Interviews.
� Interviewee Preparation Guide – This is a brief handout for job
candidates – interviewees – to help them prepare for a Behaviour-
Based Interview.
� Training Evaluation – This form is to be given to participants at the end
of the training to capture their feedback about the session.
Required
material
available on
the train-the-
trainer CD
Participant Materials:
• Participant Agenda – A one-page agenda should be provided to
participants so that they can see the timing and flow of the training.
• Slide Deck – A copy of the PowerPoint slides should be provided to
participants so that they have a record of the information presented and
can refer to it after the training.
• Participant Workbook – The workbook contains exercise worksheets and
relevant information.
• Interview Guides – An interview guide has been developed for each of the
key roles. Participants should receive a copy of the interview guide for
Direct Support Professionals and Direct Support Supervisors.
• Core Competency Dictionary – The Core Competency Dictionary is a key
reference tool for assessing the data provided by candidates during a
Behaviour-Based Interview, and should be included with the participant
materials.
Core Competencies Implementation Guide 49
DETAILED IMPLEMENTATION PLAN – PHASE 4: BEHAVIOUR-BASED INTERVIEWING,
BEST PRACTICES
BEHAVIOUR-BASED INTERVIEWING: BEST PRACTICES AND RECOMMENDATIONS
RECOMMENDATIONS
Following are some recommendations to keep in mind when conducting Behaviour-Based
Interviews:
• Take lots of notes. Behaviour-Based Interviewing requires taking as detailed notes as
possible, if resources are available, it is ideal to involve two people in the interview –
one to conduct the interview and one to take notes by hand or on the computer. If
possible, take notes on a computer during the interview instead of handwriting to allow
for more eye contact, and enable you to follow the story and probe more effectively.
• Provide interviewees with the Behaviour-Based Interviewing Interviewee Preparation
Guide, in advance, to help them prepare for the interview. In addition, it is helpful to
provide them with the list of Core Competencies you plan to ask them about during the
interview and have them consider personal examples of where they have demonstrated
the behaviours associated with the Core Competencies. This will help to speed up the
process as the interviewee will have thought of their stories in advance.
• Plan, in advance, the behavioural questions you will ask the candidate. Then probe,
probe, probe! Ask as many probing/follow-up questions as appropriate to obtain as
much codable data as you can from each situation the interviewee shares, before
moving on to the next planned behavioral question.
• Schedule sufficient time to conduct the interview. It is no secret that Behaviour-Based
Interviews take longer than traditional interviews. They will, however, help you to make
better selection decisions. Take the time to do the interview right.
• Conduct specific, job-related behavioural reference checks. Checking with the
candidate’s former supervisors and colleagues after the interview provides an additional
opportunity to collect past behavioral information about the candidate. Comments
about the candidate’s past behaviour relative to the Core Competencies for the role
should be elicited. The resulting behavioural information should then be integrated with
the behavioral information gathered in the interview to corroborate or refute the
tentative candidate assessment.
Core Competencies Implementation Guide 50
• Incorporate the Core Competencies into job postings and job descriptions 12-18 months
after the introduction of Core Competencies into the agency. You may want to do it
earlier for new positions. Incorporating the Core Competencies, required for success in
the role, into job postings and job descriptions will give job candidates and new hires a
more holistic picture of the behaviours required for success in the role/job. You will find
a sample job posting and job description, that include the Core Competencies, in the
following appendices:
� Appendix P: Sample – Job Posting: Before and After
� Appendix Q: Sample – Job Description: Before and After
PHASE 4: MEASURING AND MONITORING RESULTS
THE NEED TO MEASURE AND MONITOR RESULTS
With any major change it is important to have milestones to monitor the effectiveness in
implementing the change, and key measures identified to determine if the change is producing
the desired results. The implementation of Core Competencies is no different. It is also helpful
to inform and learn from ongoing implementation.
EVALUATING CORE COMPETENCIES
When to begin?
Deciding how you will monitor results begins in Phase 1, during the pre-launch preparations for
implementation. Building a plan on how the team will monitor progress and measure impacts
should be part of developing the implementation strategy. In order to track your progress and
evaluate the impact, the local implementation team should assess current benchmarks,
establish concrete objectives, and develop goals as part of your preparation for launching Core
Competencies.
Start by assembling current benchmark data. If the organization conducts surveys of employees
and people you support, use these as a benchmark. Initial employee Competency Assessment
Questionnaires may form a benchmark against which the team can track progress. If your
agency does not conduct regular surveys, you might consider doing a short employee
satisfaction survey before training begins. The key point to this step is to generate accurate
measurements of the issues you plan to track before training begins.
Establish intermediate objectives. Small steps, such as establishing a joint implementation
team, represent important milestones in the implementation process. At the planning stage,
spend time identifying these incremental markers for progress and success.
Core Competencies Implementation Guide 51
Goal setting is another important aspect in preparation for monitoring and measuring.
However, rather than brainstorming a list of lofty goals that are subsequently filed away and
forgotten, the team should develop SMART goals:
Specific - Measurable - Achievable - Relevant - Time-specific
By making goals specific and measurable, you will ensure that you will be able to assess
progress and evaluate the process. While the team should aim high, goals should be achievable
and realistic. Goals should be relevant to the implementation of Core Competencies and
include a specific timetable rather than a general open-ended framework.
Just as the organization needs to make a commitment to implementing Core Competencies, the
goals of this initiative should go through a similar procedure to create buy-in and organizational
commitment. Monitoring progress should provide real-time feedback so that the
implementation teams can address problems and make adjustments as necessary. The purpose
of monitoring and evaluation is not simply to see whether you achieved the results once the
initiative is complete, but also to help guide the team in a process that is likely to include
unforeseen challenges and ongoing improvements.
Limitations of evaluation
Measuring the impact of strategic human resource practices can be very difficult to isolate and
confirm. For example, it is difficult to measure the impact of employee retention strategies
independently from the broader conditions in a local labour market. In the same way, it will be
difficult to isolate the impact of Core Competencies on the organization. To overcome these
limitations, local implementation teams should carefully plan how to monitor and measure the
results. For example, local implementation teams might focus on 3 particular elements of the
Core Competencies implementation initiative:
1. Workforce development and employee outcomes;
2. Management systems and organizational capacity; and
3. Service delivery outcomes for people supported.
Workforce development and employee outcomes
Professional development is one of the primary intents and objectives for adopting the Core
Competencies model. Using Competency Assessment Questionnaires, individual development
plans, and related assessments, track the progress of professional development. Recognize and
celebrate the achievements of individual employees as they raise the bar.
Job satisfaction, feelings of organizational commitment and similar measurements are needed
to measure the outcomes for employees. While acknowledging that many factors influence
Core Competencies Implementation Guide 52
individual employee satisfaction, evaluating employee outcomes and whether the
implementation of Core Competencies is beneficial from the perspective of direct support
professionals is critical.
Management systems and organizational capacity
Another element of evaluation could focus on management systems and organizational
capacity. Agencies that have gone through a certification procedure will be familiar with the
different ways the agency can make sure that policies are established for training and coaching
in Core Competencies. Part of this system evaluation could focus on the extent to which Core
Competencies have been integrated into key HR systems. Measuring organizational capacity
could track training outcomes and employee development on an organizational scale.
• What percent of employees and managers have been trained?
• What proportion of staff has a professional development plan?
• What opportunities and programs exist to recognize professional competencies of staff?
Evaluate service delivery outcomes for people supported
One of the key objectives for developing Core Competencies of direct support employees in the
sector is to improve the quality of life for people with a developmental disability.
Implementation teams should track existing tools that evaluate service delivery outcomes for
people supported. For example, many agencies conduct surveys to measure satisfaction of
services by people supported. Other measurement tools may include surveys of families and
outcome assessments of person-directed plans. By taking a benchmark before trainings begin,
and then comparing subsequent surveys to that benchmark, local teams can get an indirect
assessment of the impact of Core Competencies on service outcomes.
Sustainable evaluation systems for Core Competencies
Just as Core Competencies should become a sustainable part of an agency’s human resource
strategies, monitoring and measurement should also be integrated with existing organizational
practices.
Core Competencies Implementation Guide 53
CONCLUSION
The intention of this Implementation Guide is to provide you with the tools necessary to
successfully implement Core Competencies within your agency. As you proceed with the
implementation process,” Regional Champions” are available to you for training, consultation
and feedback. As a result of the Core Competencies Pilot Project, we have learned that the
successful implementation of Core competencies requires some upfront agency investment in
terms of time and resources focused on the professional development of employees. The
feedback from employees speaks to the benefit of this investment and the value to agencies
includes improved retention, morale, and more targeted recruitment practices. Some of these
benefits become more evident over time as Core Competencies become firmly embedded
within an agency’s human resource practices. The collaborative nature of the implementation
process is critical to its success and will ultimately result in a higher quality of service for those
we support with developmental disabilities.
Core Competencies Implementation Guide 54
Core Competencies Implementation GuideA-1
APPENDIX A: INTENTION OF CORE COMPETENCIES
DEVELOPMENTAL SERVICES HUMAN RESOURCE STRATEGY
THE INTENTION OF CORE COMPETENCIES –OUTLINING THE PRINCIPLES
Every day in Ontario, thousands of direct support employees assist people with a
developmental disability to live more inclusive and dignified lives. The quality of these services
and supports has a direct impact on the quality of life for the people supported. The model of
Core Competencies is designed to recognize and promote the personal motivations as well as
the professional traits and behaviours that exemplify the best direct support employees in the
sector. The guiding principles underlying the Core Competencies model include an integrated
human resource approach that will inspire and recognize skilled, professional direct support
employees and raise the dreams and aspirations of the people we support. The following
statements of principle guide the implementation of the Core Competency model and outline
its intent and benefits:
Recognize the professional nature of direct support work:
Supporting people with a developmental disability to live more inclusive and dignified lives is
very rewarding work. Effective supports require creativity, motivation and many more
professional traits and behaviours. The Core Competency model provides recognition of the
professional nature of the work that we do every day.
Recruit the right people:
The Core Competency model is designed to enhance our ability to recruit people who share our
values for more inclusive communities. The nature of our work demands that we recruit the
best people we can and the Core Competency model will help us do that. An important goal of
the Developmental Services Human Resource Strategy is to make the sector a career of choice
for both new and experienced employees.
Provide job enhancement opportunities and make career paths more transparent:
The introduction of a Core Competency model in the sector is designed to benefit employees by
providing job enhancement opportunities and making career paths more transparent. The
model provides the sector with a unique ability to assist direct support employees in fulfilling
their career potential and to consider ongoing advancement. By clarifying the types and levels
of Core Competencies for positions across the organization, the Core Competencies model
provides the sector with an important tool for succession planning.
Core Competencies Implementation GuideA-2
Engage and inspire direct support employees to remain in the sector:
By highlighting the professional nature of direct support work and creating career
opportunities, the Core Competency model will improve retention in the sector. However, the
implementation of Core Competencies in the sector seeks to go beyond retention by striving for
a more engaged and inspired workforce.
Provide a strength-based approach to developing and enhancing direct support work:
Our professional work in support of people with a developmental disability is dedicated to
seeing people grow, meet new challenges and aspire to new dreams. The Core Competency
model reflects this attitude as a ‘going forward’ process for employees in the sector. Core
Competencies provide a professional development mechanism to move from effective services
to superior, life-enhancing supports. The Core Competency model will provide a valuable tool
for feedback to enhance direct support work. The primary benefit and intent of the Core
Competency model is to enable and facilitate positive professional development, not to be used
for disciplinary purposes.
A foundation for increased and sustainable human resource capacity:
Core Competencies provide the foundation for the work of all the committees of the
Developmental Services Human Resource Strategy. Implementing the Core Competencies
model provides a consistent and coherent framework for meeting the challenges of
transformation in the sector.
This document was initiated by the Human Resource Shared Interest Committee, a committee
of the Developmental Services Human Resource Strategy (see list of members on next page).
This committee is composed of individuals representing the interests of direct support workers
across the province – that is, corporate union representatives from SEIU, CUPE and OPSEU, a
non-union leader to represent the interests of non-unionized direct support workers, and
sector representatives appointed by the Provincial Network on Developmental Services Human
Resources Sub-Committee.
As well, this document has been endorsed by the Developmental Services Human Resources
Strategy Steering Committee.
Core Competencies Implementation GuideA-3
Human Resource Shared Interest Committee:
NAME AGENCY/REPRESENTATION/AFFILIATION
Nancy Wallace-Gero, Chair Executive Director, Community Living Essex
County
Jim Beattie CUPE
Holly Duff, Project Coordinator Project Coodinator, DSHRS Steering Committee
Dave Ferguson OCAPDD
Steven Finlay Co-Chair, DSHRS Steering Committee, Executive
Director, Community Living Oshawa-Clarington
Kathy Johnson CUPE
Andrew Lewis Niagara Support Services/Niagara Training &
Development Agency Inc.
Marion Peck Madawaska Valley ACL
Brad Philp SEIU
Eugene Versteeg Christian Horizons
Sue Walker OPSEU
Sean Wilson OPSEU
Core Competencies Implementation GuideA-4
Core Competencies Implementation GuideB-1
APPENDIX B: IMPLEMENTATION TEAM GUIDELINES
DEVELOPMENTAL SERVICES HUMAN RESOURCE STRATEGY
GUIDELINES FOR A COLLABORATIVE AGENCY IMPLEMENTATION TEAM
The Developmental Services Human Resource Strategy (DSHRS) was formed as a partnership
between the Ministry of Community and Social Services (MCSS) and the Provincial Network on
Developmental Services (PNDS). This long-term partnership seeks to improve human resource
practices and support an accessible, fair and sustainable system of community-based supports.
On February 23, 2010 the Core Competencies Pilot Implementation Project was launched.
Sixteen agencies that provide support to people with developmental disabilities across the
province were selected to pilot the implementation of Core Competencies in their agencies.
Based on what we learned from those pilots, these guidelines have been developed to assist
agencies in the formation of their Core Competency Implementation Team.
The implementation of Core Competencies requires a slightly different mindset from that of
day-to-day work. Facilitating change in organizations is often challenging. By taking a joint
approach to the change process, involving both managers and direct support employees from
the start, implementation teams should be better prepared to meet and effectively address
these challenges. Delivering quality services and supports and assisting people to live more
inclusive and dignified lives is a team effort.
The formation of the Core Competencies Implementation Team should begin by discussing and
developing a common understanding of the principles and intentions of Core Competencies.
The Human Resource Shared Interest Committee developed the document, Intention of Core
Competencies, to clarify that Core Competencies are intended to recognize the professional
nature of direct support work and provide a strength-based approach to developing and
enhancing direct support work. The Human Resource Strategy Steering Committee has
endorsed these principles. Developing a shared understanding of the intent of core
competencies is a vital first step for each Agency Implementation Team.
Core Competencies Implementation GuideB-2
CORE COMPETENCIES IMPLEMENTATION TEAM MEMBERSHIP
SIZE AND STRUCTURE
Agencies should establish a team structure that best reflects an appropriate change
management strategy for their local context. Agencies that have been through accreditation or
similar process of organizational renewal or change should consider the lessons learned from
those experiences. These experiences can be very helpful in forming the Implementation
Teams. Implementing Core Competencies will be a process of change, experimentation,
successes. Committees should be large enough to represent the diversity of employees and
programs at the agency, but small enough to manage change efficiently.
The foundational principle of committee membership is that it is a collaborative effort led by a
manager responsible for human resource training and organizational development and a direct
support employee responsible for representing the perspectives of employees. These partners
will share responsibilities and provide leadership for the committee throughout the
implementation process. There should be an equal number of managers and direct support
employees involved in the team.
At unionized agencies, the direct support employee representative should be selected by their
union. At all agencies, direct support representatives can receive additional support as
appropriate, from their corporate union representatives or a designated leader from a non-
union agency.
LOCAL TEAM OBJECTIVES
� Lead, facilitate, and manage the integration of core competencies into the
organizational culture of the local agency;
� Introduce the training, tools and resources indicated in this Implementation Guide;
and
� Identify and introduce other initiatives, as required, to fully support the
implementation of Core Competencies in your agency.
Core Competencies Implementation GuideB-3
MANDATE AND FUNCTIONS
PLANNING
The members of the Implementation Team should work together to plan how best to deliver
training and information about Core Competencies to agency employees. Ideas such as “lunch
and learns” or self-directed online training may be a consideration. A first step for the team will
be to meet and brainstorm plans for how best to introduce Core Competencies at their agency.
INFORMATION SHARING AND COMMUNICATION
The free flow of information and ideas is essential to the success of the implementation effort.
Implementation Team members should share and review training materials, communiqués and
any other information that relates to Core Competencies.
Implementation Team members should develop and ensure strategies for effective
communication and transparency with all stakeholders in the organization as it relates to the
implementation of Core Competencies. This may include articles in the agency newsletter,
special bulletins, or “lunch and learns”.
CONSULTATION
Like any major change, flexibility and responsiveness will be required to learn and grow during
this implementation process. Transparency, consultation with the Regional Champion
connected to the agency, and constant communication within the agency is vital to the
effective implementation of Core Competencies within the agency. Each agency should develop
a plan of support with their Regional Champion specific to the needs of their agency.
COLLABORATIVE TRAINING
While employee training is generally the responsibility of managers at many agencies, the
collaborative nature of this process means that Implementation Teams will share in the
development and delivery of Core Competency training. This does not mean that all members
of an Implementation Team will be involved in all training, nor would co-chairs necessarily have
the same role in the training process. The appropriate level of involvement will be determined
by the Implementation Team. Rather, collaborative training means that there is a foundational
partnership between managers and direct support employees in developing and delivering
trainings on Core Competencies. Such partnerships have proven to enhance the ability of
organizations to successfully manage change.
Core Competencies Implementation GuideB-4
ENHANCING COLLABORATION AND RESOLVING CONCERNS
Joint collaboration between direct support employees and managers is key to success in the
implementation of Core Competencies. Joint teams will generate creative solutions, provide
more comprehensive feedback, and ensure realistic assessment of progress. Enhancing
collaboration requires that teams are sensitive to possible concerns and disagreements among
team members.
Disagreements may arise during the process, but this should not be surprising given that the
process of organizational change often involves such challenges. Indeed, the point is not to
avoid disagreements, but to ensure that appropriate procedures and supports are available to
assist the Implementation Team in working through and resolving differences of opinions. An
important reason for piloting Core Competencies was to identify the common sources of
disagreement and develop the best practices for resolving differences of opinion before rolling
it out to the entire sector. Those “best practices” are contained in this Implementation Guide.
In any case, the Implementation Team should adopt a conflict resolution process that includes
the following principles:
CONCERNS MUST BE RAISED IN A RESPECTFUL AND CONSTRUCTIVE MANNER
Trust and respect are foundational principles for any teams. One important way to ensure this
is to “de-personalize” discussions of challenges.
TEAM MEMBERS SHOULD FEEL FREE TO RAISE CONCERNS WITHOUT HESITATION
Effective communication and the free flow of information means that concerns should not be
allowed to fester. The Implementation Team should provide a safe space for candid and
constructive discussions about Core Competencies and the implementation.
PROCESSES EXTERNAL TO THE IMPLEMENTATION SHOULD NOT INTERFERE WITH
TEAM ACTIVITIES
While it may not be entirely realistic that we can all leave our external baggage at the door,
members of the Implementation Team should work hard to insulate the implementation of
Core Competencies from external sources of disagreements.
Core Competencies Implementation GuideC-1
TIMELINES AND NEXT STEPS
TIMING AND FREQUENCY OF TEAM MEETINGS
The frequency and timing of Implementation Team meetings will vary by the particular
circumstances in each agency. At a minimum, local teams should hold monthly meetings. Team
leaders may need to meet much more often to plan and share information.
Team leaders should take steps to ensure effective and efficient functioning of the
Implementation Team. This should include collaboratively developing agendas before the
meeting, having a designated note taker, and ensuring plans to follow-up decisions made at
each meeting.
TURNING THE OVERALL PROJECT INTO MANAGEABLE COMPONENTS
The complexity and scale of the implementation of Core Competencies can seem like a
daunting task. The Implementation Guide will focus on specific areas, organized into logical
steps for introducing Core Competencies to your agency. We recommend focusing on the
following three items:
� Recognizing the professional nature of current direct support employees;
� Introductory training, including the coaching and personal development of all
employees; and
� Recruitment and selection of new employees.
Core Competencies Implementation GuideC-2
Core Competencies Implementation GuideC-3
APPENDIX C: AGENCY IMPLEMENTATION TEAM GUIDELINES – SAMPLE – TERMS OF
REFERENCE
Note: Below is a sample “Implementation Team Terms of Reference” and may require
modification to best address the culture of the agency.
AGENCY IMPLEMENTATION TEAM TERMS OF REFERENCE
OBJECTIVES OF THE CORE COMPETENCIES IMPLEMENTATION:
� Recognize the professional nature of direct support work;
� Recruit the right people;
� Provide job enhancement opportunities and make career paths more transparent;
� Engage and inspire direct support employees to remain in the sector; and
� Provide a strength-based approach to developing and enhancing direct support work.
IMPLEMENTATION TEAM MANDATE
This Implementation Team’s initial focus will be on the implementation of Core Competencies
training to direct support employees, supervisors and managers. The tools and resources
developed during the pilot phase of the project will guide the Implementation Team.
OBJECTIVES
1. To plan for and schedule dates for management and direct support professionals to
be trained in Core Competencies.
2. To promote and make all employees aware of Core Competencies and generate
enthusiasm through the newsletter, and other forms of communication.
3. To work collaboratively, with all members of the Implementation Team, to ensure
that Core Competencies are embedded in the culture of the agency.
AGREEMENT
The members of the Agency Implementation Team will:
� Be appointed as a member of the committee and will be compensated for time spent
in meetings.
� Support knowledge and understanding of the Intention of Core Competencies
document.
Core Competencies Implementation GuideC-4
� Meet as a team to discuss, plan and implement Core Competencies.
� Initially meet as frequently as is required, reducing the number of meetings to one per
month once the initial training, Introduction to Competencies, has begun; meeting
dates to be determined by the Implementation Team; the lead pilot member and lead
direct support member will prepare the meeting agendas.
� Receive and review agendas in advance of each meeting.
� Attend all scheduled Implementation Team meetings, and come prepared with tasks
assigned.
� Remain focused on the implementation of Core Competencies as it relates to the roll-
out of employee training. Other labour/management issues, grievances, or
complaints will not be discussed at this meeting.
� Provide feedback, in a constructive and collaborative manner, during the course of
the implementation of Core Competencies.
� Focus on the task of training employees on Core Competencies.
� Collaborate on the design of any messaging to employees regarding the
implementation of Core Competencies.
� Be prepared and ready to present the status of any assigned work/tasks related to
this Implementation Team, at each meeting.
� Direct support members will co-facilitate the training of direct support staff onsite at
locations –each member will be responsible to participate in training, as lead or co-
facilitator, during the implementation.
MEMBERSHIP
There will be equal representation of direct support employees and management on the
Implementation Team, which will be comprised, of 6-8 members:
(For example: Four management representatives and four direct support representatives)
� The members of the Implementation Team will each bring a specific area of expertise
to this table in order to enhance the delivery of the Core Competencies
implementation. Each member of the Implementation Team will represent a different
role; (and geographic area, if appropriate) in order to bring forth a diverse perspective
to the implementation. For example:
o The four management members will represent specific program areas that
will enhance the deliverables of this Team: (i) Human Resources Manager;
(ii) Manager of Training and Development; (iii) Manager of Core Residential;
and (iv) Supervisor.
o The four direct support members will represent specific areas that will
enhance the deliverables of this Team. Each direct support member will
Core Competencies Implementation GuideC-5
come from a different area of the agency (e.g. Day/Residential) and from
different geographic locations: (i) appointed direct support lead on pilot; (ii)
part-time direct support; (iii) S.I.L. direct support; and (iv) SSW direct support
staff.
PURPOSE/SCOPE
� The Implementation Team will ensure that the Core Competencies are embedded into
the culture of the agency.
� The Implementation Team will work towards consensus; this is not a decision-making
team.
� Where members of the Implementation Team disagree and are unable to reach a
consensus, the Implementation Team will document and forward the issue to the
Regional Champion for input.
� All members of the Implementation Team will be expected to demonstrate a clear
understanding of the Core Competencies as well as understanding their important
role as a member of the team.
MEETINGS
� Initially Implementation Team meetings will be frequent to get the plans in order.
Once the initial training, Introduction to Competencies, has begun meetings will take
place once per month to ensure that the committee is on track around
implementation guidelines.
� The Implementation Team will review the needs around frequency of meeting dates
once this process is underway.
� Meetings will run for a maximum of two hours, allowing members enough time for
other work-related obligations. Discussion should confirm any scheduling changes
that may need to be accommodated.
� The committee term will be two years.
� The Implementation Team reports to the Executive Director.
Core Competencies Implementation GuideC-6
Core Competencies Implementation GuideD-1
APPENDIX D: SAMPLE AGENDA – EXECUTIVE DIRECTOR MEETING
Note: Attendees required may vary by agency. Some agencies may choose to
include the entire Senior Team, Board Chairperson, Board Members, etc.
SAMPLE AGENDA – EXECUTIVE.DIRECTOR (ED) MEETING
1. Review the objectives of the Core Competency implementation including the Intention of
Core Competencies document.
2. Discuss the key elements of the implementation, training, key communications, and reach
agreement on timing, etc.
3. Discuss the ED role and the role of the Senior Management Team.
4. Discuss resources required – financial, human resources, etc.
5. Discuss the Implementation Team – its objectives, proposed members and timing of
launch meeting for the Implementation Team.
6. Discuss and agree on the involvement of the employee representative for example,
standing member of the Implementation Team.
7. Open discussions about the introduction of Core Competencies to the Board.
8. Agree on a schedule for status update meetings.
9. Confirm next steps.
Core Competencies Implementation GuideD-2
Core Competencies Implementation Guide E-1
APPENDIX E: SAMPLE AGENDA – MEETING WITH THE UNION PRESIDENT/
EMPLOYEE REPRESENTATIVE/EMPLOYEE RELATIONS COMMITTEE
AGENDA:
1. Review the objectives of the Core Competency implementation including the Intention of
Core Competencies document.
2. Discuss the key elements of the implementation, training, key communications, and
timing, etc.
3. Discuss the Implementation Team (its objectives and membership).
4. Discuss the role of the union representative on the Implementation Team and
throughout the roll-out.
5. Agree on a schedule for status update meetings.
6. Confirm next steps.
Core Competencies Implementation Guide E-2
Core Competencies Implementation Guide F-1
APPENDIX F: CORE COMPETENCIES QUESTIONS AND ANSWERS (Q&A)
The Developmental Services Human Resource Strategy (DSHRS) was formed as a joint
partnership between the Ministry of Community and Social Services (MCSS) and the Provincial
Network on Developmental Services (PNDS), which represent agencies providing services and
supports in the Developmental Services Sector. This partnership seeks to improve and maintain
the quality of human resources in the developmental services sector. On February 23, 2010 the
Core Competencies Pilot Implementation Project was launched. Sixteen agencies that provide
support to adults with developmental disabilities across the province were selected to pilot the
implementation of Core Competencies in their agencies. The following questions and answers
were developed as part of that pilot to assist you in having readily available answers to the
most common questions asked during the implementation of competencies at an agency.
I. COMPETENCIES (OVERVIEW)
1. Were Core Competencies identified for all positions?
• Core Competencies were developed for seven positions, - Direct Support, Supervisor,
Manager, Director, Executive Director, Clinical and Specialized employees.
2. Do all jobs have the same Core Competencies?
• No. Core Competencies are role-specific. There is one Core Competency that applies
across all roles, “Advocating for Others”, but the target level may be different
depending upon the specific responsibilities of each individual role. While “Advocating
for Others” is not in the developmental competency model for Executive Directors it is a
threshold competency for that role.
3. What is a “threshold” competency?
• Threshold (baseline) competencies are those competencies that are required to be
considered for a particular role in the sector. They are often based on organization-wide
values.
4. What is a behavioural (Core) Competency?
• Core Competencies are the behaviours, demonstrated by an employee, that are
important contributors to predicting outstanding performance in a position, within a
particular organization. They mark the difference between good/solid/average job
performance and outstanding performance.
Core Competencies Implementation Guide F-2
5. What is a behavioural (Core) Competency model?
• A Core Competency model is a set of predefined developmental Core Competencies
required to perform successfully in a specific position or role. Each Core Competency
has a set of associated behaviours.
• For each Core Competency a target level, or target “behaviour”, has been identified that
defines “excellence” for a specific position.
• Different positions require different Core Competency models since Core Competencies
for superior performance are position-specific.
• Core Competency models are housed in an organizing structure called a Competency
Dictionary. This document includes the Core Competency model, target levels for
specific positions and examples of behaviours associated with the different levels of
each Core Competency.
6. What if the job titles used in the dictionary are different from the job titles we use?
• Job titles used in the dictionary are the job titles commonly used in most agencies. If
the agency uses different titles, please adjust the dictionary accordingly.
II. BENEFITS
1. Why do we need Core Competencies?
• As a result of ongoing developments in developmental services in Ontario and new
legislative changes, employee roles are undergoing a significant transition from one of
“shielding and protecting” to one of “empowering”; to reflect a transformation from
“supporting individuals” to “inclusion” and “meaningful participation/full citizenship”.
This transformation will require new behavioural (Core) Competencies. Most
employees already embody these Core Competencies but formal implementation puts a
name to desired behaviours and also reinforces the importance of these behaviours
during this period of transition.
• The introduction of Core Competencies also provides a clear framework for the hiring of
new employees and the development of future employees by the colleges.
2. How do Core Competencies benefit me?
• Research has shown that when Core Competencies are effectively introduced into a
workplace, within one year, employees feel more capable to perform their assigned
duties; find the work more enjoyable; and are viewed more professionally by those who
interact with them.
Core Competencies Implementation Guide F-3
III. DEVELOPMENT PROCESS
1. How were our Core Competencies developed?
• As part of the DSHRS, Hay Group was hired to assist in developing the Core
Competencies for the sector. Hay Group is a global management consulting firm
focused on making change happen and helping people and organizations realize their
potential. Hay Group originated the concept of “competencies” based on research
conducted jointly by Harvard University and Hay Group.
• Two approaches were used to identify our Core Competencies – one approach for
Executive Directors, and a similar approach for the other six positions. The Core
Competencies Committee played a significant role in the oversight of the methodology
to ensure the adequate representation of employees, families, professional and
government bodies.
• Development of the Core Competency models took approximately one year. The key
steps in the process were:
1: Understand the context in which Core Competencies would be used, including
understanding the likely impacts on agencies of pending legislative changes.
Interviews were conducted with a cross-section of Executive Directors and a
representative from the MCSS, Community and Developmental Services Branch.
2: Understand the various positions in agencies. Job descriptions for all positions at all
levels within the sector were reviewed.
3: Based on the above, Hay Group prepared a preliminary Core Competency
dictionary with the assistance of the Core Competencies Committee, which was
comprised of sector representation and MCSS representation. The preliminary Core
Competency Dictionary consisted of 30 Core Competencies, and included Core
Competencies relevant to both direct support and management positions.
4: A series of 13, one-day focus groups, involving 188 participants across all job
categories were conducted. The objectives of the focus groups were two-fold: 1)
to understand the behaviours used by superior performers in executing their day-
to-day responsibilities; and 2) to examine those behaviours against the preliminary
Core Competency models. The models were adjusted as needed and possible
target levels, by role, were identified. In addition, separate focus groups were
conducted with members of self-advocate groups and with families.
5: The data was analyzed and a draft Core Competency Dictionary and Core
Competency models were developed. Two more steps followed:
1. The draft models were reviewed by the Core Competencies Committee and a
series of discussions conducted and revisions made to ensure that the final
models accurately reflected the language used in the sector and an
understanding of the roles and culture.
Core Competencies Implementation Guide F-4
2. The development of the Executive Director’s (ED) model involved focus
groups. In addition, more in-depth interviews were conducted with a cross-
section of EDs to identify the behaviours used by superior performers in
conducting their day-to-day responsibilities and gain an understanding of the
sector landscape.
2. Have the unions been involved with the development and implementation of Core
Competencies?
• Unionized and non-unionized employees participated in the focus groups where the
Core Competencies were developed. Corporate and local bargaining agents as well as
representatives of non-unionized direct support employees are represented on the
Human Resource Shared Interest Committee (HRSIC). The HRSIC has supported the
Core Competencies and worked to produce the Intention of Core Competencies
document.
IV. INTRODUCTION PROCESS FOR CORE COMPETENCIES AT AN AGENCY
1. How will they be introduced to employees?
• Core Competencies will be introduced through a series of training sessions to all
employees beginning with those individuals who supervise other employees. This latter
group will also receive training on how to coach for Core Competencies to enable
employees to increase their skill development in Core Competencies.
2. We have employees who work different schedules and at different locations. How will
Core Competencies be introduced to our employees?
• Introducing Core Competencies across employees that work various shifts can be
difficult. In this guide, we recommend several approaches to manage the training of
large staff groups with variable work schedules. These include the use of staggered
training sessions, e-learning, etc.
V. IMPACT ON CURRENT JOBS
1. How will Core Competencies change my job?
• Core Competencies won’t change job duties. Core Competencies recognize how one
executes one’s job duties.
2. Will Core Competencies impact the way I am compensated?
• No.
3. Will Core Competencies be used for discipline?
• The primary benefit and intent of the Core Competency model is to enable and facilitate
positive professional development, not to be used for disciplinary purposes.
Core Competencies Implementation Guide F-5
VI. CORE COMPETENCY TRAINING
1. How am I going to learn them?
• Introduction to Competencies training sessions will be conducted at all agencies.
• Managers will be taught how to coach for competencies to support employees
interested in developing a higher level of capability in Core Competencies that the
individual has identified as a development area.
• Each agency will have a Development Resource Guide which allows individuals to
identify actions they can take to develop a higher level of capability in a specific Core
Competency.
2. How much time do I have to learn them?
• Learning Core Competencies happens over time. This initial year is an ideal time to
become familiar with the Core Competencies and what the behaviours associated with
each Core Competency look like in action. Your manager can assist you in this regard by
providing you coaching on those Core Competencies that may not be a part of how you
typically go about doing your job. This is something you may wish to discuss with your
manager.
3. What happens if I don’t develop these Core Competencies?
• Core Competencies are being introduced to help us better meet the needs of those
individuals that we serve. The focus is on personal growth in our roles. Developing a
capability to demonstrate the Core Competencies associated with a given role is no
different than developing a capability in the technical skills associated with that role.
The primary benefit and intent of the Core Competency model is to enable and facilitate
positive professional development, not to be used for disciplinary purposes.
4. Do I have to develop them all?
• Yes. It is, however, expected that most employees within the sector are already
proficient in the identified Core Competencies.
5. Are some Core Competencies more important for some jobs than others?
• Some Core Competencies are more important than others to a specific role and an
individual may want to develop a higher level of proficiency in certain Core
Competencies to enhance their ability to meet the needs of the people we serve.
6. Will the colleges be including Core Competencies in their courses?
• Agencies have engaged in discussion with local colleges to determine strategies to
include Core Competencies in the education of students.
Core Competencies Implementation Guide F-6
VII. MEASURING SUCCESS
1. How will we know if introducing Core Competencies is making a difference?
• The effectiveness of Core Competencies will be measured in several ways. Some of the
ways to measure include:
o Increase in employee satisfaction measured by before and after surveys;
o Increase in the satisfaction of people we support based on before and after
surveys; and
o Increased interest in working in the sector based on an increase in college
enrollment.
Core Competencies Implementation Guide F-7
Core Competencies Implementation Guide F-8
Core Competencies Implementation GuideG-1
APPENDIX G: SAMPLE – INITIAL IMPLEMENTATION TEAM MEETING AGENDA
AGENDA:
1. Review the objectives of the Core Competency implementation including the Intention
of Core Competencies document.
2. Discuss the Executive Director’s role.
3. Discuss and agree on the objectives of the Implementation Team and the Terms of
Reference for the team.
4. Discuss and agree on the Terms of Reference for the team e.g. frequency of meetings;
protocol for decision making; etc.
5. Discuss the key elements of the implementation, training, key communications, and
suggested timing of events, etc.
6. Discuss and agree upon individual responsibilities of each member of the team.
7. Provide an overview of resources available.
8. Agree on a methodology to measure the progress of the implementation effort.
9. Establish a meeting schedule and key objectives of each meeting.
10. Confirm next steps.
Core Competencies Implementation GuideG-2
Core Competencies Implementation Guide I-2
APPENDIX H: SAMPLE – “INTRODUCTION TO COMPETENCIES” E-MAIL TO ALL
EMPLOYEES
To: All Staff
Re: Introduction of Core Competencies in the Agency
The Developmental Services Human Resource Strategy (DSHRS) was formed as a partnership
between the Ministry of Community and Social Services (MCSS) and the Provincial Network on
Developmental Services (PNDS). This long-term partnership seeks to improve human resource
practices and support an accessible, fair and sustainable system of community-based supports.
On February 23, 2010, the Core Competencies Pilot Implementation Project was launched.
Sixteen agencies from across the province, that provide support to individuals with
developmental disabilities, were selected to pilot the implementation of Core Competencies.
That pilot has now concluded and it is our turn to build Core Competencies into the agency.
The objectives in introducing Core Competencies to the agency are to:
• Recognize the professional nature of direct support work;
• Recruit the right people;
• Provide job enhancement opportunities and make career paths more transparent;
• Engage and inspire direct support employees to remain in the sector; and
• Provide a strength based approach to developing and enhancing direct support work.
To lead the implementation efforts, an Implementation Team has been established to plan and
coordinate all activities. The members of the Team are: (names of team members and
position).
The approach to implementing the Core Competencies is based on the “best practices” learned
from those agencies involved in the pilot. In addition, efforts will be supported by a Regional
Champion, (name of individual), the agency lead who led the implementation of competencies
in (name of agency).
The plan of action for year one of the roll-out of Core Competencies in the agency is as follows:
1. Commencement of Core Competency training for all individuals who supervise staff
(commencement date, further information to follow).
2. Commencement of Core Competency training for all other staff members
(commencement date, further information to follow).
3. Ongoing coaching of staff to help build an understanding of, and ability to use, Core
Competencies in the day-to-day execution of one’s job duties.
Core Competencies Implementation Guide I-2
4. Introduction of Core Competencies into the hiring process via training in Competency-
Based Interviewing for all individuals involved in the hiring of new staff. (Suggested
commencement date, e.g., “Target Date - the beginning of June”.)
To help you better understand the importance of this initiative, attached is the Intention of Core
Competencies document. Also attached is the Core Competencies Questions and Answers
document that will address many of your questions concerning Core Competencies and the
implementation of Core Competencies in the agency. If you have any other questions please
contact any member of the Implementation Team.
Thank you for your support of this very important initiative.
Sincerely,
Implementation Team
c.c. Executive Director
Core Competencies Implementation Guide I-2
Core Competencies Implementation Guide I-2
APPENDIX I: SAMPLE – TRAINING INVITATION TO TEAM LEADERS/MANAGERS/
SUPERVISORS
To: All Supervisors
Re: Introduction to Core Competencies - Training Dates and Logistics
The implementation of Core Competencies will commence with the training of all individuals
who supervise staff. Please make whatever arrangements are necessary to ensure your
attendance at the session. There will be (number of sessions). Attached is a listing of the date,
time and place of each session and the individuals who will be attending. If you are unable to
attend the assigned session please arrange to switch with someone in another group and advise
me of the changes made.
At this time you should have completed your reading of the Intention of Core Competencies
document and the Core Competencies Questions and Answers document.
Prior to attending the training please read the attached document, Competency
Backgrounder, and be sure to bring all 3 documents with you to the training session:
• Intention of Core Competencies
• Core Competencies Questions and Answers
• Competency Backgrounder
Once all supervisors have been trained we will commence the training of all other employees.
This training will likely commence approximately 2 weeks after the conclusion of training for
supervisors. A notification will be sent out to all employees advising them of the time and
place of their training. Attached is an advance copy of this notification to give you sufficient
opportunity to plan schedules accordingly. Notification of training and the attached “all
employee” training schedule will be sent to all employees by the end of next week.
Thank you for your assistance in helping to implement Core Competencies in the agency. We
are proud to have the opportunity to work together with you to further develop a consistent
level of professionalism across the sector. If you have any questions, please contact any
member of the Implementation Team.
Sincerely
Implementation Team
Core Competencies Implementation Guide I-2
Core Competencies Implementation Guide J-1
APPENDIX J: SAMPLE – TRAINING INVITATION FOR ALL EMPLOYEES
To: All Employees
Re: Introduction to Competencies – Training Dates and Logistics
On (date) we will commence the implementation of Core Competencies with the training of all
employees.
Attached is the training schedule which indicates the date, time and place of the various
training sessions and who will be attending which sessions. Please check the attached
carefully and note when you will be attending this very important training, and make any
arrangements necessary to ensure you can attend.
At this time you should have completed reading of the Intention of Core Competencies and the
Core Competencies Questions and Answers documents. If not, please ensure that you have
read them prior to attending the training.
Prior to attending the training, please also read the attached, Competency Backgrounder, and
be sure to bring all three documents with you to the training session:
• Intention of Core Competencies
• Core Competencies Questions and Answers
• Competency Backgrounder
Thank you for your assistance in helping us to implement Core Competencies in the agency. We
are proud to have the opportunity to work together with you to further develop a consistent
level of professionalism across the sector. If you have any questions, please contact any
member of the Implementation Team.
Sincerely
Implementation Team
Core Competencies Implementation Guide J-2
© 2010 Hay Group Limited. All rights reserved. www.haygroup.ca
APPENDIX K: COMPETENCY BACKGROUNDER
November 2010
Competency Backgrounder
Enhancing the lives of the people we support
Core Competencies Implementation GuideK-3
Core Competencies Implementation GuideK-3
Contents
Overview I-6
Competency Background I-7
What are competencies? I-8
Components of a competency I-10
How can this help me? I-12
Core Competencies Implementation GuideK-10
Overview
The purpose of this Competency Backgrounder is to help you understand what
competencies are all about, and will support the competency training you will
receive.
In the rapidly changing and complex environment of the Developmental
Services sector, the implementation of workplace competencies is intended to
enhance and sustain a quality workforce, one that will continue to deliver a very
high standard of service and support to those with developmental disabilities.
The increased expectations of families and government, new legislation, and
changing demographics have led the Developmental Services sector to
strategically position itself for the future. With job roles undergoing a significant
transition from supporting people with a developmental disability primarily
through “traditional services” to promoting and facilitating community
inclusion, meaningful participation and full citizenship, core competencies will
support a successful transformation of these job roles. Competencies will not
only provide employees with a clear picture of the behaviours required for
success in their current role, but will be valuable for career planning, enabling
employees to identify the behaviours required for success in future roles,
whether in their own agency or across agencies in the sector – this will also help
to position the Developmental Services sector as a viable career choice.
Ultimately, the implementation of competencies will enable us to enhance the
lives of the people we support.
Understanding competencies
What’s driving us?
Core Competencies Implementation GuideK-10
Competency Background
Knowing that superior performance is so valuable, managers and human
resources professionals have always searched for qualities such as “initiative”
and “communication skills” in the people that they hired. However, two things
remained uncertain until recently:
• How to assess these qualities; and
• Whether these qualities were actually related to successful performance on
the job.
Using a competency-based approach is the key to defining, assessing and linking
such qualities to job performance.
Thirty years of research in the field of applied psychology have shown that there
are distinct differences between typical performers and superior performers in
jobs. Superior performers don’t just do more work, or better work, they often
approach their jobs differently, think about things in a different manner, and do
some critical things much more often than typical performers.
The results of this research are not a surprise to most of us. We can all identify
with the fact that some individuals perform better than others. Each of us can
think of examples of people we have seen who get superior results in their jobs
by doing some things differently, or more often, than others.
This isn’t about working harder, it’s about working better. Studies have shown
that top performers do the work of almost 1.5 average performers. Knowing
what makes the difference in our service-oriented business, and being able to
deliver that difference, is the key. This is why we are introducing competencies.
We want to use approaches that are objective and fair for all of us, and that help
us grow as individuals and contribute to our ongoing success.
Searching for performance
Research-based approach
Working smarter, not harder
Core Competencies Implementation GuideK-10
What are competencies?
Competencies are a way to identify what really makes a difference in
performance on the job. They are the characteristics that drive performance.
When people can identify more clearly what is expected in terms of behaviour
on the job, then they can do their job better. Similarly, managers and supervisors
can be more objective and provide the appropriate coaching to support
employees in their personal growth.
This is very important to all of us. We all want to do well in our jobs and be
appreciated by our customers. This is the way that we can continue to be
focused on service and reliability in an efficient manner.
A competency is any skill, knowledge, behaviour or other personal
characteristic that that drives superior performance in a job role.
In other words, a competency is whatever outstanding performers think or do
more often, in more situations and with better results than typical performers.
There are two types of competencies – behavioural and technical – as outlined in
the table below:
Technical Competencies Behavioural Competencies
• What a person needs to know and be
able to do (knowledge and skills) to
perform the job
• The behaviours a person
demonstrates in applying their
knowledge and skills on the job
In other words, technical competencies are WHAT a person needs to know or
know how to do, and behavioural competencies are HOW an individual
approaches his or her work.
Technical competencies are necessary to perform the job role; however, they are
not the differentiating factors of performance. While each is important, it is the
behavioural competencies that truly differentiate superior from average
performers.
What are competencies?
Competency definition
Two types of competencies
Core Competencies Implementation GuideK-10
What are competencies?, continued
The focus for us is the on the behavioural competencies. We are going to put
effort here because higher levels of performance in this area will help us
maximize our performance. This does not mean that we will not continue to
develop and maintain our technical skills. It simply means we have another
powerful tool we can use to maintain and enhance the quality service we
provide.
A competency model is the set of behavioural competencies (typically 8-12
competencies) that have been identified as the drivers of superior performance in
specific role – they are the ones that truly make the difference in performance
for that role.
While many of the behaviours across all behavioural competencies are helpful in
each job role, the ones included in a given competency model can be considered
as the “all-stars” for your role.
Focusing on behavioural competencies
What is a competency model?
Core Competencies Implementation GuideK-10
Components of a competency
For each competency there is a definition or description of what it means and a
scale of behaviours called a competency measurement scale. These are described
in more detail below.
The definition or description of each competency is important because it
captures the essence of the competency and helps everyone understand the
competency in the same way.
The behavioural scale attached to a competency describes the various levels of
behaviour associated with a competency – what the competency “looks like” at
each level. The scales are numbered in ascending order: 1, 2, 3, 4, and so on, and
each scale typically include 4-6 levels.
Each level on the scale starts with a bolded statement that describes the
underlying intent of the level. The levels are incremental and additive, which
means that to perform the behaviours at any one level, you must be able to
perform the behaviours at the level(s) preceding it. In addition, the degree of
complexity increases as one moves “up” the scale.
Each level has a series of behaviours associated with it that describe what that
particular level of performance looks like. These are not exhaustive as they vary
depending on the nature and circumstances of the position. The behavioural
indicators are provided only to help you better understand what each level in the
scale is about.
The behaviours in the scale are observable and measurable. In other words, you
can see yourself or others performing at each level, and the behaviours at each
level are more complex or challenging than the behaviours in the level(s)
preceding it. This is the key. What we can describe we can measure, fulfilling
our need for a more definitive and objective way of determining how well we
are doing.
Components of a competency
Definition
Behavioural scales
Core Competencies Implementation GuideK-10
Components of a competency?, continued
Here is an example of a competency:
Advocating for Others
Definition: Individuals demonstrating the competency “Advocating for Others” show through their
behaviours an inclination to champion a cause or issue and try to get others to support it (i.e., trying to win
the support of others).
Scale:
1. States facts to persuade or motivate
• Uses direct persuasion in a discussion or presentation.
• May appeal to reason, data, and others’ self-interest.
• May use concrete examples, visual aids, demonstrations, etc.
• At this level, focuses on fact but makes no apparent attempt to adapt presentation to the interest
and level of the audience (adapting presentation or language is level 3).
2. Takes multiple actions to encourage
• Makes two or more different arguments or points in a presentation or a discussion.
• Takes two or more steps to convince. Includes careful preparation of multiple sets of data for
presentation (e.g. may use both statistics and actual examples).
3. Calculates impact of actions or words
• Adapts a presentation or discussion to appeal to the interest and level of others.
• Anticipates the effect of one’s words or actions on others’ perceptions of himself/herself.
• Takes a well-thought-out dramatic or unusual action in order to have a specific impact.
• Anticipates and prepares for others’ reactions.
4. Uses indirect influence
• Uses chains of indirect influence: “get A to show B so B will tell C such-and-such”.
• Takes two or more steps to influence, with each step adapted to the specific audience.
• Anticipates areas where support or influence will be required and takes steps to add these key
individuals to own network.
• Judges when to seek support to enlist the involvement of credible resources/objective experts to
bolster arguments or improve buy-in of reluctant or resistant people.
• Solicits and engages the support of like-minded individuals to help convince others.
• Uses experts or other third parties to influence.
• Sounds out key decision-makers and influencers prior to meetings.
• Uses a combination of logical argument, personal conviction and passion to create a winning
case.
5. Uses complex influence strategies
• Uses an in-depth understanding of the interactions within a group to move toward a specific
agenda (e.g., may give or defer information among individuals to have specific effects); uses
“group process skills” to lead or direct a group.
• Assembles political coalitions; uses complex manoeuvering to reach a goal or have an effect.
• Builds “behind the scenes” support for ideas. This may include building support within the Board
for management suggestions.
• Builds and continuously maintains a network of contacts and resources to support initiatives.
Competency example
Core Competencies Implementation GuideK-10
How can this help me?
There are a number of benefits of competency-based approach to performance
that make competencies a win-win situation for all of us. These benefits are
outlined in the table below:
Training and
Development � Provides you with more focused training and the basis
for better development planning
� Provides managers and supervisors with more focus for coaching and leads to partnership with employees
Career
Management � Helps you better understand the needs of other jobs and
what you need to get there in addition to the technical
skills you have
Staffing � Provides a better template for job search and selection
� Helps ensure better initial job/person fit
� Leads to greater personal satisfaction for you as the employee
Performance
Management � Leads to more meaningful, objective feedback
� Provides more options to understand your performance and development requirements
� Removes the personal bias as much as possible from the performance management process
Benefits of competencies
Core Competencies Implementation GuideK-11
© 2010 Hay Group Limited. All rights reserved. www.haygroup.com/ca
APPENDIX L: CORE COMPETENCY DICTIONARY
November 1, 2010
Core Competencies Project:
Competency Dictionary
Core Competencies Implementation GuideK-11
A Collaborative Initiative Between the
Provincial Network on Developmental Services
and the
Ministry of Community and Social Services
Guide to the Implementation of Core Competencies K-16
Contents
Introduction 17
Competencies and Target Levels 2
Key to Competencies 3
Core Competencies 4
Advocating for Others (AFO) 4
Collaboration (COLL) 5
Creative Problem Solving & Decision Making (PSDM) 6
Developing Others (DEV) 7
Fostering Independence in Others (FIO) 8
Holding People Accountable (HPA) 9
Initiative (INT) 10
Interpersonal Relations & Respect (IRR) 11
Leading Others (LO) 12
Managing Change (MC) 13
Relationship/Network Building (RNB) 14
Resilience (RES) 15
Resource Management (RM) 16
Self-Development (SDV) 17
Strategic Thinking (ST) 18
Threshold Competencies 19
Flexibility (FLX) 19
Self-Control (SCT) 20
Service Orientation (SO) 21
Values & Ethics (VE) 22
Guide to the Implementation of Core Competencies K-17
Introduction
Hay Group’s approach to determining the characteristics of superior job performance goes beyond
traditional task and skill analysis to identify the specific competencies of highly effective people in
a specific role. Several assumptions underlie Hay Group’s methodology for identifying the
characteristics that distinguish the top performers in a particular job from average performers:
� In every job, some people perform more effectively than others.
� Outstanding performers do their jobs differently and possess different competencies (i.e.,
characteristics, traits, motives) than average performers.
� The best way to identify the characteristics that predict superior performance is to study the
behaviours of top performers.
Competencies, therefore, are the underlying personal characteristics and behaviours of an individual
that are important contributors to predicting outstanding performance in a job within a particular
organization. They mark the difference between average job performance and outstanding
performance. Furthermore, the competencies in a specific model are aligned with the organization’s
strategy and culture.
Competencies enable top performers to demonstrate critical behaviours:
� More often,
� In more situations, and
� With better results.
In this document, we have identified the roles in the sector next to their target levels for each
competency.
We have also identified threshold competencies in a separate section. Threshold competencies are
fundamental to all roles in the sector. It is recommended that they be used during recruitment as a
way to identify “fit” since threshold competencies generally reflect the values in an organization. By
comparison, the core competencies are also relevant in hiring as a reference for considering one’s
natural predisposition to develop a strength in the respective competencies. Once an individual is
hired, the core competencies become a personal development and coaching focal point for
developing one’s behavioural strength in one’s role.
Finally, under competency definitions, we have identified why each competency is important.
Guide to the Implementation of Core Competencies K-2
Competencies and Target Levels
The following table lists the competencies and target levels by role.
Competencies Threshold
Competencies
Advocating f
or
Oth
ers
Colla
bora
tion
Cre
ative P
roble
m S
olv
ing &
Decis
ion M
akin
g
Develo
pin
g O
thers
Foste
ring
Ind
epe
nd
ence in
Oth
ers
Hold
ing P
eop
le
Accounta
ble
Initia
tive
Inte
rpers
onal R
ela
tions
& R
esp
ect
Lead
ing O
thers
Mana
gin
g C
han
ge
Rela
tio
nship
/Netw
ork
Build
ing
Resili
ence
Resourc
e M
ana
gem
ent
Self-D
evelo
pm
ent
Str
ate
gic
Th
inkin
g
Fle
xib
ility
Self-C
ontr
ol
Serv
ice O
rie
nta
tio
n
Valu
es &
Eth
ics
Direct Support
Professionals 3 3 3 3 3 3 4
Direct Support
Supervisors 3 4 4 4 4 3
Specialized Support
Workers 4 4 4 4 3 4 4
Clinical Specialists 4 4 3 4 4 4
Managers 3 4 4 4 5 4 3 4 3
Directors 4 5 5 5 5 5 4 4 4
Guide to the Implementation of Core Competencies K-3
Advocating for Others (AFO)
Level 1 States facts to persuade or motivate • Uses direct persuasion in a discussion or presentation.
• May appeal to reason, data, others’ self-interest.
• May use concrete examples, visual aids, demonstrations, etc.
• At this level, focuses on fact but makes no apparent attempt to adapt presentation to the interest and level of the audience (adapting presentation or language is level 3).
Level 2 Takes multiple actions to encourage • Makes two or more different arguments or points in a presentation or a discussion.
• Takes two or more steps to convince. Includes careful preparation of multiple sets of data for presentation (e.g. may use both statistics and actual examples).
Level 3 Frontline Professionals, Front Line Supervisors, Managers Calculates impact of actions or words • Adapts a presentation or discussion to appeal to the interest and level of others.
• Anticipates the effect of one’s words or actions on others’ perceptions of himself/herself.
• Takes a well-thought-out dramatic or unusual action in order to have a specific impact.
• Anticipates and prepares for others’ reactions.
Level 4 Specialized Support Workers, Clinical Specialists, Directors
Uses indirect influence • Uses chains of indirect influence: “get A to show B so B will tell C such-and-such”.
• Takes two or more steps to influence, with each step adapted to the specific audience.
• Anticipates areas where support or influence will be required and takes steps to add these key individuals to own network.
• Judges when to seek support to enlist the involvement of credible resources/objective experts to bolster arguments or improve buy-in of reluctant or resistant people.
• Solicits and engages the support of like-minded individuals to help convince others.
• Uses experts or other third parties to influence.
• Sounds out key decision-makers and influencers prior to meetings.
• Uses a combination of logical argument, personal conviction and passion to create a winning case.
Level 5 Uses complex influence strategies
Definition
Individuals demonstrating the competency “Advocating for Others” show through their behaviours an inclination to champion a cause or issue and try to get others to support it (i.e., trying to win the support of others).
Why it’s Important
A core aspect of all roles is the demonstration of behaviours associated with advocating with impact – to champion a cause or issue, to speak up and draw the attention of others, and to direct decision makers towards a solution. Whether advocating in a frontline role, which is focused on “giving voice to others,” to individuals who cannot speak for themselves, or in a more senior leadership role, which is focused on advocating for the agency or the sector itself, demonstrating behaviours associated with advocating is critical.
• Uses an in-depth understanding of the interactions within a group to move toward a specific agenda (e.g., may give or defer information among individuals to have specific effects); uses “group process skills” to lead or direct a group.
• Assembles political coalitions; uses complex manoeuvering to reach a goal or have an effect.
• Builds “behind the scenes” support for ideas. This may include building support within the Board for management suggestions.
• Builds and continuously maintains a network of contacts and resources to support initiatives.
Key to Competencies
Competency title
A definition of the
competency. This is
supported by the “why it’s
important” statement.
Together, they capture the
essence of the
competency, what is
being measured, and the
way it helps support the
employer’s goals and
values.
Behavioural indicators. In all cases,
several indicators are given which
exemplify the behaviours seen at that
level and for that competency; they
are intended to show what the level
“looks like” and do not provide an
exhaustive list.
The level number and title.
All of the competencies have
four or more levels. There is
a natural build in
sophistication from one level
to the next.
Why it’s important – This
provides a brief
explanation of why the
competency is important
in a Developmental
Services role.
Guide to the Implementation of Core Competencies K-4
Core Competencies
Advocating for Others (AFO)
Definition
Individuals demonstrating the competency
“Advocating for Others” show through
their behaviours an inclination to
champion a cause or issue and try to get
others to support it (i.e., trying to win the
support of others).
Why it’s Important
A core aspect of all roles is the
demonstration of behaviours associated
with advocating with impact – to
champion a cause or issue, to speak up
and draw the attention of others, and to
direct decision-makers towards a solution.
Whether advocating in a direct support
role, which is focused on “giving voice to
others,” to individuals who cannot speak
for themselves, or in a more senior
leadership role, which is focused on
advocating for the agency or the sector
itself, demonstrating behaviours
associated with advocating is critical.
LEVEL 1
States facts to persuade or motivate • Uses direct persuasion in a discussion or presentation.
• May appeal to reason, data, and others’ self-interest.
• May use concrete examples, visual aids, demonstrations, etc.
• At this level, focuses on fact but makes no apparent attempt to adapt presentation to the interest and level of the audience (adapting presentation or language is level 3).
LEVEL 2
Takes multiple actions to encourage • Makes two or more different arguments or points in a presentation or a discussion.
• Takes two or more steps to convince. Includes careful preparation of multiple sets of data for presentation (e.g. may use both statistics and actual examples).
LEVEL 3 DIRECT SUPPORT PROFESSIONALS, DIRECT SUPPORT
SUPERVISORS, MANAGERS
Calculates impact of actions or words • Adapts a presentation or discussion to appeal to the interest and level of others.
• Anticipates the effect of one’s words or actions on others’ perceptions of himself/herself.
• Takes a well-thought-out dramatic or unusual action in order to have a specific impact.
• Anticipates and prepares for others’ reactions.
LEVEL 4 SPECIALIZED SUPPORT WORKERS, CLINICAL SPECIALISTS,
DIRECTORS
Uses indirect influence • Uses chains of indirect influence: “get A to show B so B will tell C such-and-such”.
• Takes two or more steps to influence, with each step adapted to the specific audience.
• Anticipates areas where support or influence will be required and takes steps to add these key individuals to own network.
• Judges when to seek support to enlist the involvement of credible resources/objective experts to bolster arguments or improve buy-in of reluctant or resistant people.
• Solicits and engages the support of like-minded individuals to help convince others.
• Uses experts or other third parties to influence.
• Sounds out key decision-makers and influencers prior to meetings.
• Uses a combination of logical argument, personal conviction and passion to create a winning case.
LEVEL 5
Uses complex influence strategies • Uses an in-depth understanding of the interactions within a group to move toward a
specific agenda (e.g., may give or defer information among individuals to have specific effects); uses “group process skills” to lead or direct a group.
• Assembles political coalitions; uses complex manoeuvering to reach a goal or have an effect.
• Builds “behind the scenes” support for ideas. This may include building support within the Board for management suggestions.
• Builds and continuously maintains a network of contacts and resources to support initiatives.
Guide to the Implementation of Core Competencies K-5
Core Competencies, continued
Collaboration (COLL)
Definition
Collaboration is about communicating
with others both within one’s team as well
as with individuals, agencies and
organizations outside one’s immediate
work area or span of control (e.g., with
community partners and stakeholders) to
create alignment within and across
groups. It is not only encouraging but
expecting collaborative efforts and
information sharing across
agency/organizational lines toward shared
outcomes.
Why it’s Important
This competency is about teamwork.
Whether working with others within one’s
own team, cross-functionally, or in the
community with community partners, the
demonstrated willingness to collaborate
effectively with others is critical to creating
alignment within and across groups, and
to providing high levels of service to those
who are supported.
LEVEL 1
Collaborates/does own share of work • Willingly accepts and quickly adapts to an assigned role as a member of a large or small team.
• Shares information with team members about actions or proposed changes that will affect them.
• Pitches in and works with others, in unusual circumstances or when necessary to get the job done.
• Shares expertise and insight with others (e.g., through team discussions, brainstorming sessions).
• Clearly understands the goals of the team as well as the roles and responsibilities of each team member.
• Treats other team members with respect; recognizes that each person’s contribution is valuable and essential to the overall success of the team.
LEVEL 2
Values others and solicits input • Genuinely values others’ input and expertise.
• Wants all members of a group to contribute to a process.
• Recognizes and builds on the good ideas of others and willingly seeks feedback on ideas.
• Willing to help and encourages others to learn new and different parts of their jobs by sharing knowledge, experience and information.
• Respects the expertise of others and takes advantage of opportunities to learn from them.
• Recognizes where strengths lie within and across departmental resources and taps into their expertise; makes best use of people’s talents.
• Reinforces sharing of expertise between team members and among teams to achieve superior services/results.
• Values the diversity of talents, skills, cultures and backgrounds that others bring to joint team efforts.
• Builds positive relationships within and across teams.
LEVEL 3 DIRECT SUPPORT PROFESSIONALS
Encourages others • Credits others who have performed well.
• Encourages and empowers others, making them feel strong and important.
• Demonstrates own commitment to important initiatives by actively contributing to the efforts of a team and by recognizing the contributions of other team members.
• Is quick to provide guidance and support to new team members/other teams to facilitate learning.
• Encourages people to continue their efforts when they become discouraged.
• Objectively represents the needs of own work area in cross functional initiatives.
LEVEL 4 DIRECT SUPPORT SUPERVISORS, SPECIALIZED SUPPORT
WORKERS
Works to build team commitment and spirit • Acts to promote a friendly climate and a good working relationship regardless of personal likes
or dislikes.
• Builds good morale or cooperation within the team, including creating symbols of group identity or other actions to build cohesiveness.
• Works to resolve conflicts, within and/or across teams, by clarifying understanding, listening for underlying concerns, and defining areas of agreement and of disagreement between parties.
• Consults with others and maintains objectivity when working on issues that cross boundaries.
• Aligns multiple perspectives across agencies/groups to best meet the needs of the people who receive support or other stakeholders to create synergy.
• Consistently holds self and others accountable for promoting collaboration and resolving cross-boundary conflicts to facilitate win-win resolution of differences.
Guide to the Implementation of Core Competencies K-6
Core Competencies, continued
Creative Problem Solving & Decision Making (PSDM)
Definition
Creative Problem Solving and Decision
Making is the demonstration of
behaviours that enable one to identify and
solve problems by understanding the
situation, seeking additional information,
developing and weighing alternatives, and
choosing the most appropriate course of
action given the circumstances. Problems
can be solved by breaking the issue into
smaller pieces or by identifying patterns
or connections between situations that
are not obviously related. It involves the
willingness to and demonstration of
behaviours associated with taking a
creative approach to problems or issues.
It includes “thinking outside of the box” to
go beyond the conventional, and to
explore creative uses of resources.
Why it’s Important
In this complex and rapidly transforming
service environment, there is a need to be
creative and innovative in solving
problems and making decisions, for
example, applying creative approaches to
old problems, thinking about new and
creative ways to deliver service as cost
effectively as possible, etc. As the sector
undergoes transformational change, it is
increasingly important to be open to new
approaches and ideas.
LEVEL 1
Uses a common sense approach to solve problems • Uses simple rules, common sense and past experiences to recognize problems.
Responds to situations at face value.
• Identifies component parts of problems or situations.
• Breaks problems down into simple lists, activities or tasks, without assigning values or priorities.
• Sees single causal links between components of a problem/situation (e.g., “if this, then that” thinking).
LEVEL 2
Is open to new ideas/solutions • Is open minded when presented with a new perspective.
• Applies new information to work problems and situations.
• Recognizes when a situation calls for or can be improved by an approach different from the usual.
LEVEL 3 DIRECT SUPPORT PROFESSIONALS
Understands and acts on basic relationships • Breaks down a problem/issue into its component parts.
• Identifies discrepancies, trends and interrelationships in data.
• Recognizes and acts on cause and effect relationships (A leads to B).
• Recognizes that problems may be multi-dimensional.
• Divides issues into categories (e.g., pros and cons).
• Looks behind the face value of a set of facts; understands less obvious implications.
• Uses knowledge and/or experience to understand, evaluate and solve problems/issues.
LEVEL 4 DIRECT SUPPORT SUPERVISORS, SPECIALIZED SUPPORT
WORKERS, MANAGERS
Identifies and considers options to solve a problem or issue • Generates multiple alternative solutions.
• Thinks imaginatively in order to develop creative solutions or options for which there are few or no precedents.
• Thinks “outside of the box” to identify new solutions.
• Evaluates alternative solutions and identifies and acts on the optimum course of action.
• Is prepared to try out different solutions while maintaining a safe environment.
• Recognizes underlying issues and the implications of decisions or courses of action.
LEVEL 5 DIRECTORS
Solves complex problems • Solves complex problems that may involve using several analytical or creative
techniques to break the problem down into component parts or issues.
• Applies complex learned concepts when examining patterns or trends.
• Adapts existing frameworks to approach a situation from a different perspective.
• Examines potential implications of decisions/solutions on all affected stakeholder groups, which may include several areas/departments across the agency.
Guide to the Implementation of Core Competencies K-7
Core Competencies, continued
Developing Others (DEV)
Definition
Developing Others involves a genuine
intent and passion to foster the long-term
learning or development of others through
encouraging, managing performance and
coaching, in order to fulfill the current and
future skill requirements of both
individuals within the profession and the
organization. Developing Others is not
limited to formal positions of authority.
Why it’s Important
The Developmental Services sector faces
significant human resource challenges
affecting agencies’ ability to attract, train
and retain qualified staff. Effective people
development is essential for developing a
qualified workforce in the sector. This
competency, which is focused on both the
short- and long-term learning and
development of others, is critical to all
manager/leadership roles within the
sector.
LEVEL 1
Shares task-related advice and expertise with others • Within a developmental context, gives detailed instructions and/or on-the-job
demonstrations e.g., volunteers to show how to do the task.
• Willingly shares own task-related expertise with others.
• Provides direction or advice on how to do the work.
LEVEL 2
Creates learning opportunities for others relative to technical skills acquisition • Identifies or suggests activities that could help others develop new technical skills.
• Gives directions or demonstrations with reasons or rationale as a training strategy.
• Asks questions, gives tests, or uses other methods to verify that others have understood explanations or directions.
• Have people work out answers to problems themselves, so they really know how, rather than simply giving them the answer.
LEVEL 3
Coaches others and provides advice relative to competency acquisition • Gives specific constructive feedback for developmental purposes.
• Coaches others by providing feedback relative to learning new competencies.
• Reassures and/or expresses positive expectations for future performance when giving corrective feedback and/or after a setback.
• Gives individualized suggestions for improvement.
LEVEL 4 DIRECT SUPPORT SUPERVISORS, MANAGERS
Provides in-depth coaching • Invests significant amount of time to help foster the growth and development of
others.
• Delegates full authority and responsibility with the latitude to do a task in their own way in order to develop specific characteristics, including the opportunity to make and learn from mistakes in a non-critical setting.
• Understands and identifies a training or developmental need and establishes new programs or materials to meet it.
• Encourages others to assess their strengths and weaknesses, career goals, and strategies for achieving them.
LEVEL 5 DIRECTORS
Champions a supportive learning environment that facilitates employee growth and development • Creates an environment where mistakes are used as learning opportunities,
feedback is freely offered and willingly received, and expertise is shared among employees.
• Provides opportunities for employee development in light of current and future organizational needs.
• Aligns organizational systems to support employee growth and development. Implements structures, succession planning mechanisms, and processes that promote employee development in line with the organization’s goals.
• Structures work processes to facilitate employee development (e.g., cross-functional training, participative management, etc.).
Guide to the Implementation of Core Competencies K-8
Core Competencies, continued
Fostering Independence in Others (FIO)
Definition
Fostering Independence in Others is
about enabling others to be self-sufficient
and to nurture self-determination. It is also
the sharing of responsibility with
individuals and groups so that they have a
deep sense of commitment and
ownership.
Why it’s Important
This competency is focused on
empowering others – both staff and
individuals whom we support – enabling
them to be self-sufficient and nurturing
self-determination. It is a critical
competency both at the direct support
level, in empowering individuals with
developmental disabilities, and at the
management level, in empowering
employees to reach their potential.
LEVEL 1
Provides encouragement • Expresses positive expectations of others in terms of their potential
(e.g., individuals, employees, families), speaks of them in positive terms.
• Shows respect for others’ capabilities.
• Publicly credits others who have performed well, making them feel stronger, more capable, and able to function to the best of their abilities.
LEVEL 2
Provides training and support • Demonstrates how to accomplish tasks to acceptable levels, and
provides them with the information, tools and resources to best function and enable them to complete tasks and/or make decisions.
• Maintains clear communication regarding mutual expectations.
• Provides instruction, guidance and support in a helpful and supportive manner.
LEVEL 3 DIRECT SUPPORT PROFESSIONALS
Delegates • Gives routine tasks to individuals or employees.
• Demonstrates trust by recognizing and acknowledging that others have the skills and abilities necessary to achieve goals or desired outcomes.
• Supports others during the transition of responsibility.
• Monitors to ensure tasks are completed successfully and provides feedback as appropriate.
LEVEL 4 SPECIALIZED SUPPORT WORKERS, CLINICAL SPECIALISTS
Fully empowers others • After assessing individuals’ or employees’ competence/capability,
delegates full authority and responsibility with the latitude to do a task in their own way, including the opportunity to make and learn from mistakes in a non-critical setting.
• Also assigns appropriate resources to employees, individuals and families.
LEVEL 5
Encourages individuals within the organization to empower others • Provides a learning environment that is supportive of direct support
workers in delegating to and empowering the individuals they serve and families.
• Coaches employees to ensure clear understanding of the principles of delegation.
Guide to the Implementation of Core Competencies K-9
Core Competencies, continued
Holding People Accountable (HPA)
Definition
Holding People Accountable is about
communicating in a direct way what one
wants or requires of others. It includes
giving directions, setting limits, and
holding people accountable for
performance, insisting on high
performance, confronting problem
employees, and using appropriate
positional authority to ensure performance
with the long-term good of the
organization in mind. It involves being firm
and assertive, and stepping up to difficult
decisions.
Why it’s Important
To raise the bar on performance requires
not only setting and communicating
performance expectations, but also
holding people accountable to high levels
of performance, and confronting
performance problems promptly. It is a
critical competency for all managers/
leaders.
LEVEL 1
Gives directions
• Gives adequate directions; makes needs and requirements reasonably clear.
• Ensures understanding of what needs to be accomplished in a defined time frame.
LEVEL 2
Sets limits
• Firmly says “no” to unreasonable requests, or sets limits for others’ behaviour.
LEVEL 3
Insists on high performance
• Sets standards and insists on performance, or insists on compliance with direction in a no-nonsense manner.
• Follows through with interim checkpoints; rewards success and takes concrete, systematic steps to correct failures.
LEVEL 4 DIRECT SUPPORT SUPERVISORS, MANAGERS
Holds people accountable for performance
• Reviews performance against clear standards or expectations.
• Addresses performance problems in a timely way by confronting others openly and directly about performance problems and holding them accountable for taking action for improvement.
• Creates an environment in which all systems and processes support high levels of performance and are used to motivate employees to achieve goals.
LEVEL 5 DIRECTORS
Steps up to difficult decisions
• Handles contentious issues directly and decisively even if actions adversely impact long-term employees or teams (i.e., performance problems, layoffs, redeployments).
• Addresses performance issues in a timely manner by creating concrete goals, development steps or alternative working arrangements.
Guide to the Implementation of Core Competencies K-10
Core Competencies, continued
Initiative (INT)
Definition
Initiative is about taking action, proactively
doing things and not simply thinking about
future actions. The time frame of this
scale moves from addressing current
opportunities or problems (being reactive)
to acting on future opportunities or
problems (being proactive). People with
this competency are action-oriented –
they act in the present to create value in
the future.
Why it’s Important
This competency is about being proactive
– having a bias for action. Effective
performance in direct support roles
requires the ability to think and plan
ahead, anticipate and prepare for
problems versus reacting to them (i.e.,
“putting out fires”). At more senior levels,
this is captured in the Strategic Thinking
competency.
LEVEL 1
Addresses current opportunities or problems • Recognizes and acts upon present opportunities or problems
(usually within a one or two day timeframe).
• Takes the initiative – identifies a current problem and takes ownership of it, working on it until it is resolved.
• Takes action to overcome immediate obstacles/barriers to success.
• Is alert to opportunities for innovative solutions to problems and pursues them. Works independently, does his/her work without constant supervision.
LEVEL 2
Takes action under pressure • Makes time-critical decisions even when only limited information may
be available.
• Acts promptly and with confidence when a situation requires a quick decision.
• Proactively manages own time.
LEVEL 3 DIRECT SUPPORT PROFESSIONALS, SPECIALIZED SUPPORT
WORKERS, CLINICAL SPECIALISTS
Thinks and plans ahead • Thinks ahead and plans for contingencies and effectively prepares
and organizes resources and activities (usually taking place within 3 months).
• Makes sure things aren’t left to chance; sets up contingency plans to deal with last minute changes, ensures sufficient follow-up to check on progress, uncover potential problems and identify areas where support/assistance might be needed.
• Anticipates and prepares for problems that may interfere with work or attainment of results.
LEVEL 4
Implements short-term plans • Puts plan(s) in place and effectively implements them.
• Makes use of available resources and identifies alternatives to meet short-term goals.
LEVEL 5
Implements longer term comprehensive plan(s) • Puts comprehensive plan(s) in place and effectively implements
them.
• Makes creative use of available resources or identifies alternatives to meet major or strategic goals.
• Anticipates the potential ramifications of current actions on future events (e.g., liability, legal actions) and takes immediate long-term action to mitigate the risk/delays/difficulties they cause.
• Creates an environment in which proactivity/initiative is valued.
Guide to the Implementation of Core Competencies K-11
Core Competencies, continued
Interpersonal Relations & Respect (IRR)
Definition
Interpersonal Relations and Respect
involves dealing with people in a
respectful and sensitive manner. It implies
truly listening, understanding, accepting
and respecting the opinions, feelings,
perspectives and motivations of others. It
is also the demonstrated willingness to
use this knowledge to shape one’s own
responses and to show a concern for the
welfare, dignity and feelings of others.
Why it’s Important
This competency is focused on
interpersonal understanding –
communicating effectively, demonstrating
empathy, and gaining a deeper
understanding of others and their
behaviour. Whether interacting with
colleagues or people with developmental
disabilities and their families,
demonstrating high levels of interpersonal
understanding is critical to effective
relationship building and collaboration,
and providing high quality service and
support.
LEVEL 1
Listens respectfully to others • Treats people with respect, dignity and courtesy in all situations.
• Listens respectfully to others; picks up clues to others’ feelings or meanings, or listens when approached by others.
• Pays close attention to and accurately interprets behaviours of others (e.g., body language, tone of voice, facial expressions, nuances, questions).
LEVEL 2
Actively seeks to understand and responds appropriately • Takes the time to draw out and understand the interests, concerns and
objectives of others.
• Responds to people’s concerns by altering one’s own behaviour in a helpful, “responsive” manner.
• Respects others’ values and goals.
• Shows concern, consideration and respect for others, including people with different values, background, culture and personalities.
• Able to gain the confidence of others and establish good working rapport with people from different backgrounds or cultures.
LEVEL 3 DIRECT SUPPORT PROFESSIONALS
Effectively uses empathy • Genuinely sees things from another person’s perspective.
• Takes a careful read of the atmosphere to accurately anticipate how individuals and groups will react, and tailors approach accordingly, pushing forward or holding back, as necessary.
• Determines and uses the best response to calm irate, upset, or agitated individuals/people who receive support who find themselves in stressful or crisis situations (e.g., uses humour, empathic listening, explanations, etc.).
• Sincerely cares for what people are experiencing and acts accordingly.
• Consistently and effortlessly adjusts behaviours to current, unexpressed or poorly expressed thoughts, concerns, or feelings to enhance the relationship.
• Produces good results when working with others by displaying tact, cooperation, sensitivity and respect for the opinions and situations of others and their culture.
LEVEL 4 SPECIALIZED SUPPORT WORKERS, CLINICAL SPECIALISTS
Understands deep underlying issues/needs and adjusts behaviours accordingly • Displays an in-depth understanding of the ongoing reasons for a person’s
behaviour or responses and adapts his or her behaviours and uses this information to present, persuade, interact and work effectively with others.
• Makes an assessment of a person’s specific strengths, weaknesses, and needs based on a deeper understanding of the individual.
• Takes into account the interrelationships between the individual, their culture, their community, their history and how this impacts their behaviours.
Guide to the Implementation of Core Competencies K-12
Core Competencies, continued
Leading Others (LO)
Definition
Leading Others is about taking on the role
of leader of a team or other group. It
involves providing inspiration, clarity and
direction through a compelling vision of
the future. This includes ensuring that
those who are led work together and are
provided with the required resources and
motivational support. Leaders measure
their success through the success of
others.
Why it’s Important
Leading Others is an essential
competency for all manager/leadership
roles. The primary responsibility of
managers/leaders is to lead their people
in a manner that enables them to
understand and buy into the agency’s and
sector’s vision and agenda, and to move
forward in accordance with established
goals.
LEVEL 1
Facilitates the team function • States agendas and objectives; controls time; makes assignments (gives assignments to employees),
etc.
• Conducts effective meetings and holds informal discussions with staff to keep them well informed on work issues and changes.
• Involves staff in planning, problem-solving and decision-making on matters that affect them.
• Makes sure the group has all the necessary information; communicates a direction.
• Explains the reasons for a decision. Solicits input from team members by encouraging their ideas and contributions.
• Identifies and provides information and resources required for the team to work effectively.
• Uses group process skills to facilitate team meetings and ensure group tasks are completed.
LEVEL 2
Promotes team effectiveness • Takes specific actions with the intent of enabling the team to function optimally.
• Creates the conditions that enable the team to perform at its best (e.g., setting clear direction, providing appropriate structure, getting the right people).
• Gets others’ input for purposes of promoting the effectiveness of the group or process.
• Resolves conflicts in the team, gives fair feedback (individual or collective).
• Acts to build team spirit for purposes of promoting the effectiveness of the group or process.
• Ensures all team members are fully deployed.
• Recognizes staff efforts by celebrating accomplishments.
• Takes a proactive, positive review of staff and their capabilities, ensuring they understand their role and responsibilities, counselling and supporting them in improving their skills.
• Fosters a climate of openness, trust and solidarity among staff by treating each person as a valued team member and where people feel comfortable in expressing their opinions and needs.
• Effectively diagnoses, and works to resolve, conflict situations.
LEVEL 3 DIRECT SUPPORT SUPERVISORS
Obtains resources/takes care of the team • Determines what tools/resources are required to get a job done and takes action to secure them.
• Facilitates the work of others by providing tools (frameworks, examples) to help accomplish tasks.
• Anticipates the implications of changes (e.g., caseload, staffing, funding, policy changes) on resource needs.
LEVEL 4
Positions self as leader • Establishes norms for group behaviour (“rules of engagement”) and imposes sanctions on people who
violate these norms.
• Takes action to ensure that others buy into their mission, goals, agenda, climate, tone, policy, and creates the optimum climate for their achievement.
• Leads by example; models behaviour desired of staff and aligns own behaviour with the organization’s vision and values.
• Combines clarity of purpose with personal conviction and a sense of determination to be the best. Is seen by others as a role model and credible leader.
LEVEL 5 MANAGERS, DIRECTORS
Builds commitment to a compelling vision • Inspires confidence in the mission.
• Generates excitement, enthusiasm and commitment in people, by translating the agency’s vision, mission and values into terms that are relevant to the work being performed.
• Has genuine “charisma”, communicates a long-term vision that goes beyond the team and generates excitement.
• Shapes the efforts of others, (including the Board in the case of the Executive Director) towards the achievement of a common purpose.
• Takes action to reinforce the vision and ensure processes and practices are aligned accordingly (e.g., rewards behaviour aligned with the vision).
Guide to the Implementation of Core Competencies K-13
Core Competencies, continued
Managing Change (MC)
Definition
Managing Change is about supporting a
change initiative that has been mandated
within the agency and/or sector. It
involves helping employees and
individuals and their families understand
what the change means to them. People
with this competency willingly embrace
and champion change.
Why it’s Important
The significant transformation that the
sector is undergoing will require
individuals in manager/leadership roles to
effectively manage change in order for
those they lead to accept the changes
and align behind the vision.
LEVEL 1
Speaks out for change • Publicly supports the change initiative, verbally or in writing.
• May repeat the change message(s) on a number of occasions to ensure others are clear on the purpose and direction of the change.
• Presents change in a positive manner, focusing on impacts and current and future benefits of change.
LEVEL 2
Links change to work processes • Provides information and probes for understanding and acceptance of change in others.
• Explains how the change(s) will affect work processes or structures in general.
• Considers the interests of related external parties, such as family members, suppliers, or other community or sector groups.
• Reinforces the link to overall objectives.
LEVEL 3
Makes changes real for individuals • Explains to employees specifically how the change will affect their roles or positions.
• Recognizes others’ fears and initial resistance to change and the effects change can have on them, and encourages dialogue among all parties affected by the change.
• Deals sensitively with the emotional responses to change, and carefully manages expectations.
• Integrates the change very clearly with existing work.
• Builds on recent change initiatives to increase enthusiasm and commitment to the change process.
LEVEL 4 MANAGERS
Follows through on change initiative • Involves others in the development of the change management plan.
• Takes specific actions to ensure the successful implementation of the change initiative(s).
• Reinforces the change message with own actions and attitudes – models new behaviours.
• Develops skills and confidence in employees to thrive in the new environment.
• Publicly recognizes individuals who are demonstrating behaviours consistent with the “new way/organization”.
LEVEL 5 DIRECTORS
Manages the change process • Translates organizational change strategies into specific and practical goals, processes and
time frames.
• Develops and implements strategies to transition from the current to the future situation.
• Develops contingency plans for major resistance and/or unforeseen issues in implementing change.
• Creates an environment that embraces change.
• Develops more challenging stakeholder understanding of and commitment to the proposed changes.
• Deals sensitively with the emotional responses, and carefully manages expectations.
• Anticipates any sources of resistance in the agency and/or sector and their possible causes.
• Clearly communicates the consequences, both positive and negative, of complying with a change objective.
• Develops skills and confidence in teams and staff to thrive in the new environment. Models new behaviours associated with the change.
• Reinforces the link to overall objectives. Inspires others to become champions for the needed change.
Guide to the Implementation of Core Competencies K-14
Core Competencies, continued
Relationship/Network Building (RNB)
Definition
Relationship/Network Building is about
building and maintaining effective and
constructive working relationships,
partnerships or networks of contacts with
people who are, or might someday be,
instrumental in achieving work-related
goals. It is the desire to work co-
operatively with all stakeholders to meet
mutual goals. It includes demonstrating
strong interpersonal relations where one
interacts with others in ways that advance
the work of the agency/sector by
developing respect, trust and mutual
understanding, and productive working
relationships. It involves awareness that a
relationship based on trust is the
foundation for success in delivering
results.
Why it’s Important
The nature of the work done by this sector
can only be achieved with a strong
network of stakeholders both within and
outside of the organization. Building this
network is a responsibility for those in
manager/leadership roles.
LEVEL 1
Maintains current relationships
• Maintains an established network of contacts or constructive working relationships with others through established structures and mechanisms (e.g., meetings, status reports, etc.) for general information sharing and to keep on top of public and political issues.
• Pursues friendly relationships and maintains contact or meets regularly with individuals and groups to ensure a positive working environment.
• Participates in relevant governmental and community activities.
LEVEL 2
Solidifies working relationships
• Proactively solidifies relationships through systematically building a solid foundation of mutual understanding and trust.
• Involves working to uncover the real underlying concerns and needs of contacts, e.g., community partners, stakeholder groups.
LEVEL 3 MANAGERS
Proactively establishes planned networks to address specific issues • Looks beyond own agency to build relationships with other partners
in the field and community.
• Initiates constructive working relationships with others (e.g., external colleagues, families, community groups, etc.) to address immediate needs or specific issues.
• Discusses issues or opportunities in the wider environment that may affect or benefit stakeholders.
• Proactively develops and maintains a planned network of beneficial and senior working relationships with internal colleagues or community organizations to support the achievement of immediate and future business needs or objectives.
LEVEL 4 DIRECTORS
Networks to enhance strategic influence opportunities • Uses one’s network of contacts to gather information, identify
strategic opportunities and seek input to strategic problems with a view to sustaining service excellence and/or to develop a reputation in the community.
• Creates a network of contacts to influence public policy with a view to sustaining organizational excellence.
Guide to the Implementation of Core Competencies K-15
Core Competencies, continued
Resilience (RES)
Definition
Resilience involves maintaining stamina
and performance under continuing stress,
and to act effectively under pressure. It
includes bouncing back from
disappointments or confrontations, not
letting them negatively influence ongoing
performance. Resilient people
consistently display determination, self-
discipline and commitment in spite of
setbacks or lack of support, and a
willingness to take a stand when
appropriate.
Why it’s Important
Those roles that provide service and
support to people with developmental
disabilities (i.e., Direct Support roles,
Specialized Support Workers and Clinical
Specialists) may experience significant
work-related stress. For this reason, it is
critical to be able to continue to
consistently demonstrate high levels of
performance – providing high quality
service and support – to the people we
support and their families.
LEVEL 1
Tries to maintain consistency of performance
• Accepts the need to perform monotonous and routine tasks and sees their value.
• Tries hard to maintain level of work effort as pressure increases.
• Tries to maintain a positive outlook as pressure increases.
LEVEL 2
Performs well under normal pressure • Maintains self-motivation in face of routine/repetitive tasks.
• Maintains high quality standards regardless of task performed.
• Maintains level of outputs as pressure increases.
LEVEL 3
Overcomes obstacles and/or distractions in specific situations (short to medium term) • Focuses on how to successfully meet a challenge rather than on the
obstacles or constraints.
• Persists with tasks and maintains output when barriers are perceived/encountered.
• Maintains positive demeanour and self-motivation under trying conditions.
LEVEL 4 DIRECT SUPPORT PROFESSIONALS, SPECIALIZED SUPPORT
WORKERS, CLINICAL SPECIALISTS
Delivers results with a high level of consistency over a long period of time • Demonstrates ongoing commitment to complete routine tasks over
the long term.
• Persists (over a long period of time) with difficult tasks. Manages owns stress effectively.
• Sticks with tasks despite meeting frequent and/or repeated rejection and/or frustration.
• Maintains positive demeanour and high levels of self-motivation whatever the circumstances.
• Remains steadfast and ensures service providers, agencies, community partners, etc., continue to deliver the level of service agreed upon.
Guide to the Implementation of Core Competencies K-16
Core Competencies, continued
Resource Management (RM)
Definition
Resource Management is understanding
and effectively managing resources (e.g.,
people, materials, funds). This is
demonstrated through measurement,
planning and control of resources to
maximize results. People who
demonstrate this competency treat the
agency’s/sector’s financial resources as if
they were their own. It requires a balance
of qualitative (e.g., human resources) and
quantitative (e.g., financial resources)
measures.
Why it’s Important
Given the ongoing need for improved
efficiency, the ability to effectively manage
resources is key in the Developmental
Services sector. This competency is
critical for those at the Manager and
Director levels.
LEVEL 1
Understands resource issues
• Understands key resource issues affecting one's responsibilities and how these relate to the agency/sector/organization.
LEVEL 2
Pursues resource effectiveness
• Ensures that things are done using efficient and effective alternatives while maintaining or improving quality of programs, processes or services.
LEVEL 3
Advocates effective utilization
• Promotes the need for and models the effective utilization of resources.
• Obtains ongoing information and feedback about resource utilization to make timely, effective decisions.
• May make resources available to other areas in the agency as needed.
LEVEL 4 MANAGERS, DIRECTORS
Benefits the agency
• Makes decisions that improve effective utilization of resources for the agency even when own group, department or team must "sacrifice". This includes utilizing resources to meet current and future agency goals, with a view and tie-in to the tactical and strategic aspects of the business.
Guide to the Implementation of Core Competencies K-17
Core Competencies, continued
Self-Development (SDV)
Definition
Self-Development involves proactively
taking actions to improve personal
capability. It also involves being willing to
assess one’s own level of development or
expertise relative to one’s current job, or
as part of focused career planning.
Why it’s Important
Success requires that everyone is able to
stretch within and beyond the boundaries
of their job, taking on challenges,
updating skills, and learning new
approaches. Particularly in the Clinical
Specialist role, superior performers are
those who take responsibility for their
learning, and strive to update their skills
and abilities to sustain high levels of
performance.
LEVEL 1
Updates job knowledge/skills
• Keeps abreast of new information and developments or best practices in own field of expertise (e.g., by reading, liaising with network of contacts, or by attending training).
• Stays current with new tools, methods, technologies or approaches that may potentially impact the overall business of the organization.
LEVEL 2
Initiates self-development
• Analyzes own performance to understand positive experiences and set-backs AND takes specific short-term action to improve performance in current job.
• Applies learning on the job.
LEVEL 3
Actively seeks feedback for performance enhancement
• Actively seeks feedback from others including colleagues, individuals and families, and managers, and integrates the results into personal development efforts.
LEVEL 4 CLINICAL SPECIALISTS
Takes responsibility for personal career development
• Seeks out new information and opportunities to enhance competencies, and integrates the results into own career planning.
• Takes action to improve own abilities in line with career goals, including volunteering for “stretch” assignments and taking on increased responsibilities.
Guide to the Implementation of Core Competencies K-18
Core Competencies, continued
Strategic Thinking (ST)
Definition
Strategic Thinking is linking long-range
visions and concepts to daily work,
ranging from a simple understanding to a
sophisticated awareness of the impact of
the world at large on strategies and on
choices.
Why it’s Important
In a rapidly changing environment,
managers/leaders must be proactive
about anticipating future changes,
opportunities and problems and taking
current action that will provide longer term
benefits.
LEVEL 1
Demonstrates personal work alignment • Sets personal work goals in line with operational goals of work area.
• Continually evaluates personal progress and actions to ensure alignment with agency/organizational vision and operational goals.
• Liaises with others to ensure alignment with the goals and vision of the agency/organization.
LEVEL 2
Promotes team alignment • Effectively communicates and interprets the strategic vision to employees within area
of responsibility.
• Clearly articulates and promotes the significance and impact of employee contributions to promoting and achieving agency/organizational goals.
• Monitors the work of the team to ensure alignment with strategic direction, vision and values of the agency/organization.
• Identifies potential future directions for work area in line with the vision.
• Proactively helps others to understand the importance of the strategy and vision.
LEVEL 3 MANAGERS
Aligns program/operational goals and plans • Works with teams to set program/operational goals and plans in keeping with the
strategic direction.
• Regularly promotes the agency/organization, its vision and value to people who receive support, stakeholders and partners.
• Works with staff to set strategic goals for own area/department of the agency.
• Assesses the gap between the current state and desired future direction and establishes effective ways for closing the gap.
LEVEL 4 DIRECTORS
Influences strategic direction • Foresees obstacles and opportunities for the agency (with a long-term horizon) and
acts accordingly.
• Defines issues, generates opinions and selects solutions that are consistent with the strategy and vision.
• Scans, seeks out and assesses information on potential future directions.
• Provides direction and communicates the vision to encourage alignment with the organization.
• Energetically and persistently promotes strategic objectives with colleagues in other departments.
• Promotes new directions using sound, leading edge conceptual approaches.
LEVEL 5
Develops vision • Leads the development of the vision for the agency.
• Defines and continuously articulates the vision and strategy in the context of wider agency/sector priorities.
• Describes the vision and values in compelling terms to develop understanding and promote acceptance/commitment among staff and stakeholders.
• Identifies, conceptualizes and synthesizes new trends or connections between organizational issues and translates them into priorities for the agency/sector.
• Develops strategies that fundamentally change the way the agency/sector does business.
Guide to the Implementation of Core Competencies K-19
Threshold Competencies
Flexibility (FLX)
Definition
Flexibility is adapting to and working
effectively within a variety of situations,
and with various individuals or groups.
Flexibility entails understanding and
appreciating different and opposing
perspectives on an issue or situation,
adapting one’s approach as the
requirements of a situation change, and
changing or easily accepting changes in
one’s own organization or job
requirements.
Why it’s Important
Given the rapidly changing environment in
which the sector finds itself, as well as the
day-to-day challenges faced by
employees, the ability to be adaptable, to
be open to others’ points of view, to juggle
tasks and priorities, and shift gears in
response to changing needs is a baseline
competency.
LEVEL 1
Accepts need for flexibility
• Understands and respects differences in culture, working style and priorities, and tailors approach to deal with an issue/situation accordingly.
• Acknowledges that people are entitled to their opinions, and accepts that they are different.
• Demonstrates willingness to change ideas or perceptions based on new information or contrary evidence.
• Understands that other people’s points of view can be as valuable and as reasonable as one’s own.
• Projects an open attitude when dealing with change.
LEVEL 2
Applies rules flexibly
• Alters normal procedures or guidelines to fit a specific situation to get a task done and/or meet goals (within acceptable boundaries).
• Temporarily altering procedures or guidelines is in contrast to changing processes in a more permanent way.
• Juggles multiple tasks, putting one or more on hold to handle an immediate need, and then returning to the original activities.
• Adjusts behaviour to meet changing demands.
• Exercises judgement to decide when special cases require flexibility in applying policies and procedures.
LEVEL 3
Adapts tactics
• Decides what to do or how to do something based on the situation.
• While maintaining the same overall goal or strategy, changes how to accomplish the goal. Acts to fit the situation or the person involved.
• Evaluates the situation and decides what approach to take based on the demands of the situation or the needs of the person.
• This may involve changing guidelines, processes, outcomes, etc., but would not include changing the overall strategy.
LEVEL 4
Adapts strategy
• Changes the overall plan or goal (i.e., what you’re trying to accomplish) to fit the situation.
• Questions and revisits validity of own ideas and approaches, and changes strategy when existing approach proves ineffective.
• Makes organizational changes to meet the needs of a specific situation.
Guide to the Implementation of Core Competencies K-20
Threshold Competencies, continued
Self-Control (SCT)
Definition
Self-Control involves keeping one’s
emotions under control and restraining
negative responses when provoked or
when faced with opposition or hostility
from others, or when working under
conditions of stress. While anger and
frustration may, at times, be justified, this
competency is concerned with expressing
or resolving it in an appropriate way that
doesn’t harm self or others, emotionally or
physically.
Why it’s Important
This competency is a critical requirement
given the nature of the work done by
employees of this sector – dealing
regularly with challenging situations – and
is, therefore, a baseline competency,
particularly for direct support roles.
LEVEL 1
Restrains emotional impulses
• Feels strong emotions (such as anger, frustration) and deals positively with them.
• Maintains composure in situations when one’s opinions, recommendations or ideas are being challenged.
• Resists temptation to act immediately without thinking but does not take positive action.
• Asks for a “time-out” and removes self from the room or situation if necessary for safety of self or other; as appropriate and with consideration for other parties.
• Does not aggravate a situation.
LEVEL 2
Responds calmly in emotionally charged situations • Knows personal reactions well and when capable of responding
calmly.
• Maintains composure when challenged by others.
• Communicates with confidence, and produces explanation(s) calmly and reasonably to achieve desired results.
• Expresses divergent opinions and disagreements with tact.
LEVEL 3
Takes positive action to calm others • Maintains composure when challenged unreasonably.
• Has the ability to intervene and strives to calm other party(ies) and find effective/acceptable solutions.
• Creates an atmosphere that puts others at ease during difficult times.
• Understands others’ perspectives, builds consensus and negotiates effective solutions in difficult situations.
• May apply special techniques or plan ahead of time to manage emotions or stress.
LEVEL 4
Manages self in highly adverse situations • Maintains self-control in the face of personally offensive
provocation, and continues to work toward effective/acceptable
solutions.
• Ensures own safety and safety of others.
Guide to the Implementation of Core Competencies K-21
Threshold Competencies, continued
Service Orientation (SO)
Definition
Service Orientation is about identifying
and serving people who receive support,
the public, colleagues, partners, co-
workers and peers to best meet their
needs. It is the ability to understand those
underlying needs of others and to use this
information to benefit those they
serve/support – both those who receive
support and others within the
developmental services sector.
Individuals demonstrating this
competency are able to put
himself/herself into the mind of the people
who receive support and understand
needs from the their point of view. It
includes focusing one’s efforts on
discovering and meeting the needs of the
people who receive support, including
unexpressed and/or future needs, in order
to develop a broad understanding of
those they support.
Why it’s Important
Success requires a consistent focus on
providing service to high standards. To
provide quality service and support
requires an ability to go the extra mile, to
take accountability to help resolve issues,
to seek to understand the underlying
needs of the people who receive support,
and provide the appropriate support and
service, now and for the future.
LEVEL 1
Follows up • Follows through on inquiries, requests, complaints from individuals, their
families, community partners and others served by the agency.
• Keeps people up-to-date about all relevant information.
LEVEL 2
Maintains clear communication • Maintains clear communication with individuals and families regarding
mutual expectations, monitors satisfaction of those who receive support.
• Distributes helpful information to individuals and families.
• Ensures helpful, friendly service.
LEVEL 3
Takes personal responsibility • Takes personal responsibility for resolving service issues.
• Responds to problems promptly and undefensively.
LEVEL 4
Takes action for the individual and/or families • Makes self fully available, especially when individual and/or family is going
through a critical period. For example, takes actions beyond normal expectations or may change the process to ensure accessibility to assistance or information.
LEVEL 5
Addresses underlying needs of the people who receive support • Knows the individual’s/family’s issues/needs and/or seeks information about
their real underlying needs, beyond those expressed initially.
• Matches these to available (or customized) support/services.
LEVEL 6
Uses a long-term perspective • Works with a long-term perspective in addressing an individual’s
issues/needs/problems.
• May trade off immediate costs for the sake of the long-term relationship.
• Looks for long-term benefits to the individual and/or family.
• Acts as a trusted advisor; becomes involved in the individual’s and/or family’s decision-making process.
• Builds an independent opinion on their needs, problems, or opportunities and possibilities for implementation.
• Acts on this opinion (e.g., recommends approaches that are new and different from those requested by the individual and/or family).
Guide to the Implementation of Core Competencies K-22
Threshold Competencies, continued
Values & Ethics (VE)
Definition
Values and Ethics refers to depicting
conduct, dispositions and viewpoints
consistent with personal integrity, as well
as concern for, and sensitivity to, the
fundamental values and ethics of the
agency/organization/sector and the
profession. It includes the capacity for
sound ethical judgment in an ethically
complex work environment and in the face
of pressures and constraints.
Why it’s Important
Those working within this sector are
ambassadors for the sector as a whole.
As such, their values and ethics can be
construed as the values and ethics of the
agency they represent. To maintain the
respect accorded the sector it is essential
that those working within it demonstrate
high levels of integrity, and align one’s
behaviour to support the agency’s and
sector’s values and ethics. This is
essential to all roles, and is, therefore, a
critical baseline competency.
LEVEL 1
Demonstrates overall personal integrity and orientation towards fundamental values of the workplace • Shows basic awareness of and concern for fundamental values and goals of the
helping profession as a whole.
• Seeks guidance on details and norms of the profession and grasps the rationales behind them.
• Demonstrates evidence of character traits such as honesty, fairness, respect, tact, sensitivity to personal/professional boundaries and to personal differences, courage, equal concern for means and ends.
• Takes responsibility for one’s own actions and for own mistakes once cognizant of them.
• Is able to avoid misbehaviour by following instructions, guidelines, procedures and policies. Is careful to understand his/her own limited knowledge and to act accordingly.
LEVEL 2
Acts consistently with professional values and ethics • Broadly understands professional values and ethics and the essential tensions among
them.
• Seeks full understanding of facts and interests of all concerned when confronting ethical issues and dilemmas, and reflects upon all options in search of optimal solution (ethical judgment).
• Depicts a thorough understanding of the relevance of fundamental values and ethics of the profession to everyday work, and consistently attempts to apply them.
• Acts in support of an open and safe workplace atmosphere in which individuals feel encouraged to safely raise, discuss and address ethical issues.
• Openly acknowledges own errors of judgment without being prompted by others.
LEVEL 3
Acts in accord with values and ethics when it is not easy to do so and promotes values and ethics in the profession • Recognizes workplace practices and conventions that diverge from espoused
professional ethics of the workplace and questions and challenges the discrepancies, occasionally at considerable risk to personal interests in the workplace.
• Practices and fosters in others ongoing, creative inquiry into the practical meaning of fundamental values of the profession.
• Demonstrates adherence to all ethical standards and encourages others to do the same.
• Promotes dialogue on relevance of ethics and values to daily issues and relevance of daily issues to the public good.
LEVEL 4
Acts in accord with values and ethics when significant cost or risk is associated with doing so • Challenges powerful (more experienced and senior) persons to act on espoused values
and ethics.
• Actively and intensely challenges directives that do not align with professional values and ethics.
• Explains and develops ethical knowledge, standards and conduct in others.
Guide to the Implementation of Core Competencies K-23
Guide to the Implementation of Core Competencies K-24
Guide to the Implementation of Core Competencies K-25
November 1, 2010
Core Competencies Project:
Executive Director
Competency Dictionary
A Collaborative Initiative Between the
Provincial Network on Developmental Services
and the
Ministry of Community and Social Services
Core Competencies Implementation GuideK-26
Contents
Introduction 27
Building & Leveraging Collaborative Networks (BLCNET) 29
Creative Problem Solving & Decision Making (PSDM) 30
Developing Others (DEV) 31
Integrity (ING) 32
Leading Change (LC) 33
Leading Others (LO) 34
Organizational Awareness/Political Acuity (OA/POL) 35
Organizational Sensitivity (OS) 36
Planning, Coordination & Execution (PCE) 37
Strategic Thinking (ST) 38
Threshold Competencies 39
Advocating for Others (AFO) 39
Flexibility (FLX) 40
Holding People Accountable (HPA) 41
Initiative (INT) 42
Interpersonal Relations & Respect (IRR) 43
Resilience (RES) 44
Values & Ethics (VE) 45
Core Competencies Implementation GuideK-27
Introduction
Hay Group’s approach to determining the characteristics of superior job performance goes
beyond traditional task and skill analysis to identify the specific competencies of highly effective
people in a specific role. Several assumptions underlie Hay Group’s methodology for identifying
the characteristics that distinguish the top performers in a particular job from average
performers:
� In every job, some people perform more effectively than others.
� Outstanding performers do their jobs differently and possess different competencies (i.e.,
characteristics, traits, motives) than average performers.
� The best way to identify the characteristics that predict superior performance is to study the
behaviours of top performers.
Competencies, therefore, are the underlying personal characteristics and behaviours of an
individual that are important contributors to predicting outstanding performance in a job within a
particular organization. They mark the difference between average job performance and
outstanding performance. Furthermore, the competencies in a specific model are aligned with the
organization’s strategy and culture.
Competencies enable top performers to demonstrate critical behaviours:
� More often,
� In more situations, and
� With better results.
In this document, we have identified the target level required for Executive Directors for each
competency.
We have also identified threshold competencies in a separate section. Threshold competencies
are fundamental to all roles in the sector. It is recommended that they be used during recruitment
as a way to identify “fit” since threshold competencies generally reflect the values in an
organization. By comparison, the core competencies – developmental competencies – are also
relevant in hiring as a reference for considering one’s natural predisposition to develop a strength
in the respective competencies. Once an individual is hired, the core competencies become a
personal development and coaching focal point for developing one’s behavioural strength in
one’s role.
Core Competencies Implementation GuideK-28
Advocating for Others (AFO)
Level 1 States facts to persuade or motivate
• Uses direct persuasion in a discussion or presentation.
• May appeal to reason, data, others’ self-interest.
• May use concrete examples, visual aids, demonstrations, etc.
• At this level, focuses on fact but makes no apparent attempt to adapt presentation to the interest and level of the audience (adapting presentation or language is level 3).
Level 2 Takes multiple actions to encourage
• Makes two or more different arguments or points in a presentation or a discussion.
• Takes two or more steps to convince. Includes careful preparation of multiple sets of data for presentation (e.g. may use both statistics and actual examples).
Level 3 Calculates impact of actions or words
• Adapts a presentation or discussion to appeal to the interest and level of others.
• Anticipates the effect of one’s words or actions on others’ perceptions of himself/herself.
• Takes a well-thought-out dramatic or unusual action in order to have a specific impact.
• Anticipates and prepares for others’ reactions.
Level 4
Uses indirect influence • Uses chains of indirect influence: “get A to show B so B will tell C such-and-
such”.
• Takes two or more steps to influence, with each step adapted to the specific audience.
• Anticipates areas where support or influence will be required and takes steps to add these key individuals to own network.
• Judges when to seek support to enlist the involvement of credible resources/objective experts to bolster arguments or improve buy-in of reluctant or resistant people.
• Solicits and engages the support of like-minded individuals to help convince others.
• Uses experts or other third parties to influence.
• Sounds out key decision-makers and influencers prior to meetings.
• Uses a combination of logical argument, personal conviction and passion to create a winning case.
Level 5 Uses complex influence strategies
Definition
Individuals demonstrating the competency “Advocating for Others” show through their behaviours an inclination to champion a cause or issue and try to get others to support it (i.e., trying to win the support of others).
• Uses an in-depth understanding of the interactions within a group to move toward a specific agenda (e.g., may give or defer information among individuals to have specific effects); uses “group process skills” to lead or direct a group.
• Assembles political coalitions; uses complex manoeuvering to reach a goal or have an effect.
• Builds “behind the scenes” support for ideas. This may include building support within the Board for management suggestions.
• Builds and continuously maintains a network of contacts and resources to support initiatives.
Introduction, continued
Competency title
A short definition of the competency. This is supported by the “why it’s important” statement. Together, they should capture the essence of the competency, what is being measured, and the way it helps support the agency’s goals and values.
Behavioural indicators. In all cases, several indicators are given which exemplify the behaviours seen at that level and for that competency; they are intended to show what the level “looks like” and do not provide an exhaustive list.
The level number and title. All of the competencies have four or more levels. There is a natural build in sophistication from one level to the next.
Core Competencies Implementation GuideK-29
Core Competencies
Building & Leveraging Collaborative Networks (BLCNET)
Definition
Building and Leveraging Collaborative
Networks is about making connections
and maintaining, nurturing and utilizing
the relationships for the present and
future benefit of the agency, e.g.,
politicians, other agency executive
directors, lobbyists, educators, business
enterprises, etc.
LEVEL 1
Recognizes the need • Recognizes the need for being a part of a collaborative network.
• Expresses to others the importance of participating in collaborative networks.
LEVEL 2
Identifies important connections • Identifies individuals and groups that could be beneficial to the
agency.
• Thoughtfully considers the needs of the organization and based on those needs considers appropriate collaborative connections.
LEVEL 3
Builds relationships
• Takes action to meet individuals or join groups that could be
beneficial to the agency.
• Looks beyond own agency to build relationships with other
partners in the field, government and community.
• Shares knowledge to support the needs of other members of the
network.
• Proactively develops and maintains a planned network of beneficial and senior working relationships with individuals in the Ministry of Community and Social Services, community organizations, local business and other agencies to support the achievement of immediate and future needs and/or objectives of the agency.
LEVEL 4 (TARGET)
Strategically builds and leverages coalitions • Proactively builds coalitions of individuals/groups
beneficial to the agency based on a strategic understanding of the agency’s mandate and challenges.
• Takes a long term view of the needs of the agency when focusing on potential alignments.
• Identifies interdependencies, defines priorities and drives resolution of issues across groups, as appropriate.
• Insists others transcend formal organizational boundaries to create increased value for their organization by leveraging capabilities of others.
• Creates strategic alliances with key stakeholders to better meet emerging and future needs of the people who receive support, and enhance the agency’s and/or sector’s long term strategy.
Core Competencies Implementation GuideK-30
Core Competencies, continued
Creative Problem Solving & Decision Making (PSDM)
Definition
Creative Problem Solving and Decision
Making is the demonstration of
behaviours that enable one to identify and
solve problems by understanding the
situation, seeking additional information,
developing and weighing alternatives, and
choosing the most appropriate course of
action given the circumstances. Problems
can be solved by breaking the issue into
smaller pieces or by identifying patterns
or connections between situations that
are not obviously related. It involves the
demonstration of behaviours associated
with taking a creative approach to
problems or issues. It includes “thinking
outside of the box”, to go beyond the
conventional, and to explore creative uses
of resources.
LEVEL 1
Uses a common sense approach to solve problems • Uses simple rules, common sense and past experiences to recognize
problems. Responds to situations at face value.
• Identifies component parts of problems or situations.
• Breaks problems down into simple lists, activities or tasks, without assigning values or priorities.
• Sees single causal links between components of a problem/situation (e.g., “if this, then that” thinking).
LEVEL 2
Is open to new ideas/solutions • Is open minded when presented with a new perspective.
• Applies new information to work problems and situations.
• Recognizes when a situation calls for or can be improved by an approach different from the usual.
LEVEL 3
Understands and acts on basic relationships • Breaks down a problem/issue into its component parts.
• Identifies discrepancies, trends and interrelationships in data.
• Recognizes and acts on cause and effect relationships (A leads to B).
• Recognizes that problems may be multi-dimensional.
• Divides issues into categories (e.g., pros and cons).
• Looks behind the face value of a set of facts; understands less obvious implications.
• Uses knowledge and/or experience to understand, evaluate and solve problems/issues.
LEVEL 4
Identifies and considers options to solve a problem or issue • Generates multiple alternative solutions.
• Thinks imaginatively in order to develop creative solutions or options for which there are few or no precedents.
• Thinks “outside of the box” to identify new solutions.
• Evaluates alternative solutions and identifies and acts on the optimum course of action.
• Is prepared to try out different solutions while maintaining a safe environment.
• Recognizes underlying issues and the implications of decisions or courses of action.
LEVEL 5 (TARGET)
Solves complex problems • Solves complex problems that may involve using several analytical or
creative techniques to break the problem down into component parts or issues.
• Applies complex learned concepts when examining patterns or trends.
• Adapts existing frameworks to approach a situation from a different perspective.
• Examines potential implications of decisions/solutions on all affected stakeholder groups, which may include several areas/departments across the agency.
Core Competencies Implementation GuideK-31
Core Competencies, continued
Developing Others (DEV)
Definition
Developing Others involves a genuine
intent and passion to foster the long-term
learning or development of others through
encouraging, managing performance and
coaching, in order to fulfill the current and
future skill requirements of both
individuals within the profession and the
organization. Developing Others is not
limited to formal positions of authority.
LEVEL 1
Shares task-related advice and expertise with others • Within a developmental context, gives detailed instructions and/or on-the-job
demonstrations e.g., volunteers to show how to do the task.
• Willingly shares own task-related expertise with others.
• Provides direction or advice on how to do the work.
LEVEL 2
Creates learning opportunities for others relative to technical skills acquisition • Identifies or suggests activities that could help others develop new technical
skills.
• Gives directions or demonstrations with reasons or rationale as a training strategy.
• Asks questions, gives tests, or uses other methods to verify that others have understood explanations or directions.
• Have people work out answers to problems themselves, so they really know how, rather than simply giving them the answer.
LEVEL 3
Coaches others and provides advice relative to competency acquisition • Gives specific constructive feedback for developmental purposes.
• Coaches others by providing feedback relative to learning new competencies.
• Reassures and/or expresses positive expectations for future performance when giving corrective feedback and/or after a setback.
• Gives individualized suggestions for improvement.
LEVEL 4
Provides in-depth coaching • Invests significant amount of time to help foster the growth and development
of others.
• Delegates full authority and responsibility with the latitude to do a task in their own way in order to develop specific characteristics, including the opportunity to make and learn from mistakes in a non-critical setting.
• Understands and identifies a training or developmental need and establishes new programs or materials to meet it.
• Encourages others to assess their strengths and weaknesses, career goals, and strategies for achieving them.
LEVEL 5 (TARGET)
Champions a supportive learning environment that facilitates employee growth and development • Creates an environment where mistakes are used as learning
opportunities, feedback is freely offered and willingly received, and expertise is shared among employees.
• Provides opportunities for employee development in light of current and future organizational needs.
• Aligns organizational systems to support employee growth and development. Implements structures, succession planning mechanisms, and processes that promote employee development in line with the organization’s goals.
• Structures work processes to facilitate employee development (e.g., cross-functional training, participative management, etc.).
Core Competencies Implementation GuideK-32
Core Competencies, continued
Integrity (ING)
Definition
This competency involves acting with
integrity, ensuring one’s actions are
consistent with what one says is important
(i.e., walking the talk). It is also about
sharing information candidly, accurately
and openly with employees, peers and
managers.
LEVEL 1
Is open and honest about work situations • Communicates information that is useful to others in the same or
other departments, especially direct reports.
• Expresses what one is thinking even when it is not required or when it would be easy to refrain from being open about the situation.
LEVEL 2
Gives honest feedback to individuals and team • Provides open and honest feedback, on performance, to
individuals and to the team even when it would be easier to refrain from addressing issues.
LEVEL 3
Is publicly candid with the team, acting with integrity consistent with one’s beliefs • Conveys relevant and important information or opinions, even
when they may be negative or unpopular.
• Openly admits to having made mistakes when this will benefit the business; fosters a climate of openness through own example.
LEVEL 4
Is honest and candid with managers,peers or external parties • Acts to promote an open and cooperative atmosphere within and
between departments and functional areas.
• Supports the sharing of valuable opinions and information, whether it is positive or negative.
• Does not hide a problem or avoid an issue.
• Openly and directly addresses others who exhibit behaviour not in the best interests of the organization.
• Challenges others to uphold organizational values.
LEVEL 5 (TARGET)
Applies strong personal moral compass to high level strategic decision making and action
• Applies the highest standards of business conduct to all organization-wide decision making.
• Acts on principles to do the right thing for the organization.
• Actively and persuasively advocates for the organization based on strong, supported conviction.
Core Competencies Implementation GuideK-33
Core Competencies, continued
Leading Change (LC)
Definition
Leading Change involves initiating,
implementing, and managing the
implementation of new approaches,
practices and processes, energizing and
alerting relevant groups, stakeholders and
professionals to the need for specific
changes in the way things are done. At
higher levels, it involves not only
understanding the concept of change
management (a structured approach to
transitions in individuals, teams,
organizations and societies that moves
the target from a current state to a desired
state), but also involves managing
change, from communicating and
implementing the change to taking action
to reinforce new ways of thinking.
LEVEL 1
Defines areas for change • Openly describes a need for change in the organization.
• Candidly defines a specific area where change is needed.
• Delivers the message and rationale for change to those affected by it.
• Outlines the business case for change.
LEVEL 2
Expresses vision for change • Defines an explicit vision for change.
• May simplify, modify, or redefine a previous vision in specific terms.
• Explains new policies and processes to others in a positive manner, highlighting the future benefits of the changes.
LEVEL 3
Ensures change message is heard • Takes efforts to deliver the message or vision for change to everyone affected.
• Repeats message wherever possible.
• Posts change messages as banners, plaques, or other physical reminders.
• Promotes the advantages of change.
• Clarifies the potential opportunities and consequences of proposed changes.
LEVEL 4
Fosters acceptance and commitment to change in others • Encourages dialogue among all parties affected by the change.
• Also considers the interests of related external parties such as families, suppliers, or other community or sector groups.
• Identifies types of resistance, their root causes and knows what steps to propose to overcome the resistance.
• Takes efforts to deliver the message or vision for change to everyone affected.
• Involves others in planning for and implementing changes and in so doing gains buy-in for change.
• Directs development of an appropriate change management plan for key stakeholder groups and individuals.
• Effectively supports the change process by seeking opportunities and using change management techniques that anticipate and remove obstacles and resistance, and promote the desired change.
• Ensures ongoing communication strategies are in place to facilitate understanding and commitment to change.
LEVEL 5 (TARGET)
Creates the future • Shapes and moulds the future.
• Assesses readiness to proceed with the change process.
• Creates a compelling case for organization-wide changes.
• Takes actions to change the culture and direction of the agency.
• Inspires others to become champions for the needed change(s).
• Creates an environment that promotes and encourages change or innovation.
• Personally exemplifies or embodies the desired change through strong, symbolic actions that are consistent with the change.
• Demonstrates that the new way of operating or working is a priority, and the change management process a serious matter.
• Spearheads the development and implementation of change strategies, developing or adjusting organizational systems to facilitate the change.
Core Competencies Implementation GuideK-34
Core Competencies, continued
Leading Others (LO)
Definition
Leading Others is about taking on the role
of leader of a team or other group. It
involves providing inspiration, clarity and
direction through a compelling vision of
the future. This includes ensuring that
those who are led work together and are
provided with the required resources and
motivational support. Leaders measure
their success through the success of
others.
LEVEL 1
Facilitates the team function • States agendas and objectives; controls time; makes assignments (gives assignments to
employees), etc.
• Conducts effective meetings and holds informal discussions with staff to keep them well informed on work issues and changes.
• Involves staff in planning, problem-solving and decision-making on matters that affect them.
• Makes sure the group has all the necessary information; communicates a direction.
• Explains the reasons for a decision. Solicits input from team members by encouraging their ideas and contributions.
• Identifies and provides information and resources required for the team to work effectively.
• Uses group process skills to facilitate team meetings and ensure group tasks are completed.
LEVEL 2
Promotes team effectiveness • Takes specific actions with the intent of enabling the team to function optimally.
• Creates the conditions that enable the team to perform at its best (e.g., setting clear direction, providing appropriate structure, getting the right people).
• Gets others’ input for purposes of promoting the effectiveness of the group or process.
• Resolves conflicts in the team, gives fair feedback (individual or collective).
• Acts to build team spirit for purposes of promoting the effectiveness of the group or process.
• Ensures all team members are fully deployed.
• Recognizes staff efforts by celebrating accomplishments.
• Takes a proactive, positive review of staff and their capabilities, ensuring they understand their role and responsibilities, counselling and supporting them in improving their skills.
• Fosters a climate of openness, trust and solidarity among staff by treating each person as a valued team member and where people feel comfortable in expressing their opinions and needs.
• Effectively diagnoses, and works to resolve, conflict situations.
LEVEL 3
Obtains resources/takes care of the team • Determines what tools/resources are required to get a job done and takes action to secure them.
• Facilitates the work of others by providing tools (frameworks, examples) to help accomplish tasks.
• Anticipates the implications of changes (e.g., caseload, staffing, funding, policy changes) on resource needs.
LEVEL 4
Positions self as leader • Establishes norms for group behaviour (“rules of engagement”) and imposes sanctions on people
who violate these norms.
• Takes action to ensure that others buy into their mission, goals, agenda, climate, tone, policy, and creates the optimum climate for their achievement.
• Leads by example; models behaviour desired of staff and aligns own behaviour with the organization’s vision and values.
• Combines clarity of purpose with personal conviction and a sense of determination to be the best. Is seen by others as a role model and credible leader.
LEVEL 5 (TARGET)
Builds commitment to a compelling vision • Inspires confidence in the mission.
• Generates excitement, enthusiasm and commitment in people, by translating the agency’s vision, mission and values into terms that are relevant to the work being performed.
• Has genuine “charisma”, communicates a long-term vision that goes beyond the team and generates excitement.
• Shapes the efforts of others, (including the Board in the case of the Executive Director) towards the achievement of a common purpose.
• Takes action to reinforce the vision and ensure processes and practices are aligned accordingly (e.g., rewards behaviour aligned with the vision).
Core Competencies Implementation GuideK-35
Core Competencies, continued
Organizational Awareness/Political Acuity (OA/POL)
Definition
This competency is about understanding
and learning the power relationships in
government and other organizations. This
includes identifying those who are the real
decision makers and the individuals who
influence them, and predicting how new
political and legislative events or
situations, including those with the
Ministry of Community and Social
Services (MCSS), will affect the agency.
Although the following references the
MCSS specifically, one should assume
this competency relates to all relevant
government bodies, including municipal,
provincial and federal, as well as other
influential organizations with which the
agency interacts.
LEVEL 1
Understands formal structure
• Recognizes and/or uses the formal structure or hierarchy of the Ministry.
• Understands chain of command, positional power, rules and regulations, policies and procedures, etc.
LEVEL 2
Understands informal structure • Recognizes and/or uses the informal structure of the
Ministry.
• Recognizes key decision makers, influencers, etc.
• Applies this knowledge, to further goals of the agency, when formal structure does not work as well as desired.
LEVEL 3
Understands climate and culture • Recognizes unspoken Ministry limitations, what is and is
not possible at certain times or in certain positions.
• Recognizes and/or uses the “culture” of the Ministry (language, etc.) that will produce the best response.
LEVEL 4
Understands organizational politics • Recognizes and/or uses ongoing power and political
relationships within the organization (alliances, rivalries) with a clear sense of organizational impact.
LEVEL 5 (TARGET)
Understands underlying issues • Understands (and addresses) the reasons for ongoing
Ministerial behaviour.
• Recognizes underlying problems, opportunities, or external forces affecting the Ministry, such as current political trends, demographic changes, trade union policies, national or historical issues that affect government, etc.
Core Competencies Implementation GuideK-36
Core Competencies, continued
Organizational Sensitivity (OS)
Definition
Organizational Sensitivity involves
focusing on the public face of the agency
and the need to maintain support for the
agency by ensuring that it is represented
in a manner that is above reproach and
supportive of its purpose and values at all
times.
LEVEL 1
Understands the need to present a positive public image
• Speaks of a cognitive understanding of the need to act in a manner that presents a positive image of the agency to external stakeholders.
LEVEL 2
Presents a positive public image • Acts in a manner that presents a positive image of the
agency to external stakeholders.
LEVEL 3
Expects others to present a positive public image • Holds others within the agency accountable for ensuring
that their actions consistently present the agency in a positive light to external stakeholders.
LEVEL 4
Strategically plans actions to build respect • Strategically plans and executes a course of action
designed to build respect for the agency with external stakeholders.
LEVEL 5 (TARGET)
Includes others in the design and execution of plans to foster respect for the agency • Strategically plans and executes, with the
involvement of others, a course of action designed to build respect for the agency with external stakeholders.
Core Competencies Implementation GuideK-37
Core Competencies, continued
Planning, Coordination & Execution (PCE)
Definition
This competency is about planning and
coordinating work and executing
individual and team activities in a way that
ensures the achievement of a set of
objectives. At the highest levels,
individuals are able to achieve desired
results on a consistent basis despite
having to deal with unpredictable or
unexpected circumstances.
LEVEL 1
Plans own work activities • Efficiently uses time and completes tasks/projects on time
through the routine planning of own work and organization of resources.
• Keeps appropriate people informed on progress of tasks/ projects.
• Ensures that resources will be sufficient for the task.
LEVEL 2
Manages multiple priorities • Demonstrates the ability to multitask, and prioritize a
variety of competing tasks in a fast-paced environment. This involves determining their relative importance and switching gears quickly and efficiently.
LEVEL 3
Coordinates activities involving others within one’s team • Prioritizes the team’s involvement on several initiatives
simultaneously, organizing work to maximize efficiency.
• Optimizes their schedule by taking time to organize the work environment.
LEVEL 4
Plans and executes broad implementation efforts
• Develops and implements efficient work plans for complex projects, which involve many groups.
• Is prepared for, anticipates, and effectively deals with problems and roadblocks.
LEVEL 5 (TARGET)
Assigns priorities to complex, multiple, competing projects and plans effectively • Uses expertise to devise and drive the most complex
or difficult plans involving multiple organizations
• Demonstrates a keen understanding of the relationships between different organizations and takes timely, strategic actions in facilitating groups and organizations ensuring that they work together effectively.
Core Competencies Implementation GuideK-38
Core Competencies, continued
Strategic Thinking (ST)
Definition
Strategic Thinking is linking long-range
visions and concepts to daily work,
ranging from a simple understanding to a
sophisticated awareness of the impact of
the world at large on strategies and on
choices.
LEVEL 1
Demonstrates personal work alignment • Sets personal work goals in line with operational goals of work area.
• Continually evaluates personal progress and actions to ensure alignment with agency/organizational vision and operational goals.
• Liaises with others to ensure alignment with the goals and vision of the agency/organization.
LEVEL 2
Promotes team alignment • Effectively communicates and interprets the strategic vision to employees within
area of responsibility.
• Clearly articulates and promotes the significance and impact of employee contributions to promoting and achieving agency/organizational goals.
• Monitors the work of the team to ensure alignment with strategic direction, vision and values of the agency/organization.
• Identifies potential future directions for work area in line with the vision.
• Proactively helps others to understand the importance of the strategy and vision.
LEVEL 3
Aligns program/operational goals and plans • Works with teams to set program/operational goals and plans in keeping with the
strategic direction.
• Regularly promotes the agency/organization, its vision and value to people who receive support, stakeholders and partners.
• Works with staff to set strategic goals for own area/department of the agency.
• Assesses the gap between the current state and desired future direction and establishes effective ways for closing the gap.
LEVEL 4 (TARGET)
Influences strategic direction • Foresees obstacles and opportunities for the agency (with a long-term
horizon) and acts accordingly.
• Defines issues, generates opinions and selects solutions that are consistent with the strategy and vision.
• Scans, seeks out and assesses information on potential future directions.
• Provides direction and communicates the vision to encourage alignment with the organization.
• Energetically and persistently promotes strategic objectives with colleagues in other departments.
• Promotes new directions using sound, leading edge conceptual approaches.
LEVEL 5
Develops vision • Leads the development of the vision for the agency.
• Defines and continuously articulates the vision and strategy in the context of wider agency/sector priorities.
• Describes the vision and values in compelling terms to develop understanding and promote acceptance/commitment among staff and stakeholders.
• Identifies, conceptualizes and synthesizes new trends or connections between organizational issues and translates them into priorities for the agency/sector.
• Develops strategies that fundamentally change the way the agency/sector does business.
Core Competencies Implementation GuideK-39
Threshold Competencies
Advocating for Others (AFO)
Definition
Individuals demonstrating the competency
“Advocating for Others” show through
their behaviours an inclination to
champion a cause or issue and try to get
others to support it (i.e., trying to win the
support of others).
LEVEL 1
States facts to persuade or motivate • Uses direct persuasion in a discussion or presentation.
• May appeal to reason, data, others’ self-interest.
• May use concrete examples, visual aids, demonstrations, etc.
• At this level, focuses on fact but makes no apparent attempt to adapt presentation to the interest and level of the audience (adapting presentation or language is level 3).
LEVEL 2
Takes multiple actions to encourage • Makes two or more different arguments or points in a presentation or a discussion.
• Takes two or more steps to convince. Includes careful preparation of multiple sets of data for presentation (e.g. may use both statistics and actual examples).
LEVEL 3
Calculates impact of actions or words • Adapts a presentation or discussion to appeal to the interest and level of others.
• Anticipates the effect of one’s words or actions on others’ perceptions of himself/herself.
• Takes a well-thought-out dramatic or unusual action in order to have a specific impact.
• Anticipates and prepares for others’ reactions.
LEVEL 4
Uses indirect influence • Uses chains of indirect influence: “get A to show B so B will tell C such-and-such”.
• Takes two or more steps to influence, with each step adapted to the specific audience.
• Anticipates areas where support or influence will be required and takes steps to add these key individuals to own network.
• Judges when to seek support to enlist the involvement of credible resources/objective experts to bolster arguments or improve buy-in of reluctant or resistant people.
• Solicits and engages the support of like-minded individuals to help convince others.
• Uses experts or other third parties to influence.
• Sounds out key decision-makers and influencers prior to meetings.
• Uses a combination of logical argument, personal conviction and passion to create a winning case.
LEVEL 5
Uses complex influence strategies • Uses an in-depth understanding of the interactions within a group to move toward a
specific agenda (e.g., may give or defer information among individuals to have specific effects); uses “group process skills” to lead or direct a group.
• Assembles political coalitions; uses complex manoeuvering to reach a goal or have an effect.
• Builds “behind the scenes” support for ideas. This may include building support within the Board for management suggestions.
• Builds and continuously maintains a network of contacts and resources to support initiatives.
Core Competencies Implementation GuideK-40
Threshold Competencies, continued
Flexibility (FLX)
Definition
Flexibility is adapting to and working
effectively within a variety of situations,
and with various individuals or groups.
Flexibility entails understanding and
appreciating different and opposing
perspectives on an issue or situation,
adapting one’s approach as the
requirements of a situation change, and
changing or easily accepting changes in
one’s own organization or job
requirements.
LEVEL 1
Accepts need for flexibility • Understands and respects differences in culture, working style and
priorities, and tailors approach to deal with an issue/situation accordingly.
• Acknowledges that people are entitled to their opinions, and accepts that they are different.
• Demonstrates willingness to change ideas or perceptions based on new information or contrary evidence.
• Understands that other people’s points of view can be as valuable and as reasonable as one’s own.
• Projects an open attitude when dealing with change.
LEVEL 2
Applies rules flexibly
• Alters normal procedures or guidelines to fit a specific situation to get a task done and/or meet goals (within acceptable boundaries).
• Temporarily altering procedures or guidelines is in contrast to changing processes in a more permanent way.
• Juggles multiple tasks, putting one or more on hold to handle an immediate need, and then returning to the original activities.
• Adjusts behaviour to meet changing demands.
• Exercises judgement to decide when special cases require flexibility in applying policies and procedures.
LEVEL 3
Adapts tactics • Decides what to do or how to do something based on the situation.
• While maintaining the same overall goal or strategy, changes how to accomplish the goal. Acts to fit the situation or the person involved.
• Evaluates the situation and decides what approach to take based on the demands of the situation or the needs of the person.
• This may involve changing guidelines, processes, outcomes, etc., but would not include changing the overall strategy.
LEVEL 4
Adapts strategy • Changes the overall plan or goal (i.e., what you’re trying to
accomplish) to fit the situation.
• Questions and revisits validity of own ideas and approaches, and changes strategy when existing approach proves ineffective.
• Makes organizational changes to meet the needs of a specific situation.
Core Competencies Implementation GuideK-41
Threshold Competencies, continued
Holding People Accountable (HPA)
Definition
Holding People Accountable is about
communicating in a direct way what one
wants or requires of others. It includes
giving directions, setting limits, and
holding people accountable for
performance, insisting on high
performance, confronting problem
employees, and using appropriate
positional authority to ensure performance
with the long-term good of the
organization in mind. It involves being firm
and assertive, and stepping up to difficult
decisions.
LEVEL 1
Gives directions
• Gives adequate directions; makes needs and requirements reasonably clear.
• Ensures understanding of what needs to be accomplished in a defined time frame.
LEVEL 2
Sets limits
• Firmly says “no” to unreasonable requests, or sets limits for others’ behaviour.
LEVEL 3
Insists on high performance
• Sets standards and insists on performance, or insists on compliance with direction in a no-nonsense manner.
• Follows through with interim checkpoints; rewards success and takes concrete, systematic steps to correct failures.
LEVEL 4
Holds people accountable for performance
• Reviews performance against clear standards or expectations.
• Addresses performance problems in a timely way by confronting others openly and directly about performance problems and holding them accountable for taking action for improvement.
• Creates an environment in which all systems and processes support high levels of performance and are used to motivate employees to achieve goals.
LEVEL 5
Steps up to difficult decisions
• Handles contentious issues directly and decisively even if actions adversely impact long-term employees or teams (i.e., performance problems, layoffs, redeployments).
• Addresses performance issues in a timely manner by creating concrete goals, development steps or alternative working arrangements.
Core Competencies Implementation GuideK-42
Threshold Competencies, continued
Initiative (INT)
Definition
Initiative is about taking action, proactively
doing things and not simply thinking about
future actions. The time frame of this
scale moves from addressing current
opportunities or problems (being reactive)
to acting on future opportunities or
problems (being proactive). People with
this competency are action-oriented –
they act in the present to create value in
the future.
LEVEL 1
Addresses current opportunities or problems • Recognizes and acts upon present opportunities or problems
(usually within a one or two day timeframe).
• Takes the initiative – identifies a current problem and takes ownership of it, working on it until it is resolved.
• Takes action to overcome immediate obstacles/barriers to success.
• Is alert to opportunities for innovative solutions to problems and pursues them. Works independently, does his/her work without constant supervision.
LEVEL 2
Takes action under pressure • Makes time-critical decisions even when only limited information
may be available.
• Acts promptly and with confidence when a situation requires a quick decision.
• Proactively manages own time.
LEVEL 3
Thinks and plans ahead • Thinks ahead and plans for contingencies and effectively
prepares and organizes resources and activities (usually taking place within 3 months).
• Makes sure things aren’t left to chance; sets up contingency plans to deal with last minute changes, ensures sufficient follow-up to check on progress, uncover potential problems and identify areas where support/assistance might be needed.
• Anticipates and prepares for problems that may interfere with work or attainment of results.
LEVEL 4
Implements short-term plans • Puts plan(s) in place and effectively implements them.
• Makes use of available resources and identifies alternatives to meet short-term goals.
LEVEL 5
Implements longer-term comprehensive plan(s) • Puts comprehensive plan(s) in place and effectively implements
them.
• Makes creative use of available resources or identifies alternatives to meet major or strategic goals.
• Anticipates the potential ramifications of current actions on future events (e.g., liability, legal actions) and takes immediate long-term action to mitigate the risk/delays/difficulties they cause.
• Creates an environment in which proactivity/initiative is valued.
Core Competencies Implementation GuideK-43
Threshold Competencies, continued
Interpersonal Relations & Respect (IRR)
Definition
Interpersonal Relations and Respect
involves dealing with people in a
respectful and sensitive manner. It implies
truly listening, understanding, accepting
and respecting the opinions, feelings,
perspectives and motivations of others. It
is also the demonstrated willingness to
use this knowledge to shape one’s own
responses and to show a concern for the
welfare, dignity and feelings of others.
LEVEL 1
Listens respectfully to others • Treats people with respect, dignity and courtesy in all situations.
• Listens respectfully to others; picks up clues to others’ feelings or meanings, or listens when approached by others.
• Pays close attention to and accurately interprets behaviours of others (e.g., body language, tone of voice, facial expressions, nuances, questions).
LEVEL 2
Actively seeks to understand and responds appropriately • Takes the time to draw out and understand the interests, concerns and
objectives of others.
• Responds to people’s concerns by altering one’s own behaviour in a helpful, “responsive” manner.
• Respects others’ values and goals.
• Shows concern, consideration and respect for others, including people with different values, background, culture and personalities.
• Able to gain the confidence of others and establish good working rapport with people from different backgrounds or cultures.
LEVEL 3
Effectively uses empathy • Genuinely sees things from another person’s perspective.
• Takes a careful read of the atmosphere to accurately anticipate how individuals and groups will react, and tailors approach accordingly, pushing forward or holding back, as necessary.
• Determines and uses the best response to calm irate, upset, or agitated individuals/people who receive support who find themselves in stressful or crisis situations (e.g., uses humour, empathic listening, explanations, etc.).
• Sincerely cares for what people are experiencing and acts accordingly.
• Consistently and effortlessly adjusts behaviours to current, unexpressed or poorly expressed thoughts, concerns, or feelings to enhance the relationship.
• Produces good results when working with others by displaying tact, cooperation, sensitivity and respect for the opinions and situations of others and their culture.
LEVEL 4
Understands deep underlying issues/needs and adjusts behaviours accordingly • Displays an in-depth understanding of the ongoing reasons for a person’s
behaviour or responses and adapts his or her behaviours and uses this information to present, persuade, interact and work effectively with others.
• Makes an assessment of a person’s specific strengths, weaknesses, and needs based on a deeper understanding of the individual.
• Takes into account the interrelationships between the individual, their culture, their community, their history and how this impacts their behaviours.
Core Competencies Implementation GuideK-44
Threshold Competencies, continued
Resilience (RES)
Definition
Resilience involves maintaining stamina
and performance under continuing stress,
and to act effectively under pressure. It
includes bouncing back from
disappointments or confrontations, not
letting them negatively influence ongoing
performance. Resilient people
consistently display determination, self-
discipline and commitment in spite of
setbacks or lack of support, and a
willingness to take a stand when
appropriate.
LEVEL 1
Tries to maintain consistency of performance
• Accepts the need to perform monotonous and routine tasks and sees their value.
• Tries hard to maintain level of work effort as pressure increases.
• Tries to maintain a positive outlook as pressure increases.
LEVEL 2
Performs well under normal pressure • Maintains self-motivation in face of routine/repetitive tasks.
• Maintains high quality standards regardless of task performed.
• Maintains level of outputs as pressure increases.
LEVEL 3
Overcomes obstacles and/or distractions in specific situations (short to medium term) • Focuses on how to successfully meet a challenge rather than on
the obstacles or constraints.
• Persists with tasks and maintains output when barriers are perceived/encountered.
• Maintains positive demeanour and self-motivation under trying conditions.
LEVEL 4
Delivers results with a high level of consistency over a long period of time • Demonstrates ongoing commitment to complete routine tasks
over the long term.
• Persists (over a long period of time) with difficult tasks. Manages owns stress effectively.
• Sticks with tasks despite meeting frequent and/or repeated rejection and/or frustration.
• Maintains positive demeanour and high levels of self-motivation whatever the circumstances.
• Remains steadfast and ensures service providers, agencies, community partners, etc., continue to deliver the level of service agreed upon.
Core Competencies Implementation GuideK-45
Threshold Competencies, continued
Values & Ethics (VE)
Definition
Values and Ethics refers to depicting
conduct, dispositions and viewpoints
consistent with personal integrity, as well
as concern for, and sensitivity to, the
fundamental values and ethics of the
agency/organization/sector and the
profession. It includes the capacity for
sound ethical judgment in an ethically
complex work environment and in the
face of pressures and constraints.
LEVEL 1
Demonstrates overall personal integrity and orientation towards fundamental values of the workplace • Shows basic awareness of and concern for fundamental values and goals of the
helping profession as a whole.
• Seeks guidance on details and norms of the profession and grasps the rationales behind them.
• Demonstrates evidence of character traits such as honesty, fairness, respect, tact, sensitivity to personal/professional boundaries and to personal differences, courage, equal concern for means and ends.
• Takes responsibility for one’s own actions and for own mistakes once cognizant of them.
• Is able to avoid misbehaviour by following instructions, guidelines, procedures and policies. Is careful to understand his/her own limited knowledge and to act accordingly.
LEVEL 2
Acts consistently with professional values and ethics • Broadly understands professional values and ethics and the essential tensions
among them.
• Seeks full understanding of facts and interests of all concerned when confronting ethical issues and dilemmas, and reflects upon all options in search of optimal solution (ethical judgment).
• Depicts a thorough understanding of the relevance of fundamental values and ethics of the profession to everyday work, and consistently attempts to apply them.
• Acts in support of an open and safe workplace atmosphere in which individuals feel encouraged to safely raise, discuss and address ethical issues.
• Openly acknowledges own errors of judgment without being prompted by others.
LEVEL 3
Acts in accord with values and ethics when it is not easy to do so and promotes values and ethics in the profession
• Recognizes workplace practices and conventions that diverge from espoused professional ethics of the workplace and questions and challenges the discrepancies, occasionally at considerable risk to personal interests in the workplace.
• Practices and fosters in others ongoing, creative inquiry into the practical meaning of fundamental values of the profession.
• Demonstrates adherence to all ethical standards and encourages others to do the same.
• Promotes dialogue on relevance of ethics and values to daily issues and relevance of daily issues to the public good.
LEVEL 4
Acts in accord with values and ethics when significant cost or risk is associated with doing so • Challenges powerful (more experienced and senior) persons to act on espoused
values and ethics.
• Actively and intensely challenges directives that do not align with professional values and ethics.
• Explains and develops ethical knowledge, standards and conduct in others.
Core Competencies Implementation GuideK-46
Core Competencies Implementation GuideN-1
APPENDIX M: SAMPLE – NEWSLETTERS
Core Competencies Implementation GuideN-2
Core Competencies Implementation GuideN-3
Core Competencies Implementation GuideN-4
Core Competencies Implementation GuideN-5
Core Competencies Implementation GuideN-6
Core Competencies Implementation GuideN-7
Core Competencies Implementation GuideN-8
Core Competencies Implementation GuideN-9
Core Competencies Implementation GuideN-10
APPENDIX N: SAMPLE – POSTERS
Core Competencies Implementation GuideN-11
Core Competencies Implementation GuideN-12
Core Competencies Implementation GuideN-13
Core Competencies Implementation GuideN-14
Core Competencies Implementation GuideN-15
Core Competencies Implementation GuideO-1
APPENDIX O: SAMPLE – COACHING MODEL
Core Competencies Implementation GuideO-2
Core Competencies Implementation GuideP-1
APPENDIX P: SAMPLE – JOB POSTING: BEFORE AND AFTER
JOB POSTING – BEFORE
NON-BARGAINING UNIT POSITION AVAILABLE – Without Required Competencies Indicated
RESIDENTIAL SUPERVISOR TEMPORARY
Location of Initial Assignment: Residential homes
Hours of Work: 80 hours in a two week period (flexible)
Date Posted:
The primary responsibility of all X Agency employees is ensuring that personal and
organizational outcomes are achieved. The Residential Supervisor is responsible for the day-to-
day management of the residential locations as assigned.
RESPONSIBILITIES:
Personnel Supervision and Coordination:
• Promote teamwork, conduct regular meetings and individual supervisory sessions as required
• Ensure staff are orientated and trained
• Monitor and evaluate employees
Support and Service Management:
• Ensure that locations/programs are in compliance with X Agency Policies, Practices and
Procedures
• Ensure that all staff are aware of and support the Mission, Values and Beliefs of X Agency
• Foster family involvement and participation through partnership
• Plan for and access community resources and services as needed
• Participate in the agency’s on-call system
• Work collaboratively with employees to promote high-quality service and support
Administration:
• Plan for and notify the Human Resources Department of staffing needs
• Develop schedules for employees and ensure adequate coverage
• Develop, implement and monitor budgets for each location
Planning and Development:
• Assist Senior Management in long-term Strategic/Program planning
• Participate on task forces and committees as required
• Primary coordinator of all resources within the locations (staffing, supplies, etc.)
Core Competencies Implementation GuideP-2
QUALIFICATIONS:
Education: Preferred – Undergraduate University Degree in Social Services
Minimum – Two-year Community College in Social Services
Experience: Preferred – Previous supervisory experience in a residential setting
Minimum – Two years’ experience in a direct support human service role
Other:
• Valid Ontario Driver’s License and own vehicle
• Valid CPR and First Aid Certificate
• Valid NVCI/Safe Management certificate
When applying for this position, please quote #.... Please respond by xxxx and attach an
updated resume. Send to the address below:
Human Resources
Core Competencies Implementation GuideP-3
JOB POSTING – AFTER
NON-BARGAINING UNIT POSITION AVAILABLE – With Required Competencies Indicated
RESIDENTIAL SUPERVISOR TEMPORARY
Location of Initial Assignment: Residential homes
Hours of Work: 80 hours in a two week period (flexible)
Date Posted:
The primary responsibility of all X Agency employees is ensuring that personal and
organizational outcomes are achieved. The Residential Supervisor is responsible for the day-to-
day management of the residential locations as assigned.
Core Competencies of a Supervisor:
• Advocating for Others – Level 3 > Calculates impact of actions or words
• Collaboration – Level 4> Works to build team commitment and spirit
• Creative Problem Solving & Decision Making – Level 4 > Identifies and considers options to solve
a problem or issue
• Developing Others – Level 4 > Provides in-depth coaching
• Holding People Accountable – Level 4 > Holds people accountable for performance
• Leading Others – Level 3 > Obtains resources/takes care of the team
Note:
When hiring outside your agency you may want to show the Core Competencies as follows:
Core Competencies of a Supervisor:
• Advocating for Others – Calculates impact of actions or words to ensure that one’s message is
being delivered in a manner that is meaningful to your audience
• Collaboration – Works to build team commitment and spirit
• Creative Problem Solving & Decision Making – Identifies and considers options to solve a
problem or issue
• Developing Others – Provides in-depth coaching
• Holding People Accountable – Holds people accountable for performance, addressing with the
individual any development required and highlighting good performance
• Leading Others – Obtains resources/takes care of the team
Core Competencies Implementation GuideP-4
RESPONSIBILITIES:
Personnel Supervision and Coordination:
• Promote teamwork, conduct regular meetings and individual supervisory sessions as required
• Ensure staff are orientated and trained
• Monitor and evaluate employees
Support and Service Management:
• Ensure that locations/programs are in compliance with X Agency Policies, Practices and
Procedures
• Ensure that all staff are aware of and support the Mission, Values and Beliefs of X Agency
• Foster family involvement and participation through partnership
• Plan for and access community resources and services as needed
• Participate in the agency’s on-call system
• Work collaboratively with employees to promote high-quality service and support
Administration:
• Plan for and notify the Human Resources Department of staffing needs
• Develop schedules for employees and ensure adequate coverage
• Develop, implement and monitor budgets for each location
Planning and Development:
• Assist Senior Management in long-term Strategic/Program planning
• Participate on task forces and committees as required
• Primary coordinator of all resources within the locations (staffing, supplies, etc.)
QUALIFICATIONS:
Education: Preferred – Undergraduate University Degree in Social Services
Minimum – Two-year Community College in Social Services
Experience: Preferred – Previous supervisory experience in a residential setting
Minimum – Two years’ experience in a direct support human service role
Other:
• Valid Ontario Driver’s License and own vehicle
• Valid CPR and First Aid Certificate
• Valid NVCI/Safe Management certificate
When applying for this position, please quote #.... Please respond by xxxx and attach an
updated resume. Send to the address below:
Human Resources
Core Competencies Implementation GuideQ-1
APPENDIX Q: SAMPLE – JOB DESCRIPTION: BEFORE AND AFTER
JOB DESCRIPTION – BEFORE
POSITION TITLE: DIRECT SUPPORT PROFESSIONAL
POSITION RESPONSIBILITIES:
The Direct Support Professional is responsible for supporting individuals to live in a state of dignity,
share in all elements of living in the community and have the opportunity to participate effectively.
These supports shall be provided in a manner that promotes the care, welfare, safety, and security of
the individuals.
The Direct Support Professional will represent the agency in a manner that conveys the nature and
philosophy of the organization, and promotes the concept of inclusive communities.
POSITION ACCOUNTABILITIES:
1. RELATED TO INDIVIDUALS RECEIVING SERVICES AND SUPPORTS: - Provides services that reflect the agency’s goal, vision and beliefs
- Provides supports based on individual needs and desires
- Enhances self-determination through:
• imparting full information/options available;
• support to follow through on personal decisions;
• providing information on personal rights, how to exercise rights and the resulting
responsibilities; and
• encouraging personal growth and learning from life’s experiences and opportunities
- Promotes equal respect for individuals within the community through:
• enhancing public awareness through respectful and dignified interactions;
• ensuring human rights are upheld;
• presenting a positive and professional role model;
• educating individuals regarding their responsibilities in maintaining respect;
• maintaining individuals’ and business confidentiality
- Encourages and assists individuals to research, identify, connect to, and maintain a social
support network of their choosing in their community, i.e. family, friendships, spiritual
- Develops supports by determining and prioritizing needs and ensuring that guidelines are
developed and followed through
- Assists the individual to determine their personalized goals by supporting the person to pursue
their dreams/wishes/desires/needs. The Support Worker II will maintain the necessary
recording for the above.
- The Direct Support Professional will develop and follow Behavioural Support Plans/Guidelines
- Schedules and attends medical/consultative appointments
Core Competencies Implementation GuideQ-2
POSITION TITLE: DIRECT SUPPORT PROFESSIONAL
PAGE 2 OF 3
2. RELATED TO POLICIES AND PROCEDURES:
- Maintains awareness of agency policies and procedures and works in compliance of
same
3. RELATED TO HUMAN RESOURCES: - Promotes a harmonious, risk-free work environment
- Functions as an integral member of the agency team
- Assists in the location orientation and training of new employees and students on placement.
4. ORGANIZATIONAL / PROFESSIONAL RESPONSIBILITIES: - Maintains professional conduct and communicates effectively
- Discusses necessary information with co-workers at beginning and conclusion of scheduled
shifts as well as maintains communications and cooperates with team members during shift and
at team meetings
- Works all shifts as assigned by the Manager
- Responsible for being in-charge of shifts as designated
- Gives verbal input to Manager and acts as a role model
- Completion of daily tasks that could include, financial reports, daily records, logs, charts and
other reports as required
- Assumes accountability of day-to-day routines as required
- Assists the Manager with administrative duties as required
- Maintains organization and upkeep of the office area
- Other related duties as assigned
5. HEALTH AND SAFETY: - Ensures Health and Safety Program requirements are followed based on the guidelines of the
Community Living Health and Safety Policy Statements, and Workplace Procedures,
Occupational Health and Safety Act, Ministry of Health, and Workplace Safety & Insurance
Board
- Ensures an awareness of safety measures for yourself and individuals receiving service
- Completes mandatory training requirements
Core Competencies Implementation GuideQ-3
POSITION TITLE: DIRECT SUPPORT PROFESSIONAL
PAGE 3 OF 3
ACCOUNTABILITY:
The Direct Support Professional is directly accountable to the Manager. The Direct Support
Professional may be transferred to various locations throughout the agency.
HOURS:
Eighty hours averaged over a two-week period.
BENEFITS:
Outlined as per the Collective Agreement.
MINIMUM QUALIFICATIONS:
- Must be at least 18 years of age
- Must possess: - Grade 12 diploma or equivalent;
- D.S.W. diploma or equivalent post secondary diploma;
- C.P.R. and Emergency First Aid
- Ability to support and meet people at various locations, in a timely manner, throughout
Signature of Employee Date
Core Competencies Implementation GuideQ-4
JOB DESCRIPTION – AFTER
POSITION TITLE: DIRECT SUPPORT PROFESSIONAL
POSITION RESPONSIBILITIES:
The Direct Support Professional is responsible for supporting individuals to live in a state of dignity,
share in all elements of living in the community and have the opportunity to participate effectively.
These supports shall be provided in a manner that promotes the care, welfare, safety, and security of
the individuals.
The Direct Support Professional will represent the agency in a manner that conveys the nature and
philosophy of the organization, and promotes the concept of inclusive communities.
POSITION ACCOUNTABILITIES:
1. RELATED TO INDIVIDUALS RECEIVING SERVICES AND SUPPORTS:
- Provides services that reflect the agency’s goal, vision and beliefs
- Provides supports based on individual needs and desires
- Enhances self-determination through:
• imparting full information/options available;
• support to follow through on personal decisions;
• providing information on personal rights, how to exercise rights and the resulting
responsibilities; and
• encouraging personal growth and learning from life’s experiences and opportunities
- Promotes equal respect for individuals within the community through:
• enhancing public awareness through respectful and dignified interactions;
• ensuring human rights are upheld;
• presenting a positive and professional role model;
• educating individuals regarding their responsibilities in maintaining respect; and
• maintaining individuals’ and business confidentiality
- Encourages and assists individuals to research, identify, connect to, and maintain a social
support network of their choosing in their community, i.e., family, friendships, spiritual
- Develops supports by determining and prioritizing needs and ensuring that guidelines are
developed and followed through
- Assists the individual to determine their personalized goals by supporting the person to pursue
their dreams/wishes/desires/needs. The Direct Support Professional will maintain the necessary
recording for the above.
- The Direct Support Professional will develop and follow Behavioural Support Plans/Guidelines
- Schedules and attends medical/consultative appointments
Core Competencies Implementation GuideQ-5
POSITION TITLE: DIRECT SUPPORT PROFESSIONAL
PAGE 2 OF 3
2. RELATED TO CORE COMPETENCIES:
- Advocates for Others – level 4 – Uses indirect influence
- Collaboration – level 4 – Works to build team commitment and spirit
- Creative Problem Solving and Decision Making – level 4 – Identifies and considers options to
solve a problem or issue
- Fostering Independence in Others– level 4 – Fully empowers others
- Initiative – level 3 – Thinks and plans ahead
- Interpersonal Relations and Respect – level 4 – Understands deep underlying issues/needs and
adjusts behaviours accordingly
- Resilience – level 4 – Delivers results with a high level of consistency over a long period of time
3. RELATED TO POLICIES AND PROCEDURES:
- Maintains awareness of agency policies and procedures and work in compliance of same
4. RELATED TO HUMAN RESOURCES:
- Promotes a harmonious, risk-free work environment
- Functions as an integral member of the agency team
- Assists in the location orientation and training of new employees and students on
placement.
5. ORGANIZATIONAL / PROFESSIONAL RESPONSIBILITIES: - Maintains professional conduct and communicate effectively
- Discusses necessary information with co-workers at beginning and conclusion of scheduled
shifts as well as maintains communications and cooperates with team members during shift and
at team meetings
- Works all shifts as assigned by the Manager
- Responsible for being in-charge of shifts as designated
- Gives verbal input to Manager and acts as a role model
- Completion of daily tasks that could include, financial reports, daily records, logs, charts and
other reports as required
- Assumes accountability of day-to-day routines as required
- Assists the Manager with administrative duties as required
- Maintains organization and upkeep of the office area
- Other related duties as assigned
Core Competencies Implementation GuideQ-6
POSITION TITLE: DIRECT SUPPORT PROFESSIONAL
PAGE 3 OF 3
6. HEALTH AND SAFETY:
- Ensures Health and Safety Program requirements are followed based on the guidelines of the
Community Living Health and Safety Policy Statements, and Workplace Procedures,
Occupational Health and Safety Act, Ministry of Health, and Workplace Safety & Insurance
Board
- Ensures an awareness of safety measures for yourself and individuals receiving service
- Completes mandatory training requirements
ACCOUNTABILITY:
The Direct Support Professional is directly accountable to the Manager. The Direct Support
Professional may be transferred to various locations throughout the agency.
HOURS:
Eighty hours averaged over a two-week period.
BENEFITS:
Outlined as per the Collective Agreement.
MINIMUM QUALIFICATIONS:
- Must be at least 18 years of age
- Must possess: - Grade 12 diploma or equivalent;
- D.S.W. diploma or equivalent post secondary diploma;
- C.P.R. and Emergency First Aid
- Ability to support and meet people at various locations, in a timely manner, throughout
Signature of Employee Date
Core Competencies Implementation Guide
GLOSSARY OF TERMS
Behaviour-Based Interviews (BBI): interviews with the purpose of identifying/eliciting the
behaviours they have consistently demonstrated in the past. Interviewers have undergone a
day of training in the process of Behaviour-Based Interviewing. The average Behaviour-Based
Interview lasts one to one and a half hours and is coded through an audio recognition of the
behaviours identified in the interview.
Behavioural Event Interviews (BEI): interviews of superior performers to identify/elicit the
behaviours they consistently demonstrate in the execution of their job duties. These interviews
are conducted by professional interviewers who have undergone extensive training and
examination to be certified in this process. The average BEI lasts from two to three hours. The
interview is recorded to enable a transcript to be produced and the interview then undergoes a
formal coding process.
Benchmark: an acknowledged standard of excellence/performance.
Career path: a series of natural job progressions. Often used to identify roles an employee
must assume in order to move ahead in an organization.
Competency Assessment Questionnaire: an assessment document that employees and
managers can use to assess an employee’s strengths in the competencies for his or her role.
Core Competencies: a set of behaviours demonstrated consistently by superior performers OR:
THE SETS OF BEHAVIOURS REQUIRED FOR SUPERIOR PERFORMANCE IN A JOB ROLE.
Core Competencies Committee: a subcommittee of the Developmental Service Human
Resource Strategy (DSHRS). Its focus is the development and implementation of core
competencies within the developmental services sector.
Core Competency dictionary: Core Competency models are housed in an organizing structure
called a “Core Competency dictionary”. This document includes the Core Competency model,
target levels for specific positions and examples of behaviours associated with the different
levels of each Core Competency.
Core Competency model: a set of predefined developmental Core Competencies required to
perform successfully in a specific position or role. Each Core Competency has a set of
associated behaviours.
Core Competencies Implementation Guide
Developmental Service Human Resources Strategy (DSHRS): a partnership between the
Provincial Network on Developmental Services, and the Ministry of Community and Social
Services (MCSS).
Development Resource Guide (DRG): a tool to support people in the development of Core
Competencies. For each Core Competency, a Development Resource Guide provides a series
of development activities/exercises, and recommendations of books to read and videos/movies
to watch. It can be in hard copy of electronic format.
Focus Group: a research technique used to gain information or test ideas. It involves the
bringing together of a group of people for discussion and/or to be interviewed on a specific
topic or related series of topics. The individuals usually have a key factor in common, e.g.,
demographic profile, workplace, interests, hobbies, etc.
Hay Group: a global management consulting firm that works with leaders to transform strategy
into reality. They develop talent, organize people to be more effective and motivate them to
perform at their best. Hay Group’s focus is on making change happen and helping people and
organizations realize their potential. Hay Group has over 2,600 employees working in 85 offices
in 49 countries.
Mentor: a trusted employee who guides and coaches another in an area in which the mentor
has expertise.
Pilot: a temporary test or trial for new ideas, theories, products, programs, processes, etc.
Pilots or pilot test sites are continually monitored to determine the effectiveness of the item/
process being tested in attainment of its objective. Pilots provide an opportunity to identify
problems that can be corrected prior to a full rollout. They also provide an opportunity to
identify best practices to be incorporated in a rollout of the idea/process to other areas.
Regional Champions: representatives from pilot sites that have been certified in the
implementation of Core Competencies. Their role is to provide guidance, support, training and
mentoring to agencies implementing Core Competencies.
Talent Management: is a term that emerged in the 1990’s to incorporate developments in
Human Resources Management which placed emphasis on the management of human
resources or talent. It includes attracting highly skilled workers, of integrating new employees
and developing and retaining current employees to meet current and future business
objectives.
Technical Competencies: what a person needs to know to do a job, e.g., medication dispensing
protocols.