Core Competencies Implementation Guide 1...IMPLEMENTING CORE COMPETENCIES – A COLLABORATIVE, TEAM EFFORT During the piloting phase of the Core Competencies model, lead agencies found

Core Competencies Implementation Guide 1

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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


Measuring and Monitoring Results 50

Conclusion 53


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 - 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


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;


• 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.


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.


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


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:


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


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.


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


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.


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.


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.


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.


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


• 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.


RESOURCES AND SUPPORTS – REGIONAL CHAMPIONS, CONTINUED

Regional

Champion

Agency

Key

Contact

Name

Position

Phone #

Email

Central West Region

Central West

Specialized

Developmental

Services

Susan Scott Human

Resources

Director

905-844-7864,

ext. 202

[email protected]

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

[email protected]

Mainstream Noor Mufti Program

Support

Coordinator

905-934-3924,

ext. 23

[email protected]

Community Living

Six Nation

“Ronatahskats”

Sandra

Herkimer

Day Program

Supervisor


Central East Region

Community Living

Campbellford/

Brighton

Leslie

Steeves

Human

Resource

Manager

705-653-1821,

ext. 212

[email protected]

Community Living

Oshawa/Clarington

Kay Corbier Senior Project

Manager

905-576-3011,

ext. 335

[email protected]

South West Region

Community Living

Chatham-Kent

Lesa

Jansen

Manager of

Human

Resources

519-352-1174,

ext. 238

[email protected]

Community Living

Essex County

Claire Market Director of

Human

Resources

519-776-6483,

ext. 244

[email protected]

Community Living

London

Lara

Macdonald-

Deane

Manager of

Organizational

Development



RESOURCES AND SUPPORTS – REGIONAL CHAMPIONS, CONTINUED

Regional

Champion

Agency

Key

Contact

Name

Position

Phone #

Email

North Region

Community Living

Fort Frances &

District

Kim LePine Community

Support

Services

Supervisor


North East Region

Community Living

North Bay

Sherry

Carnevale

Director of

Human

Resources

705-476-3288,

ext. 228

[email protected]

Toronto Region

Community Living

Toronto

Sandra Toth HRIS and

Project

Development

Manager

416-968-1964,

ext. 2217

[email protected]

Reena Stacey

Donaghy

Manager of

Learning and

Development

905-889-2690,

ext. 2049

[email protected]

South East Region

Ongwanada Cindy

Chappell

Human

Resource

Coordinator

613-548-4417,

ext. 1152

[email protected]

East Region

Ottawa Rotary

Home

Lauri Cox/

Pamela

Johnson

Director of

Operation

and Client

Care

613-236-3200,

ext. 22

[email protected]


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.


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


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


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.


� Appendix A: Intention of Core Competencies


� 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


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.


� 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


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.


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.


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.


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.


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.


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



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.


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



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.


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.


• Appendix F: Core Competencies Questions and Answers (Q&A)

• Appendix M: Sample Newsletters


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.


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.


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.


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.



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.



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.



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.


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.


PHASE 2: LAUNCH – COACHING FOR COMPETENCIES 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.


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.



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’s Guide – This guide includes all of the information you

will need to set up and deliver the training, including:

� Materials you will need;


� 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.



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.


• 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.


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.


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.


• 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.


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.


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.


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’s Guide – This guide includes all of the information you will

need to set up and deliver the training, including:

� Materials;


� 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.



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 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.


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.


• 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.


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


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.


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 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.


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.


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 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 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.


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.


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.



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.


� 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


� 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


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 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.


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.


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.


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.


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.


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.


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 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.


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.


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



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 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


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


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?


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


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


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?


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


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


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


© 2010 Hay Group Limited. All rights reserved. www.haygroup.com/ca

APPENDIX L: CORE COMPETENCY DICTIONARY

November 1, 2010

Core Competencies Project:

Competency Dictionary


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


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.


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


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.


• 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.




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”.


• 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.




• 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.


• Builds “behind the scenes” support for ideas. This may include building support within the Board for management suggestions.


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.


Core Competencies


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).


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.



LEVEL 2

Takes multiple actions to encourage • Makes two or more different arguments or points in a presentation or a discussion.


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.




LEVEL 4 SPECIALIZED SUPPORT WORKERS, CLINICAL SPECIALISTS,

DIRECTORS









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.





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.


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.



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.


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.


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.



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.


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.).



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.


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.


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.



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.


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.



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.


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.



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.


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.


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.



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.


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).



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.


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.



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.


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.



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.


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.



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.


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.



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.


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.



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.


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.


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.


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.


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.


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.



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.


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).



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.


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.




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


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


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.



Level 1 States facts to persuade or motivate

• Uses direct persuasion in a discussion or presentation.




Level 2 Takes multiple actions to encourage

• Makes two or more different arguments or points in a presentation or a discussion.


Level 3 Calculates impact of actions or words

• Adapts a presentation or discussion to appeal to the interest and level of others.




Level 4

Uses indirect influence • Uses chains of indirect influence: “get A to show B so B will tell C such-and-

such”.








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.




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

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.



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.



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.).



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.



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.



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).



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.



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.



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.



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.


Threshold Competencies


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.




LEVEL 2

Takes multiple actions to encourage • Makes two or more different arguments or points in a presentation or a discussion.


LEVEL 3

Calculates impact of actions or words • Adapts a presentation or discussion to appeal to the interest and level of others.




LEVEL 4









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.






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.



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.



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.



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.



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.



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 GuideN-1

APPENDIX M: SAMPLE – NEWSLETTERS










APPENDIX N: SAMPLE – POSTERS






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.)


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


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


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



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



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


JOB DESCRIPTION – AFTER


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



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



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.

Documents

Core Competencies Implementation Guide 1...IMPLEMENTING CORE COMPETENCIES – A COLLABORATIVE, TEAM EFFORT During the piloting phase of the Core Competencies model, lead agencies found