COMPETENCY DICTIONARY

BEHAVIOURAL AND TECHNICAL COMPETENCIES

Introduction
The Organizational Readiness Office, with the help of subject matter experts and CS representatives from numerous departments, developed the competency dictionaries specifically for the T Community across government! n today"s wor#place, it"s not just completing tas#s that"s important! $ow people perform their jobs and the behaviors they demonstrate on the job are the #ey to success! %lthough the focus of the competency dictionaries is on the s#ills, abilities and behaviors that are specific to jobs in T Community, we assume that the behavioural dictionary will also be appropriate for other communities!

Competency B !ed M n "ement

Competency &ased 'anagement is a proven methodology being used in the wor#place by those who want to ta#e an integrated approach to human resources management! %t the centre of the system is the (ob Competency )rofile! The profile is based on the wor# descriptions and built by combining competency definitions from the behavioural and technical competency dictionaries! The competency definitions describe the observable #nowledge, s#ills, abilities and behaviors needed for successful job performance and include levels of proficiency that are described in terms of behavioral indicators! The indicators highlight the behaviors that are expected at a certain level of job performance ranging from the introductory and basic levels to the advanced and expert levels! Once the (ob Competency )rofile has been created, it forms the foundation of the Competency &ased 'anagement system and can be used for the complete range of human resources planning and management functions! This includes developing statements of *ualifications, staffing using behavioral+ based interviewing techni*ues, implementing self+evaluation and performance management processes, and supporting learning and career development!

U!in" t#e Competency Diction rie!

The T Community competency dictionaries are tools that can be used for developing competency profiles! The dictionaries help identify the success factors by defining the types and level of s#ills and behaviors needed for the job! The Organizational Readiness Office will be developing generic job competency profiles based on the generic wor# descriptions that have been developed in collaboration with the T Community! ,ntil these are developed, you may want to refer to these dictionaries if you are developing wor# descriptions or statements of *ualifications or are considering developing a competency profile! -hat is important is that we all start to use a common language when we describe the s#ills, abilities and behaviors needed for T jobs!

T$o Type! o% Diction rie!

The &ehavioral Competency .ictionary describes the non+technical competencies that apply to T jobs! These competencies are generic in nature and are often shared by people across the organization! They reflect the values of the organization and describe its wor#ing culture! They include things li#e %daptability, Communication, .ecision 'a#ing, )lanning and Organizing, Teamwor# and Continuous /earning!

The Technical Competency .ictionary includes the s#ills, abilities and behaviors that are re*uired when applying specific technical #nowledge on the job! 0or example, %pplication .evelopment Support and 'aintenance, .atabase .esign and 'anagement, Security1 nformation and %pplication )rotection and Service 'anagement )rocesses! &oth behavioral and technical competencies are included in the job competency profiles!

T &e

Loo&

2ou can ta#e a loo# at the competency dictionaries to get a better idea of the range of re*uirements or *ualifications needed by T wor#ers! These days, managers use competencies to screen and select candidates! They develop interview *uestions that focus on abilities and behaviors instead of tas#s and experience! 2ou may have had experience with this type of interview process already! The dictionaries can help you identify the level of proficiency you are wor#ing at now! 2ou can also see what is re*uired at the next level and assess your ability to progress to that level! 2ou are better able to plan your career by targeting areas of strength and areas that need improvement! &y focusing on the competencies, you can determine your learning needs and be specific about what you need to learn! Ta#e a loo# at the dictionaries! ,se them if you are developing competency profiles or learn more about what"s needed for wor# in the T Community!

Be# 'iour ( Competency Diction ry

T )(e o% Content! 3! ntroduction 4! %daptability 5! Continuous /earning 6! Communication 7! Organizational and 8nvironmental %wareness 9! Creative Thin#ing :! ;etwor#ing 1 Relationship &uilding <! Conflict 'anagement =! Stewardship of Resources 3>! Ris# 'anagement 33! Stress 'anagement 34! nfluence 35! nitiative 36! Team /eadership 37! Change /eadership 39! Client 0ocus 3:! )artnering 3<! .eveloping Others 3=! )lanning and Organizing 4>! .ecision 'a#ing 43! %nalytical Thin#ing 44! Results Orientation 45! Teamwor# 46! ?alues and 8thics 47! ?isioning and Strategic Thin#ing

*+ INTRODUCTION ,# t re Competencie!Competencies are observable abilities, s#ills, #nowledge, motivations or traits defined in terms of the behaviours needed for successful job performance! Competencies are not new! -hat is new is their integrated use across human resource functions! Ho$ Are t#e Competencie! Structured0or all competencies in the dictionary, a definition is provided! 8ach competency also includes a proficiency scale that indicates the full range of expression of the competency! 'ost proficiency scales have five levels! 8ach proficiency level is described in terms of behavioural indicators! The behaviours at each level of the scale are illustrative rather than definitive@ that is other examples of behaviour are possible! 8ach competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply! Ho$ to U!e t#i! Diction ryThe contents of this dictionary represent the behavioural or non+technical competencies that apply to jobs in the federal )ublic Service! The dictionary can be used for a variety of purposes including recruitment and staffing, learning and career development and performance management! 0or each job, choose the competencies and proficiency learning that are most critical to performance excellence! .+ ADAPTABILITY Ad/u!tin" o$n )e# 'iour! to $or& e%%icient(y nd e%%ecti'e(y in (i"#t o% ne$ in%orm tion0 c# n"in" !itu tion! nd1or di%%erent en'ironment! Level 1 Level 2 Level 3 Adapts to a variety of changes %dapts to new ideas and initiatives across a wide variety of issues or situations! Shifts priorities, changes style and responds with new approaches as needed to deal with new or changing demands! Adapts ones work to a situation %dapts personal approach to meet the needs of different or new situations! See#s guidance in adapting behaviour to the needs of a new or different situation! Recognizes how change will affect work %ccepts that things will change! See#s clarification when faced with ambiguity or uncertainty! .emonstrates willingness to try new approaches! Suspends judgment@ thin#s before acting! %c#nowledges the value of othersA contributions regardless of how they are presented!

Level 4 Adapts to large, co ple! and"or fre#uent changes )ublicly supports and adapts to major1fundamental changes that show promise of improving established ways of operating! See#s opportunities for change in order to achieve improvement in wor# processes, systems, etc! 'aintains composure and shows self control in the face of challenges and change!

Level $ Adapts organizational strategies %nticipates change and ma#es large or long+term adaptations in organization in response to the needs of the situation! )erforms effectively amidst continuous change, ambiguity and, at times, apparent chaos! Shifts readily between dealing with macro+strategic issues and critical details!

Note B C%daptabilityC lin#s to the competency C'anagement 8xcellence D %ction 'anagement,C identified as relevant for federal )ublic Service leaders!

2+ Continuou! Le rnin"
Identi%yin" nd ddre!!in" indi'idu ( !tren"t#! nd $e &ne!!e!0 de'e(opment ( need! nd c# n"in" circum!t nce! to en# nce per!on ( nd or" ni3 tion ( per%orm nce Level 1 Level 2 Level 3 Level 4 Level $ Aligns personal learning with anticipated change in organizational strategy dentifies future competencies and expertise re*uired by the organization and develops and pursues learning plans accordingly! Continuously scans the environment to #eep abreast of emerging developments in the broader wor# context! Aligns personal develop ent with o&'ectives of organization .esigns personal learning objectives based on evolving needs of the portfolio or business unit! ,ses organizational change as an opportunity to develop new s#ills and #nowledge! %eeks learning opportunities &eyond current re#uire ents Sets challenging goals and standards of excellence for self in view of growth beyond current job! %ctively pursues self+development on an ongoing basis Etechnically and personallyF! )ursues assignments designed to challenge abilities! %eeks to i prove personal effectiveness in current situation Tries new approaches to maximize learning in current situation! Ta#es advantage of learning opportunities Ee!g!, courses, observation of others, assignments, etc!F! ntegrates new learning into wor# methods! Assesses and onitors oneself to aintain personal effectiveness Continually self+assesses and see#s feedbac# from others to identify strengths and wea#nesses and ways of improving! )ursues learning opportunities and ongoing development!

Note B CContinuous /earningC lin#s to the competency C'anagement 8xcellence D %ction 'anagementC identified as relevant for federal )ublic Service leaders!

4+ Communic tion
Li!tenin" to ot#er! nd communic tin" in n e%%ecti'e m nner t# t %o!ter! open communic tion Level 1 Listens ( clearly presents infor ation

 Level 2 Level 3 Level 4 Level $

'a#es self available and clearly encourages others to initiate communication! /istens actively and objectively without interrupting! Chec#s own understanding of othersA communication Ee!g!, repeats or paraphrases, as#s additional *uestionsF! )resents appropriate information in a clear and concise manner, both orally and in writing!

)osters two*way co unication 8licits comments or feedbac# on what has been said! 'aintains continuous open and consistent communication with others! Openly and constructively discusses diverse perspectives that could lead to misunderstandings! Communicates decisions or recommendations that could be perceived negatively, with sensitivity and tact! Supports messages with relevant data, information, examples and demonstrations!

Adapts co unication to others %dapts content, style, tone and medium of communication to suit the target audienceAs language, cultural bac#ground and level of understanding! Ta#es othersA perspectives into account when communicating, negotiating or presenting arguments Ee!g!, presents benefits from all perspectivesF! Responds to and discusses issues1*uestions in an understandable manner without being defensive and while maintaining the dignity of others! %nticipates reactions to messages and adapts communications accordingly!

+o unicates co ple! essages $andles complex on+the+spot *uestions Ee!g!, from senior public officials, special interest groups or the mediaF! Communicates complex issues clearly and credibly with widely varied audiences! ,ses varied communication systems, methodologies and strategies to promote dialogue and shared understanding! .elivers difficult or unpopular messages with clarity, tact and diplomacy!

+o unicates strategically Communicates strategically to achieve specific objectives Ee!g!, considering such aspects as the optimal message to present, timing and forum of communicationF! dentifies and interprets departmental policies and procedures for superiors, subordinates and peers! %c#nowledges success and the need for improvement!

5+ Or" ni3 tion ( nd En'ironment ( A$ rene!!

Under!t ndin" t#e $or&in"!0 !tructure nd cu(ture o% t#e or" ni3 tion ! $e(( ! t#e po(itic (0 !oci ( nd economic i!!ue!0 to c#ie'e re!u(t! Level 1 ,nderstands for al structure 'onitors wor# to ensure it aligns with formal procedures and the organizationAs accountabilities! Recognizes and uses formal structure, rules, processes, methods or operations to accomplish wor#! %ctively supports the public service mission and goals!

Level 2 ,nderstands infor al structure and culture ,ses informal structures@ can identify #ey decision+ma#ers and influencers! 8ffectively uses both formal and informal channels or networ#s for ac*uiring information, assistance and accomplishing wor# goals!

Level 3 -ffectively operates in e!ternal environ ents %chieves solutions acceptable to varied parties based on understanding of issues, climates and cultures in own and other organizations! %ccurately describes the issues and culture of external sta#eholders! ,ses this information to negotiate goals and initiatives!

Level 4 Level $ .perates effectively in a &road spectru of political, cultural and social ilieu .emonstrates broad understanding of social and economic context within which the organization operates! ,nderstands and anticipates the potential trends of the political environment and the impact these might have on the organization! Operates successfully in a variety of social, political and cultural environments! ,ses organizational culture as a means to influence and lead the organization! ,nderstands organizational politics, issues and e!ternal influences %nticipates issues, challenges and outcomes and effectively operates to best position the organization! Supports the changing culture and methods of operating, if necessary, for the success of the organization! 8nsures due diligence by #eeping informed of business and operational plans and practices!

Note B COrganizational and 8nvironmental %warenessC lin#s to the competency C%ction 'anagement D .esign and 8xecutionC identified as relevant for federal )ublic Service leaders!

6+ Cre ti'e T#in&in"

7ue!tionin" con'ention ( ppro c#e!0 e8p(orin" (tern ti'e! nd re!pondin" to c# ((en"e! $it# inno' ti'e !o(ution! or !er'ice!0 u!in" intuition0 e8periment tion nd %re!# per!pecti'e!+ Level 1 Acknowledges the need for new approaches s open to new ideas! Guestions the conventional approach and see#s alternatives! Recognizes when a new approach is needed@ integrates new information *uic#ly while considering different options!

Level 2 /odifies current approaches %nalyzes strengths and wea#nesses of current approaches! 'odifies and adapts current methods and approaches to better meet needs! dentifies alternate solutions based on precedent! dentifies an optimal solution after weighing the advantages and disadvantages of alternative approaches!

Level 3 Level 4 +reates new concepts ntegrates and synthesizes relevant concepts into a new solution for which there is no previous experience! Creates new models and methods for the organization! dentifies flexible and adaptable solutions while still recognizing professional and organizational standards! 0ntroduces new approaches Searches for ideas or solutions that have wor#ed in other environments and applies them to the organization! ,ses existing solutions in innovative ways to solve problems! Sees long+term conse*uences of potential solutions!

Level $ 1urtures creativity .evelops an environment that nurtures creative thin#ing, *uestioning and experimentation! 8ncourages challenges to conventional approaches! Sponsors experimentation to maximize potential for innovation!

Note B CCreative Thin#ingC lin#s to the competency CStrategic Thin#ing,C identified as relevant for federal )ublic Service leaders!

9+ Net$or&in" 1 Re( tion!#ip Bui(din"

Bui(din" nd cti'e(y m int inin" $or&in" re( tion!#ip! nd1or net$or&! o% cont ct! to %urt#er t#e or" ni3 tion:! "o (! Level 1 Accesses sources of infor ation See#s information from others Ee!g!, colleagues, customersF! 'aintains personal contacts in other parts of the organization with those who can provide wor#+related information!

Level 2 Level 3 Level 4 %trategically e!pands networks &uilds networ#s with parties that can enable the achievement of the organizationAs strategy! &rings informal teams of experts together to address issues1needs, share information and resolve differences, as re*uired! ,ses #nowledge of the formal or informal structure and the culture to further strategic objectives! %eeks new networking opportunities for self and others3 See#s opportunities to partner and transfer #nowledge Ee!g!, by actively participating in trade shows, conferences, meetings, committees, multi+sta#eholder groups and1or seminarsF! Cultivates personal networ#s in different parts of the organization and effectively uses contacts to achieve results!! nitiates and develops diverse relationships! 2uilds key contacts See#s out the expertise of others and develops lin#s with experts and information sources! .evelops and nurtures #ey contacts as a source of information! )articipates in networ#ing and social events internal and external to the organization!

Level $ +reates networking opportunities Creates and facilitates forums to develop new alliances and formal networ#s! dentifies areas to build strategic relationships! Contacts senior officials to identify potential areas of mutual, long+term interest!

;+ Con%(ict M n "ement
Pre'entin"0 m n "in" nd1or re!o('in" con%(ict! Level 1 Level 2 Level 3 Level 4 0ntroduces strategies for resolving e!isting and potential conflict )rovides consultation to or obtains consultation 1 mediation for those who share few common interests and who are having a significant disagreement! ntroduces innovative strategies for effectively dealing with conflict Ee!g!, mediation, collaborative and Cmutual gainsC strategiesF! Anticipates and addresses sources of potential conflict %nticipates and ta#es action to avoid1reduce potential conflict Ee!g!, by encouraging and supporting the various parties to get together and attempt to address the issues themselvesF! Refocuses teams on the wor# and end+goals, and away from personality issues! Addresses e!isting conflict /istens to differing points of view and emphasizes points of agreement as a starting point to resolving differences!! Openly identifies shared areas of interest in a respectful and timely manner! 0dentifies conflict Recognizes that there is a conflict between two or more parties! &rings conflict to the attention of the appropriate individualEsF!

Level $ +reates an environ ent where conflict is resolved appropriately Creates a conflict+resolving environment by anticipating and addressing areas where potential misunderstanding and disruptive conflict could emerge! 'odels constructive approaches to deal with opposing views when personally challenging the status *uo and when encouraging others to do so as well!

<+ Ste$ rd!#ip o% Re!ource!

En!ure! t#e e%%ecti'e0 e%%icient nd !u!t in )(e u!e o% Pu)(ic Ser'ice re!ource! nd !!et!= #um n nd %in nci ( re!ource!0 re ( property nd )u!ine!! in%orm tion+ Level 1 Level 2 -nsures effective use of resources 'onitors and ensures the efficient and appropriate use of resources and assets! 8xplores ways of leveraging funds to expand program effectiveness! ,ses resources effectively )rotects and uses resources and assets in a conscientious and effective manner! dentifies wasteful practices and opportunities for optimizing resource use!

Level 3 +ontrols resource use %llocates and controls resources and assets within own area! mplements ways of more effectively utilizing resources and assets! %ssigns and communicates roles and accountabilities to maximize team effectiveness@ manages wor#load!

Level 4 Level $ -nsures strategic stewardship of resources .irects resources to those areas where they will most effectively contribute to long+term goals! Sets overall direction for how resources and assets are to be used in order to achieve the vision and values! nstitutes organization+wide mechanisms and processes to promote and support resource management! 0 ple ents syste s to ensure stewardship of resources dentifies gaps in resources that impact on the organizationAs effectiveness! .evelops strategies to address resource gaps1issues! 8nsures alignment of authority, responsibility and accountability with organizational objectives! 8nsures that information and #nowledge sharing is integrated into all programs and processes! %cts on audit, evaluation and other objective project team performance information!

;oteB CStewardship of ResourcesC lin#s to the competency C'anagement 8xcellence,C identified as relevant for federal )ublic Service leaders!

*>+ Ri!& M n "ement

Identi%yin"0 !!e!!in" nd m n "in" ri!& $#i(e !tri'in" to tt in o)/ecti'e! Level 1 Level 2 Level 3 5ersonally takes significant risks )ersonally ta#es calculated ris#s with significant conse*uences Ee!g!, significant loss of time or moneyF but which can be rectified! %nticipates the ris#s involved in ta#ing action! dentifies possible scenarios regarding outcomes of various options for action! Conducts ongoing ris# analysis, loo#ing ahead for contingent liabilities and opportunities and astutely identifying the ris#s involved! 4akes calculated risks Ta#es calculated ris#s with minor, but non+trivial, conse*uences of error Ee!g!, ris#s involving potential loss of some time or money but which can be rectifiedF! 'a#es decisions based on ris# analysis! 'a#es decisions in the absence of complete information! 0dentifies possi&le risks .escribes ris# factors related to a situation1activity! ,ses past experience and best practices to identify underlying issues, potential problems and ris#s! )lans for contingencies! dentifies possible cause+effect relationships!

Level 4 6esigns strategies for dealing with high*risk initiatives

 Level $

mplements initiatives with high potential for pay+off to the organization, where errors cannot be rectified, or only rectified at significant cost! Conducts ris# assessment when identifying or recommending strategic and tactical options! 8ncourages responsible ris# ta#ing, recognizing that every ris# will not pay off!

5rovides organizational guidance on risk )rovides a supportive environment for responsible ris# ta#ing Ee!g!, by supporting decisions of othersF! Oversees the development of guidelines, principles and approaches to assist decision+ma#ing when ris# is a factor! )rovides guidance on the organizational tolerance for ris#! .evelops broad strategies that reflect in+depth understanding and assessment of operational, organizational, and political realities and ris#s!

**+ Stre!! M n "ement

M int inin" e%%ecti'ene!! in t#e % ce o% !tre!! Level 1 Level 2 Ad'usts to te porary peaks in stress levels 'aintains composure when dealing with short but intense stressful situations! ,nderstands personal stressors and ta#es steps to limit their impact! Heeps issues and situations in perspective and reacts appropriately Ee!g!, does not overreact to situations, what others say, etc!F! 7orks in low level stress situations Heeps functioning effectively during periods of on+going low intensity stress! 'aintains focus during situations involving limited stress! See#s to balance wor# responsibilities and personal life responsibilities!

Level 3 Adapts to prolonged stress 8ffectively withstands the effects of prolonged exposure to one or few stressors by modifying wor# methods! 'aintains sound judgment and decision ma#ing despite on+going stressful situations! Controls strong emotions or other stressful responses and ta#es action to respond constructively to the source of the problem!

Level 4 Level $ 6eals with stress affecting the organization .emonstrates behaviours that help others remain calm, yet focused and energized during periods of extreme stress affecting the organization! 'aintains composure and shows self+control in the face of significant challenge facing the organization! Suspends judgment@ thin#s before acting! dentifies and consistently models ways of releasing or limiting stress within the organization! - ploys stress anage ent strategies .evelops and applies stress reduction strategies to cope with long exposure to numerous stressors or stressful situations! Recognizes personal limits for wor#load and negotiates adjustments to minimize the effects of stress, while still ensuring appropriate levels of productivity! Controls own emotions and calms others in stressful situations!

Note B CStress 'anagementC is included in the competency C'anagement 8xcellence D )eople 'anagementC, a competency identified as relevant for federal )ublic Service leaders!

*.+ In%(uence
? inin" !upport %rom nd con'incin" ot#er! to d' nce t#e o)/ecti'e! o% t#e or" ni3 tion Level 1 ,ses facts and availa&le infor ation to persuade ,ses appeals to reason, data, facts and figures! ,ses concrete examples, visual aids and demonstrations to ma#e a point! .escribes the potential impact of own actions on others and how it will affect their perception of self!

Level 2 Level 3 6e onstrates the &enefit of ideas &uilds on successful initiatives and best practices internal and external to the organization to gain acceptance for ideas! )resents pros and cons and detailed analyses to emphasize the value of an idea! )ersuades others by drawing from experience and presenting multiple arguments in order to support a position! Adapts rationale to influence others %nticipates the effect of oneAs approach or chosen rationale on the emotions and sensitivities of others! %dapts discussions and presentations to appeal to the needs or interests of others! ,ses the process of give+and+ta#e to gain support! &uilds relationships through fair, honest and consistent behaviour!

Level 4 Level $ 6esigns co ple! influence strategies .esigns strategies that position and promote ideas and concepts to sta#eholders! ,ses indirect strategies to persuade, such as establishing alliances, using experts or third parties! Iains support by capitalizing on understanding of political forces affecting the organization! 2uilds coalitions, strategic relationships and networks %ssembles coalitions, builds behind+the+scenes support for ideas and initiatives! .evelops an extensive networ# of contacts! ,ses group process s#ills to lead or direct a group!

*2+ Initi ti'e

Identi%yin" nd de (in" $it# i!!ue! pro cti'e(y nd per!i!tent(y@ !ei3in" opportunitie! t# t ri!e Level Addresses current issues Recognizes and acts on present issues! Offers ideas to address current situations or issues! -or#s independently! Completes assignments without constant supervision!

Level 2 Level 3 Level 4 Level $ -ncourages initiative in others 0osters an environment that anticipates and acts upon potential threats and1or opportunities! Coaches others to spontaneously recognize and appropriately act on upcoming opportunities! Iets others involved in supporting efforts and initiatives! Looks to the future Ta#es action to avoid or minimize potential problems or maximize potential opportunities in the future by drawing on extensive personal experience! .efines and addresses high+level challenges that have the potential to advance the state+of+ the art in an area! Starts and carries through on new projects! Acts pro ptly in a crisis situation %cts *uic#ly to address a crisis situation drawing on appropriate resources and experience with similar situations! mplements contingency plans when crises arise! 8xceeds re*uirements of job@ ta#es on extra tas#s! Addresses i inent issues Ta#es action to avoid imminent problem or to capitalize on imminent opportunity! /oo#s for ways to achieve greater results or add value! -or#s persistently as needed and when not re*uired to do so!

*4+ Te m Le der!#ip
Le din" nd !upportin" Level 1 8eeps the tea infor ed 8nsures that team members have the necessary information to operate effectively! 8stablishes the direction1goalEsF for the team! /ets team members affected by a decision #now exactly what is happening and gives a clear rationale for the decision! Sets an example for team members Ee!g!, respect of othersA views, team loyalty, cooperating with othersF! te m to c#ie'e re!u(t!

Level 2 Level 3 -nsures tea e &er input ?alues and encourages othersA input and suggestions! Stimulates constructive discussion of different points of view, focusing on the organizationAs strategic objectives, vision or values! &uilds cooperation, loyalty and helps achieve consensus! )rovides constructive feedbac# and recognizes all contributions! -nsures the needs of the tea and of e &ers are et 'a#es sure the practical needs of the team and team members are met! 'a#es decisions by ta#ing into account the differences among team members, and overall team re*uirements and objectives! 8nsures that the teamAs tas#s are completed! %ccepts responsibility for the teamAs actions and results!

8nsures the respective strengths of team members are used in order to achieve the teamAs overall objectives!

Level 4 Level $ 0nspires tea e &ers &uilds the commitment of the team to the organizationAs mission, goals and values! %ligns team objectives and priorities with the broader objectives of the organization! 8nsures that appropriate lin#ages1partnerships between teams are maintained! Creates an environment where team members consistently push to improve team performance and productivity! - powers the tea Communicates team successes and organization+wide contribution to other organizational members! 8ncourages the team to promote their wor# throughout the organization! 8stablishes the teamAs credibility with internal and external sta#eholders!

*5+ C# n"e Le der!#ip

M n "in"0 (e din" nd en )(in" t#e proce!! o% c# n"e nd tr n!ition $#i(e #e(pin" ot#er! de ( $it# t#eir e%%ect! Level 1 Level 2 Level 3 /anages the process for change dentifies important 1 effective practices that should continue after change is implemented %nticipates specific reasons underlying resistance to change and implements approaches that address resistance! ,nderscores the positive nature of change )romotes the advantages of change! Clarifies the potential opportunities and conse*uences of proposed changes! 8xplains how change affects current practices! /akes others aware of change dentifies and accepts the need and processes for change! 8xplains the process, implications and rationale for change to those affected by it! nvites discussion of views on the change

Level 4 Level $ +ha pions change Creates an environment that promotes and encourages change or innovation! Shares and promotes successful change efforts throughout the organization! )ersonally communicates a clear vision of the broad impact of change! Aligns change initiatives with organizational o&'ectives /in#s projects1objectives to departmentAs1public serviceAs change initiatives and describes the impact on operational goals! )resents realities of change and, together with staff, develops strategies for managing it! dentifies future needs for change that will promote progress toward identified objectives!

*6+ C(ient Aocu!

Identi%yin" nd re!pondin" to current nd %uture c(ient need!@ pro'idin" !er'ice e8ce((ence to intern ( nd e8tern ( c(ient! Level 1 Level 2 Level 3 Level 4 Level $ +onsiders the strategic direction of client focus Communicates the organizationAs mission, vision and values to external clients! Strategically and systematically evaluates new opportunities to develop client relationships! Creates an environment in which concern for client satisfaction is a #ey priority! /in#s a comprehensive and in+depth understanding of clientsA long+term needs and strategies with current and proposed projects1initiatives! Recommends1 determines strategic business direction to meet projected needs of clients and prospective clients! )osters a client*focused culture Trac#s trends and developments that will affect own organizationAs ability to meet current and future client needs! dentifies benefits for clients@ loo#s for ways to add value! See#s out and involves clients or prospective clients in assessing services, solutions or products to identify ways to improve! 8stablishes service standards and develops strategies to ensure staff meet them! Anticipates and adapts to client needs 'aintains ongoing communication with clients! Regularly and systematically contacts clients or prospective clients to determine their needs! ,ses understanding of clientAs perspective to identify constraints and advocate on their behalf! -or#s with clients to adapt services, products or solutions to meet their needs! 8ncourages co+wor#ers and teams to achieve a high standard of service excellence! %nticipates areas where support or influence will be re*uired and discusses situation1concerns with appropriate individuals! )roposes new, creative and sound alternatives to improve client service! 2uilds positive client Relations Contacts clients to follow up on services, solutions or products to ensure that their needs have been correctly and effectively met! ,nderstands issues from the clientAs perspective! Heeps clients up+to+date with information and decisions that affect them! 'onitors services provided to clients and ma#es timely adjustments as re*uired! Responds to client re#uests dentifies client needs and expectations! Responds to re*uests efficiently and effectively! Ta#es action beyond explicit re*uest within established service standards! Refers complex *uestions to a higher decision+ma#ing level! 'eets client needs in a respectful, helpful and responsive manner! See#s feedbac# to develop a clear understanding of client needs and outcomes! ,ses client satisfaction monitoring methodologies to ensure client satisfaction! %djusts service based on client feedbac#!

*9+ P rtnerin"
See&in" nd )ui(din" !tr te"ic ((i nce! nd co(( )or ti'e rr n"ement! t#rou"# p rtner!#ip! to d' nce t#e o)/ecti'e! o% t#e or" ni3 tion

Level 1 Level 2 Level 3 Level 4 )acilitates partnerships )rovides advice and direction on the types of partner relationships to pursue, as well as ground rules for effective partner relationships! Supports staff in ta#ing calculated ris#s in partner relationships! ;egotiates, as necessary, to assist others to address issues or resolve problems surrounding partner relationships! dentifies when modifications and terminations of partnerships are needed and ta#es appropriate measures! %eeks out partnership opportunities nitiates partnership arrangements that promote organizational objectives! %ssesses the value of entering into partner relationships in terms of both short+ and long+ term return on investment! .evelops new and mutually beneficial partnerships that also serve the interests of the broader community! dentifies benefits of a partnership and loo#s for ways to add value for the partner! /anages e!isting partnerships -or#s with existing partners, honouring established agreements1 contracts! 'onitors partnership arrangements to ensure that the objectives of the partnership remain on target! See#s input from partners to ensure that objectives are achieved! See#s mutually beneficial solutions with partners! .perates effectively within partnerships ,nderstands the roles played by partners! dentifies and refers to areas of mutual interest as a means of establishing a business relationship! Communicates openly, builds trust and treats partners fairly, ethically and as valued allies! 'eets partner needs by responding to re*uests efficiently and effectively! Recognizes the contributions of partners!

Level $ %ets strategic direction for partnering )rovides strategic direction on partnerships that the organization should be pursuing! Sets up an infrastructure that supports effective partner arrangements Ee!g!, principles and framewor#s for assessing the value of partnerships@ expert assistance in aspects of partneringF! Ta#es advantage of opportunities to showcase excellent examples of partner arrangements throughout the organization! Creates and acts on opportunities for interactions that lead to strong partnerships within and external to the organization

Note B C)artneringC lin#s to the competency C8ngagement D 'obilizing )eople, Organizations, )artnersC, identified as relevant for federal )ublic Service leaders!

*;+ De'e(opin" Ot#er!

Ao!terin" t#e de'e(opment o% ot#er! )y pro'idin" per%orm nce nd pro%e!!ion ( "ro$t# Level 1 %hares e!pertise with others !upporti'e en'ironment %or en# nced

Regularly shares expertise with team members to support continuous learning and improvement! %dvises, guides and coaches others by sharing experiences and discussing how to handle current or anticipated concerns!

Level 2 Level 3 Level 4 5rovides opportunities for develop ent 8nsures that resources and time are available for development activities! 8nsures that all employees have e*uitable access to development opportunities! )rovides opportunities for development through tools, assignments, mentoring and coaching relationships etc! 5ro otes ongoing learning and develop ent $elps team members develop their s#ills and abilities! 8ngages in development and career planning dialogues with employees! -or#s with employees and teams to define realistic yet challenging wor# goals! 8ncourages team members to develop learning and career plans and follows+up to guide development and measure progress! %dvocates and commits to ongoing training and development to foster a learning culture! %upports individual develop ent and i prove ent )rovides performance feedbac# and support, reinforcing strengths and identifying areas for improvement! 8ncourages staff to develop and apply their s#ills! Suggests to individuals ways of improving performance and competence!

Level $ +reates a continuous learning and develop ent environ ent )rovides long+term direction regarding learning needs for staff and how to pursue the attainment of this learning! nstitutes organization+wide mechanisms and processes to promote and support continuous learning and improvement! 'anages the learning process to ensure it occurs by design rather than by chance!

Note B C.eveloping OthersC lin#s to the competency C'anagement 8xcellence D )eople 'anagementC identified as relevant for federal )ublic Service leaders!

*<+ P( nnin" nd Or" ni3in"

De%inin" t !&! nd mi(e!tone! to c#ie'e o)/ecti'e!0 $#i(e en!urin" t#e optim ( u!e o% re!ource! to meet t#o!e o)/ecti'e! Level 1 Level 2 Applies planning principles to achieve work goals 5lans tasks and organizes own work dentifies re*uirements and uses available resources to meet own wor# objectives in optimal fashion! Completes tas#s in accordance with plans! 'onitors the attainment of own wor# objectives and1or *uality of the wor# completed! Sets priorities for tas#s in order of importance!

8stablishes goals and organizes wor# by bringing together the necessary resources! Organizes wor# according to project and time management principles and processes! )ractices and plans for contingencies to deal with unexpected events or setbac#s! 'a#es needed adjustments to timelines, steps and resource allocation! .irects issues to appropriate bodies when unable to resolve them within own area of responsibility!

Level 3 Level 4 Level $ 5lans and organizes at a strategic level .evelops strategic plans considering short+term re*uirements as well as long+term direction! )lans wor# and deploys resources to deliver organization+wide results! Secures and allocates program or project resources in line with strategic direction! Sets and communicates priorities within the broader organization! 8nsures sufficient resources are available to achieve set objectives! 0ntegrates and evaluates plans to achieve &usiness goals3 8stablishes alternative courses of action, organizes people and prioritizes the activities of the team to achieve results more effectively! 8nsures that systems are in place to effectively monitor and evaluate progress! 8valuates processes and results and ma#es appropriate adjustments to the plan! Sets, communicates and regularly assesses priorities! 6evelops plans for the &usiness unit Considers a range of factors in the planning process Ee!g!, costs, timing, customer needs, resources available, etc!F! dentifies and plans activities that will result in overall improvement to services! Challenges inefficient or ineffective wor# processes and offers constructive alternatives! %nticipates issues and revise plans as re*uired! $elps to remove barriers by providing resources and encouragement as needed!

Note B C)lanning and OrganizingC lin#s to the competency C%ction 'anagementC identified as relevant for federal )ublic Service leaders!

.>+ Deci!ionBM &in"

M &in" deci!ion! nd !o('in" pro)(em! in'o('in" ' ried (e'e(! o% comp(e8ity0 m)i"uity nd ri!& Level 1 Level 2 /akes decisions &y interpreting rules %pplies guidelines and procedures that re*uire some interpretation when dealing with exceptions! 'a#es straight + forward decisions based on information that is generally clear and ade*uate! /akes decisions &ased solely on rules 'a#es straightforward decisions based on pre+defined options using clear criteria1procedures! Consults with others or refers an issue1situation for resolution when criteria are not clear! .eals with exceptions within established parameters using clearly specified rules and procedures! 'a#es decisions involving little or no conse*uence of error! ?erifies that the decision1resolution is correct!

 Level 3 Level 4 Level $

Considers the ris#s and conse*uences of action and1or decisions! 'a#es decisions involving minor conse*uence of error! See#s guidance as needed when the situation is unclear!

/akes decisions in situations where there is scope for interpretation of rules %pplies guidelines and procedures that leave considerable room for discretion and interpretation! 'a#es decisions by weighing several factors, some of which are partially defined and entail missing pieces of critical information! %s needed, involves the right people in the decision+ma#ing process! &alances the ris#s and implications of decisions across multiple issues! .evelops solutions that address the root cause of the problem and prevent recurrence! Recognizes, analyzes and solves problems across projects and in complex situations!

/akes co ple! decisions in the a&sence of rules Simplifies complex information from multiple sources to resolve issues! 'a#es complex decisions for which there are no set procedures! Considers a multiplicity of interrelated factors for which there is incomplete and contradictory information! &alances competing priorities in reaching decisions! .evelops solutions to problems, balancing the ris#s and implications across multiple projects! Recommends solutions in an environment of ris# and ambiguity!

/akes high*risk decisions in co ple! and a &iguous situations 'a#es high+ris# strategic decisions that have significant conse*uences! &alances a commitment to excellence with the best interests of clients and the organization when ma#ing decisions! ,ses principles, values and sound business sense to ma#e decisions! 'a#es decisions in a volatile environment in which weight given to any factor can change rapidly! Reaches decisions assuredly in an environment of public scrutiny! %ssesses external and internal environments in order to ma#e a well+informed decision! dentifies the problem based on many factors, often complex and sweeping, difficult to define and contradictory Ee!g!, fiscal responsibility, the public goodF!

.*+ An (ytic ( T#in&in"

Interpretin"0 (in&in"0 nd n (y3in" in%orm tion in order to under!t nd i!!ue! Level 1 Level 2 0dentifies critical relationships Sees connections, patterns or trends in the information available! dentifies the implications and possible conse*uences of trends or events! .raws logical conclusions, providing options and recommendations! Analyzes and synthesizes infor ation &rea#s down concrete issues into parts and synthesizes succinctly! Collects and analyses information from a variety of appropriate sources! dentifies the lin#s between situations and information!

Level 3 Level 4 Applies &road analysis ntegrates information from diverse sources, often involving large amounts of information! Thin#s several steps ahead in deciding on best course of action, anticipating li#ely outcomes! .evelops and recommends policy framewor# based on analysis of emerging trends! Iathers information from many sources, including experts, in order to completely understand a problem1situation! Analyses co ple! relationships %nalyses complex situations, brea#ing each into its constituent parts! Recognizes and assesses several li#ely causal factors or ways of interpreting the information available! dentifies connections between situations that are not obviously related!

Level $ Applies a syste s perspective to the analysis of enterprise*wide issues dentifies multiple relationships and disconnects in processes in order to identify options and reach conclusions! %dopts a systems perspective, assessing and balancing vast amounts of diverse information on the varied systems and sub+systems that comprise and affect the wor#ing environment! Thin#s beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions Ee!g!, social, economic, partner, sta#eholder interests, short+ and long+term benefits, national and global implicationsF!

Note B C%nalytical Thin#ingC lin#s to the competency CStrategic Thin#ingC identified as relevant for federal )ublic Service leaders!

..+ Re!u(t! Orient tion

Aocu!in" per!on ( e%%ort! on c#ie'in" re!u(t! con!i!tent $it# t#e or" ni3 tion:! o)/ecti'e! Level 1 Level 2 Level 3 Level 4 %eeks out significant challenges See#s significant challenges outside of current job scope! -or#s on new projects or assignments that add value without compromising current accountabilities! Iuides staff to achieve tas#s, goals, processes and performance standards! %urpasses esta&lished e!pectations 8xceeds current expectations and pushes for improved results in own performance! Ta#es on new roles and responsibilities when faced with unexpected changes! +onsistently eets esta&lished e!pectations Consistently achieves established expectations through personal commitment! 'a#es adjustments to activities1processes based on feedbac#! %trives to eet work e!pectations Sets goals and wor#s to meet established expectations@ maintains performance levels! )ursues organizational objectives with energy and persistence! Sets high personal standards for performance! %dapts wor#ing methods in order to achieve objectives! %ccepts ownership of and responsibility for own wor#!

Level $ 5ursues e!cellence on an organizational level 'odels excellence and motivates fellow organizational members to follow his1her example! 8ncourages constructive *uestioning of policies and practices@ sponsors experimentation and innovation! $olds staff accountable for achieving standards of excellence and results for the organization!

.2+ Te m$or&
,or&in" co(( )or ti'e(y $it# ot#er! to c#ie'e common "o (! nd po!iti'e re!u(t! Level 1 Level 2 Level 3 6e onstrates leadership in tea s &uilds relationships with team members and with other wor# units! 0osters team spirit and collaboration within teams ! .iscusses problems1 issues with team members that could affect results! Communicates expectations for teamwor# and collaboration! 0acilitates the expression of diverse points of view to enhance teamwor#! Capitalizes on the strengths of all members! Iives credit for success and ac#nowledges contributions and efforts of individuals to team effectiveness! )osters tea work %ssumes responsibility for wor# activities and coordinating efforts! )romotes team goals! See#s othersA input and involvement and listens to their viewpoints! Shifts priorities, changes style and responds with new approaches as needed to meet team goals! Suggests or develops methods and means for maximizing the input and involvement of team members! %c#nowledges the wor# of others! 5articipates as a tea e &er %ssumes personal responsibility and follows up to meet commitments to others! ,nderstands the goals of the team and each team memberAs role within it! .eals honestly and fairly with others, showing consideration and respect! -illingly gives support to co+wor#ers and wor#s collaboratively rather than competitively! Shares experiences, #nowledge and best practices with team members!

Level 4 Level $ 2uilds &ridges &etween tea s 0acilitates collaboration across the organization and with other organizations to achieve a common goal! &uilds strong teams that capitalize on differences in expertise, competencies and bac#ground! +apitalizes on tea work opportunities nitiates collaboration with other groups1 organizations on projects or methods of operating! Capitalizes on opportunities and addresses challenges presented by the diversity of team talents! Supports and encourages other team members to achieve objectives! 8ncourages others to share experience, #nowledge and best practices with the team! 8ncourages the team to openly discuss what can be done to create a solution or alternative!

&rea#s down barriers Estructural, functional, culturalF between teams, facilitating the sharing of expertise and resources!

.4+ V (ue! nd Et#ic!

Ao!terin" nd !upportin" t#e princip(e! nd ' (ue! o% t#e or" ni3 tion nd t#e Pu)(ic Ser'ice ! $#o(e Level 1 Level 2 0dentifies ethical i plications dentifies and considers different ethical aspects of a situation when ma#ing decisions! dentifies and balances competing values when selecting approaches or recommendations for dealing with a situation! 6e onstrates &ehaviours consistent with the organizations values Treats others fairly and with respect! Ta#es responsibility for own wor#, including problems and issues! ,ses applicable professional standards and established procedures, policies and1or legislation when ta#ing action and ma#ing decisions! dentifies ethical dilemmas and conflict of interest situations and ta#es action to avoid and prevent them! %nticipates and prevents breaches in confidentiality and1or security!

Level 3 Level 4 5ro otes the organizations values and ethics %dvises others in maintaining fair and consistent dealings with others and in dealing with ethical dilemmas! .eals directly and constructively with lapses of integrity Ee!g!, intervenes in a timely fashion to remind others of the need to respect the dignity of othersF! Aligns tea with organizations values and ethics 0osters a climate of trust within the wor# team! mplements processes and structures to deal with difficulties in confidentiality and1or security! 8nsures that decisions ta#e into account ethics and values of the organization and )ublic Service as a whole! nteracts with others fairly and objectively!

Level $ -!e plifies and de onstrates the organizations values and ethics .efines, communicates and consistently exemplifies the organizationAs values and ethics! 8nsures that standards and safeguards are in place to protect the organizationAs integrity Ee!g!, professional standards for financial reporting, integrity1 security of information systemsF! dentifies underlying issues that impact negatively on people and ta#es appropriate action to rectify the issues Ee!g!, systemic discriminationF!

Note B C8thics and ?aluesC was identified as a competency relevant for federal )ublic Service leaders!

.5+ Vi!ionin" nd Str te"ic Direction

De'e(opin" nd in!pirin" commitment to 'i!ion o% !ucce!!@ !upportin"0 promotin" nd en!urin" (i"nment $it# t#e or" ni3 tion:! 'i!ion nd ' (ue! Level 1 6e onstrates personal work align ent

 Level 2 Level 3

Sets personal wor# goals in line with operational goals of wor# area! Continually evaluates personal progress and actions to ensure alignment with organizational vision and operational goals! /iaises with others to ensure alignment with the business goals and vision of the organization!

5ro otes tea align ent 8ffectively 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 organizational goals! 'onitors wor# of team to ensure alignment with strategic direction, vision and values for the organization! dentifies potential future directions for wor# area in line with vision! )roactively helps others to understand the importance of the strategy and vision!

Aligns progra "operational goals and plans -or#s with teams to set program1operational goals and plans in #eeping with the strategic direction! Regularly promotes the organization, its vision and values to clients, sta#eholders and partners! -or#s with staff to set strategic goals for own sector of the organization! %ssesses the gap between the current state and desired future direction and establishes effective ways for closing the gap in own sector!

Level 4 0nfluences strategic direction 0oresees obstacles and opportunities for the organization and acts accordingly! .efines issues, generates options and selects solutions, which are consistent with the strategy and vision! Scans, see#s out and assesses information on potential future directions! )rovides direction and communicates the vision to encourage alignment within the organization! 8nergetically and persistently promotes strategic objectives with colleagues in other business lines!

Level $ 6evelops vision /eads the development of the vision for the organization! .efines and continuously articulates the vision and strategy in the context of wider government priorities! .escribes the vision and values in compelling terms to develop understanding and promote acceptance1 commitment among staff and sta#eholders! dentifies, conceptualizes and synthesizes new trends or connections between organizational issues and translates them into priorities for the organization!

Note B C?isioningC was identified as a competency relevant for federal )ublic Service leaders!

Tec#nic ( Competency Diction ry %or t#e IT Community

Technical Competency .ictionary

T )(e o% Content!
ntroduction

3! 4! 5! 6! 7! 9! :! <! =! 3>! 33!

%pplication .evelopment Support and 'aintenance %rchitecture &usiness %nalysis .atabase .esign and 'anagement nfrastructure1)latforms T )rocurement and %sset 'anagement T )roject 'anagement .ata Communications Security1 nformation and %pplication )rotection Testing Service 'anagement )rocesses

Introduction
Competencies are observable abilities, s#ills, #nowledge, motivations or traits defined in terms of the behaviours needed for successful job performance! Often competencies reflect very general attributes common to all jobs Ee!g!, analytical thin#ing, problem solving, client orientationF! $owever, the goal of the present exercise was to identify tec#nic ( competencies + competencies re*uired from incumbents occupying various jobs1roles in the T Community that reflect the uni*ue #nowledge and s#ill set expected from these T employees D that would complement the Behavioural Competency Dictionary! The resulting Technical Competency Dictionary for the IT Community was developed in partnership with subject matter experts in the T Community and is the outcome of numerous interviews and discussions with CS representatives in different roles and levels from several large departments! $ow %re the Competencies StructuredJ 0or all competencies in the dictionary, a brief definition is provided as well as a list of points of #nowledge re*uired! 8ach competency also includes a proficiency scale that indicates the full range of expression of the competency! 8ach proficiency scale has five levels indicating the depth and breadth to which #nowledge and s#ill are re*uired in the job! 8ach proficiency level is described in terms of behavioural indicators! T#e )e# 'iour! t e c# (e'e( o% t#e !c (e re i((u!tr ti'e r t#er t# n de%initi'e@ t# t i!0 ot#er e8 mp(e! o% )e# 'iour re po!!i)(e nd c n )e u!ed t e c# (e'e(+ 8ach competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply!

1. 2. 3. 4. 5.

IntroductoryB .emonstrates introductory understanding and ability and, with guidance, applies the competency in a few simple situations! B !icB .emonstrates basic #nowledge and ability and, with guidance, can apply the competency in common situations that present limited difficulties! Intermedi teB .emonstrates solid #nowledge and ability, and can apply the competency with minimal or no guidance in the full range of typical situations! -ould re*uire guidance to handle novel or more complex situations! Ad' ncedB.emonstrates advanced #nowledge and ability, and can apply the competency in new or complex situations! Iuides other professionals! E8pertB .emonstrates expert #nowledge and ability, and can apply the competency in the most complex situations! .evelops new approaches, methods or policies in the area! s recognized as an expert, internally and1or externally! /eads the guidance of other professionals!

*+ App(ic tion De'e(opment1Support nd M inten nceC*D

+Knowledge and ability to design, define, construct, enhance, support and maintain application software on one or more platforms. Eno$(ed"e reFuirement!= Systems %nalysis and .esign o Re*uirements %nalysis o Ieneral1external design Eincludes design principlesF o ,se of established techni*ues to assist in the analysis of business data1information flows and database construction Ee!g!, data and functional modelingF %pplication .evelopment and Commercial Off+The+Shelf ECOTSF 'anagement o )rogramming languages Ee!g!, software language structures, machine, assembly, procedural, non+procedural, object+oriented languagesF o Standards and methods used in developing and maintaining a repository of information and processes Ee!g!, development standards including programming, user interface, design, naming, specificationsF o System development processes, tools and methodologies Ee!g!, Systems .evelopment /ife Cycle including principles, best practices and standards used in designing and maintaining a formal procedure and a related repository of informationF o ,nit testing processes and practices o %pplication development tools Ee!g!, COTS development tools, technical productivity tools, wor#station operating systemsF o )olices and practices related to office productivity tools o )olicies and practices related to website design and use of nter1 ntranet technologies within the )ublic Service

13 0ntroductory 23 2asic .emonstrates a wor#ing #nowledge of one or more programming languages! -rites or adapts software modules for testing and integration! ,nderstands and employs basic development methods and standards! Tests1debugs program modules! ,ses a testing tool and prepares basic test cases! ,nderstands the migration cycle and prepares program for migration! )repares operational documentation! .emonstrates a basic level of understanding of software specifications or design techni*ues! .emonstrates a basic understanding of programming concepts! .emonstrates a general familiarity with one or more programming languages and1or methodologies! ,nderstands the importance of testing, documentation and production assurance! Hnows where to loo# for standards!

33 0nter ediate .emonstrates a detailed #nowledge of several programming environments and a good wor#ing #nowledge of hardware and software interfaces! -rites original multi+module1complex programs or applies reusable modules! .esigns, tests and integrates software modules and resolves programming errors using various debugging tools and techni*ues! )rovides support, guidance and production assurance for common problems! Conducts impact analysis for proposed changes to or problems with the system! )repares technical documentation Ee!g!, user guides, technical specificationsF!

 43 Advanced

,nderta#es routine analysis and wor#s with designers and analysts to clarify and improve specifications or to identify alternative programming solutions! 8nforces standards Ee!g!, at wal#throughsF!

.emonstrates in+depth #nowledge and capability in software construction, testing, infrastructure, configuration, a wide range of system development methodologies and operating standards! .emonstrates #nowledge in multiple applications, data management systems and technologies or in a single area of expertise! .emonstrates application and corporate #nowledge, and understands how a change would affect multiple applications! 'a#es recommendations1 decisions in application and program design, standards and program enhancements! .ebugs very complex or urgent problems! %nalyzes and models business functions, processes and information flow within or between systems! )rovides guidance1mentors on programming practices and techni*ues to individuals and cross+functional teams!

$3 -!pert .emonstrates expert #nowledge of software design, construction, programming trends, programming and scripting languages across government in multiple applications and data management systems or in a single area of expertise! )rovides effective strategic direction to enterprise+wide application design! Iuides and oversees multiple+concurrent software construction projects! -or#s with users at all levels to define system re*uirements and specify appropriate system environments to meet operational needs and system performance objectives! )resents software construction disciplines to peers in public forums! .evelops policy and standards for software construction!

K3L

This competency does not include data management or database management ESee Competency 6F!

.+ Arc#itecture
+Knowledge and ability to apply architecture theories, principles, concepts, practices, methodologies and frameworks. Eno$(ed"e reFuirement!= 8nterprise %rchitecture1 nformation Technology E TF Strategy o mplementation1enforcement of policies and support o %rchitecture functions and the interrelationships with the organization"s vision o %rchitecture direction, policies and practices with a focus on Iovernment of Canada priorities nformation %rchitecture o Organization of information to effectively support the wor# of the organization o Creation of an entity relationship model and an integrated function or process dependency model o Transaction services architecture, configuration and interfaces o Relationship between the information architecture and other architectures Systems %rchitecture

.esign of the systems architecture and how its components are connected and operate with each other and other applications o Relationship between the systems architecture and other architectures Ee!g!, integrating technology and businessF Technology %rchitecture o .esign of the fundamental hardware, software and telecommunications systems that provide the infrastructure on which business applications are developed and run Ee!g!, networ# topologiesF o nterrelationships of the various technologies and their respective roles o Technical standards o Relationship between the technology architecture and other architectures Iovernment and .epartment )olicies and Standards o &usiness policy and standards development o )rivacy %ct o T&S &usiness Transformation 8nablement )rogram E&T8)F o 'anagement of Iovernment nformation E'I F o

13 0ntroductory 23 2asic Creates basic models based upon specifications! .efines #ey terms and concepts! )ossesses basic understanding of architecture principles! Reads and understands architecture specifications and models! .istinguishes between different architecture domains!

33 0nter ediate 43 Advanced $3 -!pert ,nderstands how architecture relates to the organization"s vision, how new business fits in the current business lines, the integration of business and technology, and relates government priorities to target architectures! &uilds corporate data models! .elivers and signs off framewor#s for architectures and integration models! .emonstrates good understanding of architecture across the business lines and how they interact but focuses on a single architecture! )roduces framewor#s for a single architecture! %ssesses new re*uirements and ma#es design recommendations! Signs off architecture models! 'anages transformations! .efines metadata models and information models! 'onitors standards! 0ocuses on a single area of expertise! )roduces analytic and candidate design models to be used for further analysis Ee!g!, telecommunications, networ#sF! .emonstrates awareness of other architectures! ?alidates models created by projects and1or junior staff! Signs off functional models!

Recommends priorities for business based upon the architecture! ,nderstands and applies T& standards Ee!g!, SO, -C5 Guality standardsF! %ddresses governance issues! .efines metadata models at the enterprise level, information models and the interoperability model! 8xtends the body of #nowledge and contributes to government standards!

2+ Bu!ine!! An (y!i!
+ Knowledge and ability to apply the principles of business analysis in the planning, reengineering, re uirement gathering for government business environments, operations, processes, and practices. Eno$(ed"e reFuirement!= Iovernment1business #nowledge in various application areas Ee!g!, financial1accounting, human resources, purchasing, supply, policing, correctionsF Common government1business management and decision+ma#ing concepts, principles, activities and practices Ee!g!, Iovernment and corporate planning cycles and processes, accountability and budgetary cycles and processesF &usiness architecture Eat a project levelF and how it augments organizational design, planning systems and financial controls mpact analysis and environmental scan methods, techni*ues and tools used to evaluate an organization"s strengths and challenges &usiness case1cost benefit methodology and standards including return on investment ERO F and total cost of ownership ETCOF Typical organization structures, job functions, wor# activities and wor#flow &usiness process analysis and business process reengineering methods and design benefits, methodologies and tools@ roles in support of business change Costing and cost recovery ndustry, business line and the technical aspects of the business line Relationship between the business architecture and other architectures Transaction processing theory and principles, flow and design Iovernment and .epartment policies and standards such asB o &usiness policy and standards development o )rivacy %ct o T&S &usiness Transformation 8nablement )rogram E&T8)F o 'anagement of Iovernment nformation E'I F

13 0ntroductory 23 2asic ,nderstands business lines! ,nderstands basic government and departmental services! .rafts simple re*uirements! .emonstrates awareness of business rules and concepts!

33 0nter ediate ,nderstands client business re*uirements, business roles, business planning and business processes! ,nderstands and wor#s within governance principles! ,nderstands audit and compliance principles, change management principles and the impact of changes!

,nderstands how technologies can enable business processes! Translates business re*uirements into technical re*uirements! .evelops clear re*uirement statements! .evelops simple business cases! Carries out simple business process reengineering, models and redesign processes!

43 Advanced ?alidates business re*uirements, applies government and corporate priorities! Iathers1refines complex business re*uirements, recommends or ma#es decisions on business re*uirements1interdependencies! .evelops complex business cases! Carries out impact analyses and environmental scans to ma#e recommendations! /eads business process reengineering! )resents and defends complex positions and strategies for business decisions, processes and plans! Iuides other business analysts! %dvises on compliance, governance structures and audit principles!

$3 -!pert -or#s at the Cintegration levelC by understanding the business architecture and its relationship to other architectures! 'a#es recommendations to senior management on strategies and plans! Carries out environmental scans of architecture! %ssesses corporate impacts of changes and recommends strategies to senior management! .evelops complex business cases across multiple business lines and platforms! Sets standards for compliance and governance structures!

4+ D t ) !e De!i"n nd M n "ement
+ Knowledge and ability to apply the methods, practices and policies that are used in the design and the management of databases. Eno$(ed"e reFuirement!= Concepts, policies, principles, theories, practices and techni*ues associated with information management and information technology as it relates to database design and management Relationship between database design1management and application performance .atabase design and architecture + logical structure and physical structure Ee!g!, functional, metadata and process modelsF .atabase types Ee!g!, data warehouse, decision support, operational, *uery, 8R) and relationship to technologiesF .ata security and recovery .atabase integrity, capacity planning, performance and tuning .&'S and data warehouse principles, best practices and standards nteroperability .atabase software installation processes and techni*ues .atabase tools to design and manage databases Ee!g!, data management tools, data modeling tools, database integration toolsF /anguages for data modeling, manipulation, control and database *uery .atabase trends and directions

13 0ntroductory

 23 2asic

.emonstrates basic understanding of database management, logical design concepts and levels of database security! ,nderstands the difference between different database structures Ee!g!, relational vs! networ#F! Comprehends database design Ee!g!, diagrams, schemas, modelsF! .emonstrates basic understanding of data manipulation language E.'/F! .emonstrates an awareness of performance issues Ee!g!, distribution of data, size definitionsF!

,nderstands a single database management system E.&'SF, its components and how they relate to each other! .emonstrates a good #nowledge of data manipulation language E.'/F and data definition language E../F! Codes1tests basic database access modules Ee!g!, stored proceduresF! Troubleshoots, at a basic level, to understand database problem and identify where to direct it Ee!g!, basic database accessibilityF! Recognizes the importance of database basic recovery and, with guidance, performs bac#up and recovery! ,nderstands database release management, applications business rules, data integrity issues, database security implementation, wor#load manager and interaction with .&'S Ee!g!, C CS, ;TF! )erforms data population, debugging and testing! Conducts basic impact analysis for database change management!

330nter ediate .emonstrates wor#ing level understanding of a single .&'S relevant operating systems, applications business rules and its dependencies with other applications, databases and1or business partners! %pplies wide range of concepts to the corporate1vendor environment Ee!g!, database security and1or individual profilesF! 'a#es recommendations on logical1physical models Ee!g!, converts from logical model, implements and maintains physical model to meet storage, availability, and performance re*uirementsF! .evelops, codes, tests and reviews complex database access modules! Solves problems that impact on the business or service, resolves data integrity issues and implements data integrity safeguards, and uses diagnostic and monitoring tools to prevent problems1enhance performance and availability! .emonstrates a solid #nowledge of system testing and integration environments! .evelops, selects, recommends and implements strategies for bac#up and recovery, data population and migration! Conducts general impact analysis on database change management!

43 Advanced

.emonstrates broad understanding of multiple .&'S or an in+depth #nowledge of one or more .&'S! .evelops logical models incorporating business re*uirements such as high availability, redundancy and disaster recovery into the logical1physical database design! Researches, pilots, evaluates new technologies and standards, identifies how they will integrate with the corporate networ# and recommends strategies! Solves unusual problems or problems with a significant impact on the business! .eals with major and1or multiple application groups! Creates or reviews certification testing! .evelops standards and procedures for implementing new database technology! 'entors people and provides input1guidance to cross+functional teams!

$3 -!pert .emonstrates expert #nowledge of data management, data stewardship, government+wide data management initiatives and trends in data management and how they can be applied! $olds an enterprise+wide view and1or is regarded as the subject matter expert in one or more areas of expertise, and provides effective strategic direction to enterprise+wide data management! .evelops enterprise+wide multi+disciplinary architectural documents translating business data re*uirements into topographical format! .emonstrates broad+based #nowledge of information technology Ee!g!, programming, data management, platformsF! .evelops business cases for enterprise+wide data management initiatives as a direct response to business drivers! Iuides and oversees multiple+concurrent data management projects! Conducts procurement for data management solutions and related services! .evelops strategies, policy and standards for corporate data management and contributes to standards wor#ing groups + governmental and1or industry!

5+ In%r !tructure1P( t%orm!C.D

+ Knowledge and ability to support the enterprise computing infrastructure !e.g., enterprise servers, client server, storage devices and systems, hardware and software" in the provision, management, storage, operation, scheduling, support and maintenance of the infrastructure. Eno$(ed"e reFuirement!= )rinciples, practices, standards, methods and techni*ues related to interoperability of hardware1software configuration controls )latform environment Ee!g!, client+server environment, enterprise server1mainframe environmentF Storage and retrieval Ee!g!, area networ#, mainframe storage, media storage, virtual storageF Systems hardware and its characteristics Ee!g!, mainframe computers, mini and micro+ computers, C),, memory, dis#, registers, bus, channelF $ardware1software and connection, implementation and maintenance Operating systems, communications and software utilities used on enterprise server1mainframe and distributed computer systems Cooperative processing Etwo or more computers simultaneously processing portions of the same program or operating on the same data such as multiple+C), systems, distributed systemsF 'onitoring of systems software Ei!e!, the operating system and all utility programs that manage computer resources at a low levelF including compilers, loaders, lin#ers, and debuggers Operations performance monitoring and capacity planning of the delivery platform Treasury &oard and corporate T standards and policies regarding the development and support of infrastructure systems and networ#s

13 0ntroductory 23 2asic ,nderstands the platform technology and concepts! ,nderstands how basic concepts relate to each other and applies them! .emonstrates awareness of the platform principles and procedures! ,nderstands need for capacity planning and performance management! Operates the platform at a simple level under supervision! .emonstrates awareness of the standards for the platform!

,nderstands how the platform integrates with other environments, at a basic level, from an end+user perspective! Operates the platform at a simple level! Troubleshoots basic physical or software problems! ,nderstands and applies the standards!

33 0nter ediate 43 Advanced $3 -!pert .emonstrates expert #nowledge of platform principles, technology, government+wide technology initiatives and technological trends! .emonstrates an intimate #nowledge of the environment, interdependencies and impact of change! )rovides effective strategic direction to enterprise+wide platform design and initiatives! .evelops enterprise+wide multi+disciplinary architectural and design documents! Resolves very complex problems and recommends capacity and performance improvements! Conducts procurement for platform hardware and services! Sets standards and technology direction for the platform! /eads the development of people in the infrastructure domain! .emonstrates in+depth #nowledge of an area of expertise! Contributes to high+level architecture! 8valuates1pilots new technologies, assesses the results, identifies how they integrate with the platform and implements them! Carries out performance measurement and capacity planning! ncorporates business re*uirements such as high availability, redundancy and disaster recovery into platform design! Resolves complex problems! .evelops and monitors1enforces standards and procedures for new technology configuration and implementation! 'entors1guides individuals and cross+functional teams! ,nderstands how the platform integrates with other environments Ee!g!, networ#F! )articipates in day+to+day operations Ee!g!, monitoring operations of the platformF! ,ses performance data collection tools and techni*ues! nstalls software and hardware on the platform! Solves routine problems! Solves typical hardware and software problems! ,ses diagnostic tools to solve complex problems! 8xecutes standards!

K4L

This competency does not include networ#1telecommunication systems ESee competency <F!

6+ IT Procurement nd A!!et M n "ement

+ Knowledge and ability to evaluate, negotiate, procure, track, manage IT assets including software licenses and computer leases# Eno$(ed"e reFuirement!= ?endor liaison1management, service agreements, warrantees and lease agreements

)rocedures related to procurement and contract administration )rocesses and procedures necessary to critically evaluate products, services and claims )rocesses involved in vendor negotiations for substantial and1or long+term contracts for hardware, software and licence agreements, support and services Systems and applications for procurement Ee!g!, ;'SO, . SO, Software %c*uisition Reference Centre, Re*uest for Software .iscounts and Supply %rrangementsF Roles and responsibilities of T&S and )-ISC related to asset procurement and management Corporate and Iovernment of Canada legislation, standards and policies Ee!g!, regulating software licence agreements and renewals, disposal, procurement ethical practices and security policiesF /icence management )olicies, guidelines and procedures for T asset management T asset management life cycle Ee!g!, planning, maintenance, retirement and disposalF ;egotiation and contracting processes and practices 0ederal legislative and policy framewor# related to '1 T procurement for goods and services .epartmental processes for ac*uisition of goods and services, including drafting of Statements of -or# ESO-F, Re*uests for )roposals ER0)sF, evaluation of responses, contract negotiations and management of contracts Remedial measures for T e*uipment non+performance

13 0ntroductory 23 2asic ,nderstands Treasury &oard and corporate processes, standards and governance structures! %ssists in gathering re*uirements from the business! ,nderstands internal procurement processes for T services and goods! .emonstrates broad #nowledge of Iovernment of Canada and the role of )-ISC in procurement! ,nderstands the values and ethics involved in procurement! .emonstrates basic understanding of procurement process for T services and goods!

33 0nter ediate 43 Advanced )ossesses a specific area of expertise and business #nowledge of the life cycle for his1her asset area Ee!g!, sunset proceduresF! ;egotiates multi+level, multi+layer million dollar contracts! Hnows rules for Canadian and nternational governing bodies Ee!g!, ;%0T%, Trade Tribunal, C TTF and negotiates C TT challenges! Reviews, signs off and approves R0)1R0 documents! /iaises with )-ISC to communicate re*uirements, terms and conditions! 'onitors and enforces values and ethics! Consults with regions and senior management Ee!g!, leveraging assets, inventory and plans for sunset1refresh, professional services and trainingF! 'entors junior staff! Hnows the procurement cycle and processes, gathering of information through R0 s and R0)s, roles of interdepartmental partners and the proposal1 evaluation processes! .emonstrates a general #nowledge of procurement and conducts low+level procurement! 8valuates products and services and identifies the vehicleEsF to use! )rovides advice on reporting and inventory, policies and procedures! 8stablishes partnerships with 0inance! ,nderstands T asset business and language! 0ormulates and applies performance management guidelines to asset management!

$3 -!pert .emonstrates a very deep understanding of one area of expertise or a broad understanding of multiple areas and provides guidance to senior management! .emonstrates a broad understanding of software licensing models, the mar#et and how to leverage the #nowledge! .emonstrates an in+depth understanding of procurement, the industry, the vendor community and industry trends! )ossesses corporate #nowledge and understands service levels! ;egotiates with vendors at a high1complex level! )rovides advice in large supply agreements! )erforms Ctotal cost of ownershipC analysis!

9+ IT Pro/ect M n "ement
+ Knowledge and ability to apply formal pro$ect management principles and practices during the planning, implementation, monitoring and completion of pro$ects, ensuring effective management of scope, resources, time, cost, uality, risk and communications. Eno$(ed"e reFuirement!= 8nhanced 'anagement 0ramewor# for the management of information technology1projects )roject management concepts, techni*ues, methods and tools and industry best practices in the management of projects in an T environment Ee!g!, )roject 'anagement &ody of Hnowledge E)'&oHFF )roject estimating and planning techni*ues )roject progress monitoring 'anagement of change, ris# and problem $uman resources management Iovernment of Canada policies and standards

13 0ntroductory 23 2asic ,nderstands project reporting! .evelops simple project plans including wor# brea#down structure and estimates! dentifies and escalates issues and potential delays! 'anages small, straightforward projects or specific components of larger projects! ,nderstands basic concepts Ee!g!, project goals, ris#, scope, participants" roles, planning and the importance of project management principles such as time, cost and *uality managementF! )rovides input to project plan!

33 0nter ediate 'anages a complete multi+stage project in own area! dentifies, allocates and manages resources needed to meet project objectives! .evelops and manages the project plan, including timelines, deliverables, milestones and costs! dentifies potential roadbloc#s and ris#s and develops contingency plans to deal with them! Oversees implementation of the project plan, monitors progress, resource usage and *uality, and ma#es needed adjustments!

43 Advanced $3 -!pert Oversees1manages large, highly complex, diverse or strategic projects that impact the organization as a whole! .evelops departmental policies and standards! 'ar#ets project management principles and benefits across the department! Sets1evolves the vision of how project management should be done! Changes project management practices! Hnows multiple projet management disciplines! 'anages complex, multifaceted1 interrelated projects that span own area or department boundaries! Conducts comprehensive ris# assessment and develops plans for eliminating or mitigating the ris#s identified! 'entors other project managers! ,nderstands the impact of the project on the department as a whole! .evelops complex plans Ee!g!, with interdependencies or cross+departmentF! mplements standards!

;+ Te(ecommunic tion! GD t

nd VoiceH Net$or&

+ Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, management and use of the hardware and software used to transfer information such as data, voice, images and video. Eno$(ed"e reFuirement!= Theories and concepts, methods, policies and practices to design, develop, plan telecommunications networ#infrastructure systems Ee!g!, calculation of pea# and mean bandwidth re*uirements, response time, propagation delays, priorities, traffic types, traffic flows Epoint+to+point, multicast, broadcastF, error detection and protection, security, interoperability, growth, *uality of service, availabilityF nstallation, configuration, operation and maintenance of telecommunications infrastructure hardware and software o Telecommunication systems" operating systems, system software and utilities o /ow level interfaces Ee!g!, modems, CS,1.S,F o ?oice communication devices Ee!g!, &lac#berry units, cell phones, gateways, routers, switches, )&MF Standards describing the structure of data exchange between systems Ee!g!, OS seven layer reference modelF Standards describing the format content and exchange mechanisms between systems, such as communication protocols Eincluding protocols that relate to the convergence of technologies, such as ?oice over )F, connection oriented versus connectionless protocols Classes of networ#ing systems Ee!g!, /ocal %rea ;etwor# E/%;F, 'etropolitan %rea ;etwor# E'%;F, .epartment -ide %rea ;etwor# E.-%;F, -ide %rea ;etwor# E-%;F, ?irtual )rivate ;etwor# E?);F, ?oice ;etwor# System, Remote %ccess ;etwor#s, associated hardware and software, operating systems and protocolsF ;etwor# topologies Ephysical and logicalF and their characteristics Classes of telecommunication media, such as wire based Ee!g!, copper, fibreF and wireless Echaracteristics of various fre*uency bands from $0 to microwaveF The purpose and use of different networ#s Ee!g!, nternet, ntranets, 8xtranetsF ?alue added networ#s Ei!e!, services added within a communications networ# beyond data transfer such as message routing, resource management and conversion facilitiesF )erformance analysis, diagnosis, capacity planning and data communications monitoring1management practices, protocols and tools

.ata, voice and video re*uirements and services Traffic and transmission management Common carrier services + data transmission and telephony service offerings provided by private sector companies Security, including specific methods, policies and best practices to secure information within the telecommunications networ# infrastructure ndustry regulations and tariffs Ee!g!, CRTCF

13 0ntroductory .emonstrates basic understanding of data communications and components, definitions, #ey concepts, communication protocols and platforms Ee!g!, 0irewalls, Security, 0rame Relay, S;%, %T', $ubs1Routers1 Iateways switches, ?O ), S.;, routing protocolsF! ,nderstands need for capacity planning and performance management!

23 2asic

,nderstands data communications routing and switching technology! ,nderstands how basic concepts relate to each other and applies them Ee!g!, vendor+specific standardsF! ,nderstands how data communications integrate with other environments Ee!g!, mainframeF and are distributed, at a basic level, from an end+user perspective! %ssists in the design of basic connections Ee!g!, connecting 3>> people to a -%; or designing a small site Eless than 7>FF! Troubleshoots basic physical or software connectivity problems, networ# congestion Ee!g!, cables1connections, defective e*uipment, logging in to networ# e*uipment, chec#ing configuration of routers1switchesF! ,ses data communications diagnostic tools! Tests, configures, installs and supports hardware and software at any typical site! Tal#s clients through troubleshooting!

33 0nter ediate 43 Advanced ncorporate business re*uirements Ee!g!, high availability, redundancy, disaster recoveryF into data communications design using analytical techni*ues! 8valuates1pilots new technologies, identifies how they integrate with the corporate networ# and implements! Resolves unusual or atypical networ# problems without clear precedents and1or that have significant impact or conse*uence on the business or service! Creates or reviews certification testing! .evelops standards and procedures for new technology configuration and implementation! 'entors1guides individuals and cross+functional teams! ,nderstands how data communications integrate with other environments such as mainframe, distributed, 8+commerce, firewalls and external networ#s, at a component level! .emonstrates and applies wide range of concepts to the corporate1vendor environment! ,nderstands vendor+specific networ# switching and routing products! Translates multiple client networ# connectivity re*uirements and limitations into technical specifications for building1site designs! .esigns complex building environments using existing standards Ee!g!, complex site layouts Emany buildings and re*uirementsFF! Resolves typical hardware and software problems Ee!g!, connectivity, networ# congestion, protocols, uses diagnostic toolsF! Conducts certification testing! 8xecutes standards!

 $3 -!pert

.eals with major client groups Ee!g!, regional or national clientF!

.emonstrates expert #nowledge of data communications principles, networ# technology, government+wide technology initiatives and technological trends! .emonstrates broad+based #nowledge of information technology! .evelops enterprise+wide multi+disciplinary architectural documents! .evelops business cases for enterprise+wide networ# technology initiatives as a direct response to business drivers! )rovides effective strategic direction to enterprise+wide networ# design! Iuides and oversees multiple+concurrent networ# projects! Conducts procurement for networ# solutions networ# hardware and services procurements! .evelops policy and standards for networ#ing technology and contributes to governmental and1or industry standards wor#ing groups Ee!g!, IO/, T,, RCF!

<+ Security1In%orm tion nd App(ic tion Protection

+ Knowledge and ability to ensure there are ade uate technical and organi%ational safeguards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing IT resources including information and operations security, physical security,business continuity&disaster recovery planning, methods to deal with security breaches and security assessment in a technical environment. Eno$(ed"e reFuirement!= T security principles methods, policies, practices and tools o nformation )rotection1 T security principles, threat and ris# assessment methodology, practices, procedures and tools Ee!g!, Iovernment privacy and security related legislation and policies, biometric and cryptographic principles, firewalls, intrusion logs, encryption and digital EnumericF signatureF o Theories, processes and methodologies involved in developing, implementing, monitoring and reporting T security planning framewor#s, policies, measures, counter+measures and monitoring programs, procedures and guidelines o 'anagement tools such as data classification and ris# assessment1analysis to identify threats, classify assets and to rate system vulnerabilities o T software and hardware security re*uirements o )reparation and conduction of )rivacy mpact %ssessments E) %F, Statement of Sensitivity ESOSF, Threat Ris# %ssessments ETR%F, ?ulnerability %ssessments E?%F o %ccreditation procedures, policies and practices o Security certification procedures o Security hardware and software o Treasury &oard and corporate T standards and policies regarding the development and support of infrastructure systems and networ#s, including security policies and operational standards T Operations Security o )rotection techni*ues for the entire facility, from the outside perimeter to the inside office space, including all of the information system resources and methods to deal with security breaches o Re*uirements of hardware, media and of the operators and administrators with access privileges to these resources o %pplication product level security, access management and remote access o %uditing and monitoring the mechanisms, tools and facilities to permit the identification of security events and to assess operations security capacity o ?iruses o Computer crimes laws and regulations and the measures and technologies used to investigate computer crime incidents o Cryptographic, graphic and hardware applications

&usiness Continuity1.isaster Recovery )lanning o .isaster recovery strategies, plans, tests and management o )reservation and business recovery planning, practices, policies and procedures o Rollbac# and contingency strategies, planning practices and tools o &usiness continuity analysis procedures and exercise framewor#s o %ctivities within the response, recovery, restoration and resumption phases applicable to business continuity plans o Roles and responsibilities of T operational functions during business continuity exercises o 0ederal government business continuity planning policies and programs, including Treasury &oard Standards 13 0ntroductory .emonstrates awareness of security re*uirements! .emonstrates awareness of certification policies! .emonstrates awareness of privacy re*uirements and standards!

23 2asic ,nderstands concepts of T security and its application to computer systems architecture!

33 0nter ediate 8xecutes security test plans! .eals with low impact threats! %cts to protect integrity of system data at operation level Ee!g!, single #ey incidentF! )erforms security certifications! )rovides advice on disaster recovery planning! )articipates in disaster recovery tests! Recommends security safeguards! 8xecutes standards!

43 Advanced .emonstrates a broad understanding or very detailed area of expertise in security subjectEsF! .emonstrates a broad #nowledge of security policies and interprets policies! ,nderstands a specific security application or tool and how it wor#s! Conducts ris# assessments! %ssesses security safeguards! .eals with threats and serious incidents! .eals with intrusions at a high threat level!

$3 -!pert .emonstrates an expert understanding or very detailed area of expertise in multiple security subjectEsF! .emonstrates expert #nowledge of law, regulation and policies, and interprets policies and standards! s an expert in multiple security applications and tools! /eads ris# and security safeguards assessments! 'itigates threats and serious security incidents at the enterprise level! Consults on security issues and recommends corporate strategies! /eads the development of enterprise policies and standards! .irects employees and consultants and mentors others!

*>+ Te!tin"
+ Knowledge and ability to perform testing of software and&or hardware using a systematic approach !i.e., the orderly progression of testing in which software elements, hardware elements or both are combined and tested until the entire system has been integrated". Eno$(ed"e reFuirement!= Guality assurance and control Testing approaches and strategies System and application testing methodologies, practices and principles Ee!g!, end+to+endF Testing1validation in relation to the systems development life+cycle Types of testing Ee!g!, volume, unit, compatibility, bandwidth, integration, system, end+to+end, web+stressF Testing standards Ee!g!, Treasury &oard and department, nternational organization for standardization E SOFF Testing and readiness functions and assessments including release processes and pac#ages, change control and system integration Testing tools including automated tools, test scripts and reporting1trac#ing tools Certification and accreditation of new applications

13 0ntroductory 23 2asic Tests and debugs software modules! Conducts unit testing! ,nderstands testing methodologies and principles! ,nderstands standards for testing! 8xecutes test scripts! Reports test results! ,nderstands and applies T system security for applications! ,ses a testing tool! .emonstrates awareness of testing principles and processes! ,nderstands testing terminology!

33 0nter ediate ,nderstands systems integration principles Ei!e!, the methods, practices and policies that are used during a systems integration process, including hardware, software, networ# and applicationsF! ,nderstands release and certification processes! )repares test cases1scripts! Carries out complex testing1 validation Ee!g!, volume testing, integration testingF! 8nsures other applications are not affected! 'atches results with expectations in the design document! Troubleshoots1resolves issues! mplements test tools! %pplies standards for testing!

43 Advanced

Conducts application testing! Conducts complex series test scenarios! )repares test plans and strategies!

 $3 -!pert

Researches1tests testing tools and ma#es recommendations! .evelops test practices! mplements and monitors standards for testing! Tests standards! ,nderstands the impact of testing on the environment and other tests being carried out! 8nsures that the right1appropriate tests are being carried out! 'entors others! Iuides application sta#eholders in testing methods and tools!

'anages integration testing! Sets standards for cycle testing! .esigns testing methodologies! .evelops test standards, best practices and policies!

**+ Ser'ice M n "ement Proce!!e!

+ Knowledge and ability to implement the methods, practices and policies governing the design, development and use of the IT support processes designed to keep the IT environment functioning efficiently, effectively and securely. Eno$(ed"e reFuirement!= Service 'anagement )rinciples o Relationship between different T support processes and between support processes and clients o mplementation and management of services using the principles and methods associated with industry best practices Ee!g!, nformation Technology nfrastructure /ibrary E T /FF o Service level agreements o )rocesses and practices to ensure the %greement and Statements of -or# or contracts are met while ta#ing steps to minimize any adverse impact on service *uality o Iovernment of Canada and department policies and standards Ee!g!, Service 'anagement /ife Cycle 0ramewor#F Change 'anagement o )rocesses and practices to ensure changes to the T infrastructure are introduced successfully and on a scheduled basis o )lanning, scheduling, distribution, application and trac#ing of changes to the T environment Configuration 'anagement o 'anagement of the physical and logistical properties of resources and their relationships Ee!g!, physical connections and dependenciesF o Configuration management technologies that affect the '1 T environment including the physical and logistical properties of resources Release 'anagement o )rocesses and practices to ensure the introduction and maintenance of all S1 T infrastructure and that existing infrastructure falls within the standards and the technology suppliers supported release levels o )roblem 'anagement o .etection, reporting, analysis, recovery, resolution and trac#ing of problems o $elp .es#1Client Support o Concepts, techni*ues and practices of help des# operations and service delivery o )rovision of a single point of contact for all users of the T infrastructure services o nstallation, configuration, troubleshooting and application software support o Technical problem analysis, evaluation and solution proposal o Techni*ues and practices for client *ueries, troubleshooting and problem resolution and prioritization

13 0ntroductory 23 2asic ,nderstands and follows a process in problem management, change management or configuration management! )rovides T help des# support services! Iathers information from end+users to determine the nature of problems and resolve them! 'onitors S/%s and escalates problems! )erforms initial evaluation of problem and routes as necessary! ,nderstands the re*uirements of process Ee!g!, involvement of service management early in the processF! ,nderstands service management processes and concepts Ee!g!, incident management, change management, release managementF! ,nderstands concepts, techni*ues and practices of help des# operations and service delivery!

33 0nter ediate ,nderstands interrelationships and interdependencies between service management processes! nstalls, configures, troubleshoots and supports application software! %nalyzes, evaluates and diagnoses technical problems and proposes solutions! 'anages process ensuring it is followed Ee!g!, change, problem, testing, costing, bac#up and recovery, G% releaseF! Schedules release after ensuring absence of conflicts! Serves as a point of escalation! Conducts customer satisfaction surveys! Iuides others in processes! mplements changes to processes!

43 Advanced mplements and manages services using the principles and methods associated with nformation Technology nfrastructure /ibrary E T /F and other industry best practices! dentifies who to call for severe or complex problems! 'anages the provision of help des# services and problem resolution! %nalyzes problem trends and ma#es recommendations! .evelops service management processes! -rites1negotiates S/%s for operational level agreements and internal S/%s! .evelops customer satisfaction surveys! Sets guidelines for others to follow!

$3 -!pert ;egotiates, develops, implements and manages service level agreements! .evelops service management standards, practices and policies! &uilds and maintains a networ# of experts! .evelops S/% templates! ;egotiates complex S/%s! )rovdes guidelines for service management Ee!g!, recommends changes based upon results of a customer satisfaction surveyF! Recommends continual improvements in service management strategy and processes!