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Core Competency Framework

January 2015
Contents
Background ........................................................................................................................................................................................................................................................................................................................................ 3
Why Competencies? ....................................................................................................................................................................................................................................................................................................................... 3
The Yukon Government Core Competencies ........................................................................................................................................................................................................................................................................ 4
Understanding the Competencies ............................................................................................................................................................................................................................................................................................. 6
Overview ...................................................................................................................................................................................................................................................................................................................................... 6
Format of the Competency Scales ..................................................................................................................................................................................................................................................................................... 6
Modelling Interpersonal Skills and Personal Responsibility ............................................................................................................................................................................................................................................ 7
Developing People .......................................................................................................................................................................................................................................................................................................................... 8
Influencing Others ........................................................................................................................................................................................................................................................................................................................... 9
Thinking Strategically ................................................................................................................................................................................................................................................................................................................... 10
Taking Action and Achieving Results ..................................................................................................................................................................................................................................................................................... 12
Leading Change and Innovation .............................................................................................................................................................................................................................................................................................. 13
Demonstrating Client Focus....................................................................................................................................................................................................................................................................................................... 14
Promoting Common Values and Ethics ................................................................................................................................................................................................................................................................................. 15

The Yukon governments Core Competency Framework was developed with the Hay Group Limited. This information may be reproduced and used only by Yukon government employees.

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Background
Effective leadership is foundational to a high performing public sector organization.
The Core Competency Framework represents a Yukon government-wide commitment to leadership excellence at all levels of the organization. It represents the belief that leadership is an
action and not a position. It formally expresses a collective expectation that the Yukon government staff will achieve and maintain appropriate levels of proficiency in common core
competencies. As an evolving system which anticipates future needs for changing competencies, the framework is premised on the expectation that employees will engage in continuous
learning to meet future challenges and emerging needs.
The model of leadership and interpersonal skills outlined within this document reflects a philosophy that portrays leadership as being humane, treating others with respect, valuing their
contributions and seeing others as human beings rather than human doings. Research suggests that leadership that reflects this vision is predictive of organizational productivity and
employee engagement.
These competencies allow for building accountability and responsibility across all levels of an organization; it is a model that sees every employee as having a sphere in which he or she
can exercise leadership and be responsible (and accountable) for making her or his constructive contribution to the purpose of the organization

Why Competencies?
Unlike other forms of looking at job requirements and performance, which focus on hard outcomes, competencies provide a means of looking at not just what someone does, but how
they do it - those characteristics that make a person exceptional. Competencies look at the behaviours used to attain results and offer a systematic way to examine these behaviours.
A competency is a characteristic which enables people to deliver superior performance in a given job, role, or situation. The competencies provide a description of the patterns of
behaviours that are required for managerial excellence in the Yukon government. They help individuals and the organization focus on the characteristics that enable leaders-managers to
consistently achieve high standards of performance.
The following summary provides a detailed description of the competencies and their associated behaviours and scales.

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The Yukon Government Core Competencies
The core competencies describe the behaviours that are necessary to deliver the Yukon governments organizational vision, goals, and priorities.
The competency model consists of eight competencies:
Modeling Interpersonal Skills and Personal Responsibility
Developing People
Influencing Others
Thinking Strategically
Taking Action and Achieving Results
Leading Change and Innovation
Demonstrating Client Focus
Promoting Common Values and Ethics

As a whole, the competencies define how leaders can be successful in their roles. It further acknowledges that the Yukon government can only accomplish its vision and goals when the
competencies of leaders-managers throughout the organization are developed and aligned appropriately, and are clearly understood and demonstrated within the organization.
The core competencies are illustrated on the following page.

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Understanding the Competencies
Overview
The competencies provide a description of the essential behaviours necessary for success and their associated scales.

Format of the Competency Scales


Each competency is defined and formatted in the same way as shown below. Each competency contains three components: a Title, a Definition, and a Behavioural Scale, as defined below:
Title: The title is the overall name given to the competency.
Definition: The definition provides a description of the competency, and explains what the competency means. It indicates the types of behaviours that will be described in the scale. This
provides a common language so that everyone in the organization can understand the competency in the same way.
Behavioural Scale: Each competency also provides a behavioural scale that describes how this competency is demonstrated. The scales are structured so that they increase in terms of the
complexity and intensity of behaviour shown, and provide descriptions of the types of behaviours one would expect to observe at each level of the competency. The levels of the scale are
numbered in ascending order. This means that as you move up the scale, each level is more complex and more difficult to perform than the previous level. The scales are also cumulative,
meaning that levels within a scale build upon each other such that, for example, in order to perform level three, one must also be able to perform the behaviours outlined in levels 1 and 2.

ILLUSTRATIVE EXAMPLE
Modeling Interpersonal Skills and Personal Responsibility
Definition: Demonstrates strong self-awareness through deliberate learning from past experience and self-reflection to

Key Elements within Competency Easier behaviour to demonstrate Hierarchical Scale More Complex behaviour to demonstrate

Level 1 Level 2 Level 3 Level 4 Level 5


Seeks feedback and Identifies underlying Integrates feedback and Seeks feedback from a Is highly receptive to
Developing Self-Awareness
... ... ... ...

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Modelling Interpersonal Skills and Personal Responsibility
Definition: Demonstrates strong self-awareness through deliberate learning from past experience and self-reflection to increase personal effectiveness and responsibility. Uses strong
interpersonal skills to build credibility and personal effectiveness.

Level 1 Level 2 Level 3 Level 4 Level 5


Seeks feedback and suggestions Identifies underlying causes for Integrates feedback and Seeks feedback from a variety of Is highly receptive to feedback,
Developing Self-Awareness for personal learning and success or lack of success, and suggestions for personal sources and through diverse visibly works to personally
improvement. takes action to ensure future learning and integrates these in mediums and works to improve improve, and seeks feedback to
Reviews and updates personal success. own personal action plan. on a daily basis. ensure improvements were
action plan to address personal Understands, considers and Shows awareness and Takes independent action to made.
growth needs on a regular basis. respects the impact that recognition of own limits and improve own abilities and Takes steps to maintain an in-
Recognizes that own individual differences may have vulnerabilities, tries to improve. knowledge of other areas, in line depth understanding of key
interpretation may not be before taking action. with career goals. business issues, as well as latest
shared by others. approaches, and/or
technologies that impact the
Yukon government.
Acknowledges when Acts calmly to focus on the Admits errors and Takes ownership for Does what is right for the
Taking Personal expectations about own work, present issue effectively, even in misattributions and seeks to organizational missteps or errors organization when it is
Responsibility performance or interpersonal stressful or frustrating situations. resolve these. promptly. personally difficult or painful to
interactions are not met. Addresses difficult issues by Uses own stress management Acts to openly and respectfully do so.
Accepts that other peoples sharing own thoughts, even techniques to control responses address the problem that causes Deals openly with failure by
points of view are reasonable or when the message is not and prevent burnout. the stress or conflict. bringing team together to
valid. supportive. Evaluates the issue and Adapts approaches, systems, define specific problems and
communicates relevant details and methods to ensure identify solutions.
openly and transparently. learnings are implemented. Adapts leadership role to be
constructive, diffuse tension,
and calm others, even in difficult
or adverse situations.
Communicates in a clear, open, Reflects back what was heard to Understands what someone is Displays an in-depth Actively elicits concerns and
Listening, Understanding honest, and timely manner. check understanding. saying or feeling, even when understanding of the ongoing perspectives from others, tests
and Responding that person is not very clear. reasons for an individuals understanding, and reflects back
Identifies the right individuals Recognizes feelings in others
and asks direct questions. and shows interest in their lives. Probes appropriately to confirm behaviour or response. interest in others views and
understanding. Makes an assessment of a feelings.
Shares all relevant or useful Asks clarifying questions about
information. others' expressed interests and Makes inferences about others persons specific strengths and Acts on understanding of the
concerns perspectives and how best to weaknesses based on a deeper others perspective in role-
approach them. understanding of the individual. appropriate ways.

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Developing People
Definition: Fosters the learning and development of others through supportive relationships. Transfers expertise and builds the long-term leadership capability of others by teaching, coaching
and/or mentoring them.

Level 1 Level 2 Level 3 Level 4 Level 5


Demonstrates respect and Provides useful training and Provides timely, constructive Takes an on-going interest in Identifies high performing
Developing Supportive appreciation for others shares expertise in a helpful feedback on learning progress. the long-term career individuals, and encourages and
Relationships contributions and efforts. manner. development aims of individuals. offers them career mentoring
Encourages individuals when
Follows through on Provides practical support and giving corrective feedback. Provides one-on-one coaching advice.
commitments, and demonstrates assistance, such as detailed Reassures others after a set-back for longer-term development of Provides visibility and exposure
integrity and respect for others. instructions and on-the-job by discussing the strengths the a persons career. to higher levels of leadership
Shows awareness for own demonstrations. person can use to overcome the Delegates decision-making and while remaining supportive.
impact and impression on Gives reasons and rationale with difficulties. work functions to give others Delegates full authority and
others. instructions. Presents and encourages opportunities to learn, develop, responsibility to work units and
Supports employees in individuals with opportunities to lead, and identify opportunities. individuals with the latitude to
developing performance plans make choices and decisions Supports employees in taking accomplish business goals in
and setting own work goals about how to accomplish their informed risks to achieve their own way.

Demonstrates trust in work how to address miss-steps. outcomes.


employees skills and ability to Empowers employees to take
achieve goals and make charge of their personal
decisions. development.
Makes positive comments Gives a strong message of May arrange or conduct training Takes personal ownership for Ensures high performing
Fostering the Learning of regarding others developmental support for specific sessions to share useful developing people and assisting individuals get the appropriate
Others future. developmental efforts or knowledge or encourage specific them through the journey. assignments and promotions to
programs, linking them to skill development. Ensures that well-developed and develop.
business strategy, goals and Supports others as they take on diverse successors are in place. Exports talented and well-
direction. career-developing opportunities. developed people to other parts
Works with team members on of the YG.
developmental strategies tied to Creates a culture that supports
key success behaviours. the delegation of significant
responsibility and authority.

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Influencing Others
Definition: Generates commitment while inspiring others. Builds coalitions internally and externally, to reach the organizations goals by using a variety of methods and adapting influence
approaches, and by effectively using knowledge of how the organization really works.

Level 1 Level 2 Level 3 Level 4 Level 5


Uses own network to exchange Builds networks of contacts and Uses network to gain insights Builds relationships of trust and Uses relationships with key
Partnering practical information. relationships for benchmarking and perspectives, and to stay credibility with key external stakeholders to have an impact
Maintains open and consistent and routine information seeking. abreast of developments in own stakeholders. on industry, legislation,
communication with others. Builds contacts outside own sector. Builds strategic relationships standards, etc.
area, reaching out to key Earns the confidence of that can be called on for active Leverages own network to shape
stakeholders, on a regular basis. counterparts in other support and to achieve common how the Yukon government
organizations or in other parts of goals. works and interacts with
the organization. Uses network to find partners for stakeholders.
Appropriately exchanges cross-organization activities.
sensitive, strategic information.
Appeals to reason, data, and Encourages impartial listening Includes others who can provide Secures organizational support Creates a sense of commitment
Builds Consensus others self-interest in and open, robust debate. a key contribution or who have to enable a collaborative to a greater purpose.
communicating. Listens to understand and key relationships to get ideas agenda. Assures long-term sustainability
develop consensus when heard. Fosters a genuine mutual of effort and commitment.
possible. Clarifies the short-term purpose, concern for or investment in Builds an environment where
Articulates basic expectations of expectations and norms, and each others success. others have internalized the
behavior to establish the goals for the group. Ensures others have clear rules norms.
conditions for achieving group Reconciles conflicting interests of engagement and reinforces Brings a coalition of people
consensus. or objectives. these norms. together to support an idea,
Influences others based on a Considers what is important to Uses memorable and impactful project, or change.
careful selection and adaptation the audience and tailors the stories or analogies to influence
of data or logic. message and language an audience.
accordingly.
Knows how to get things done Assists others in understanding Recognizes and uses the Recognizes internal and external Builds broad-based support for
Organizational Awareness within the organization. the practical outcomes and organizations culture and informal political relationships an idea based on an
Understands the organizational implications of the vision. language that will produce the and power dynamics within the understanding of the informal
hierarchy, rules, regulations, Recognizes and/or uses the best response. organization. hierarchies and the
policies, and procedures. informal structure of an Knows what is and what is not Considers the informal political organizational culture.
organization. possible, and acts to achieve dimensions of a situation when Demonstrates understanding of
Recognizes key influencers and goals within those boundaries. considering an approach or the reasons or history behind
applies this knowledge when response. decisions or practices, and takes
formal structure does not work these into account when
as well as desired. deciding on a course of action.

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Thinking Strategically
Definition: Takes a comprehensive, long-term view, critically assessing options and implications, while linking decisions to strategic goals.

Level 1 Level 2 Level 3 Level 4 Level 5


Applies simple rules, common Increases own knowledge to Identifies when there is a need Considers and plans for how Sets new strategic direction
Information Gathering and sense, and past experiences to determine long-term issues, for additional information, current policies, processes and based on insight into external
Analysis identify problems and solutions. problems or opportunities within consultation, and new options. methods might be affected in conditions and the Yukon
Uses available information from own area. Consistently takes a holistic and the short, medium, and long- governments capabilities.
varying sources and consults Gathers cultural, operational, long-term view of challenges term by trends and broad Involves stakeholders early on in
others as necessary. and other relevant information and opportunities within and environment. the development of strategy.
as needed. outside of the Yukon Integrates in-depth knowledge Asks the right questions to get
Investigates problems and issues government. of underlying issues and to the root of issues and
thoroughly from varying Vets ideas through the potential risks when considering generate deep understanding
perspectives. engagement of others. opportunities or actions, and and new ways of thinking about
evaluates their impact on the issues.
Analyzes pros and cons and Anticipates outcomes and
Yukon government.
establishes basic priorities or potential impacts across inter-
relationships. related areas and factors this Uses root cause analysis to
into planning. identify underlying issues
Looks for patterns, trends or
affecting different systems or
missing pieces when considering Seeks to understand a range of
repeating systemic problems.
an issue. stakeholder perspectives and
how they inter-relate.
Considers how own work Moves between operational Translates overall strategy into Develops and establishes broad Sets new strategic direction
Big Picture Thinking impacts the work of others and detail and the big strategic actionable local changes or scale, longer-term objectives, based on insight into both the
vice versa. picture smoothly. innovations. goals, or projects for the external market and the
Considers the desired outcome Develops and establishes broad team/department. organizations capabilities.
and impact before acting when scale, longer-term objectives, Contributes to strategy Considers and plans for how
looking to address problems. goals or projects. formulation based on current policies and processes
understanding of relevant might be affected in the short,
market trends and the broader medium, and long-term by
environment. trends and broad environment.
Identifies when a decision needs Reviews and evaluates decisions, Takes action quickly and Identifies critical decision points Makes defensible decisions,
Decision Making and to be made. and reflects on outcomes. decisively, even when lacking ahead of time for major projects regardless of circumstances on a
Evaluation complete information. and initiatives. consistent basis.
Evaluates work activities and Evaluates impact of how Uses consistent techniques to
decisions in the context of decisions and activities have evaluate decisions, taking into
alignment with organizational been communicated to the account system-wide impacts.
strategies on a continual basis. Yukon government and general
public.

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Level 1 Level 2 Level 3 Level 4 Level 5
Asks questions to understand Clarifies the strategy and its Translates overall strategy into Plans strategies to communicate Communicates a compelling
Communication broader goals and objectives. practical implications for others. meaningful actions at the group actions or decisions, and to vision that generates excitement,
Asks questions to ensure Communicates group and level. mitigate concerns. enthusiasm, and commitment to
understanding of the key drivers organizations vision, mission, the Yukon government.
of strategy. goals, and priorities.
Makes needs and requirements
clear.

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Taking Action and Achieving Results
Definition: Focuses, commits, and applies resources to identify and achieve appropriate results.

Level 1 Level 2 Level 3 Level 4 Level 5


Plans and prioritizes own work Tracks work and systems in Prioritizes actions in order to Ensures strategy for own area is Initiates and implements
Action Management and use of resources. order to make adjustments to respond to numerous, diverse aligned with Yukon government processes to improve overall
Follows through on duties and performance or to ensure challenges and demands. vision and goals. performance within the Yukon
tasks, and keeps appropriate alignment with the strategy. Identifies opportunities and Sets priorities and takes government.
people informed on progress. Establishes timelines when roadblocks, and deals with them calculated risks to improve the Evaluates return on investment
planning and carrying out a so that goals can be delivery of services and to prioritize broad
plan; maintains awareness of accomplished. operations. organizational changes that will
critical timeframes. impact citizens.
Identifies ways to support and Recognizes and acknowledges Credits others who have Protects and promotes the Creates structures and processes
People Management encourage team members in positive contributions. performed well and gets the groups and departments that enhance the organizational
accomplishing their tasks. Ensures communication is talent of the groups involved reputation with outsiders. climate for a diverse workforce.
Accepts and acts on constructive ongoing and that practical recognized. Provides resources to remove Ties workforce planning to
feedback as appropriate. needs of the group are met. Obtains needed personnel, barriers to task accomplishment. future strategic plans and
States expectations and resources, and information for Uses own enthusiasm and initiatives.
requirements and sets limits for the groups involved, and uses commitment to higher-level Confronts others openly,
others behaviours with them efficiently. goals to motivate and guide directly, and respectfully about
rationale. Expects high performance, others to achieve results. performance problems and
Identifies resources based on based on established goals and Monitors performance against takes action as needed.
organizational strengths and performance targets. mutually agreed upon standards.
weaknesses, and aligns them Ensures staff carry out
with appropriate projects. responsibilities through regular
monitoring and feedback.
Manages work time effectively Monitors use of finances and Develops budgets and financial Plans and allocates finances and Develops strategies to achieve
Financial Management to complete tasks on time, resources within immediate area plan for area of responsibility resources to enable the pursuit operational efficiencies and
budget, and to of responsibility. taking into account constraints of organizational goals. value for money.
client/stakeholder satisfaction. Taps into a variety of and priorities. Monitors use of finances and Takes action to ensure that
Uses work resources respectfully. increasingly limited resources Takes action to ensure that resources within department or finances and resource allocation
within the department to financial information agency. are appropriately audited and
achieve results. management systems are evaluated.
implemented and supported.

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Leading Change and Innovation
Definition: Leads the organization effectively through fast changing environments, and creates and implements a vision of an organization that is willing to take risks and test new approaches.

Level 1 Level 2 Level 3 Level 4 Level 5


Understands that relationships Solicits ideas and opinions on Builds on recent change Engages staff and stakeholders, Encourages staff and
Engaging Others are critical to the success of planned change and how best to initiatives to increase enthusiasm to assess their needs and stakeholders to propose new
initiatives. implement and sustain change at and commitment to the change concerns, throughout the directions and strategies for the
Supports team decisions, is a the team level. process. change process to generate organization.
good team player, and does his Develops understanding of the Advocates and builds a business commitment. Communicates change vision
or her share of the work. need for change. case for change that will help the and reasons for change in a way
Communicates about change in organization accomplish its that generates enthusiasm and
a positive way. goals. commitment.

Understands why the change is Identifies specific areas for Shifts strategic focus and Changes the overall plan and Initiates large or long-term
Planning and Implementing required. change in the organization to activities quickly in response to implements new practices when changes in the organization in
Change better support strategic results. changing organizational the original approach and response to anticipated future
Adapts plans to accommodate
for change. Makes small or temporary priorities. assumptions are no longer valid. requirements.
organizational changes to meet Makes changes to one group or Makes coordinated changes in Makes decisions and
the needs of a specific situation. program at a time to align with multiple programs or groups to recommendations based on
Explores and considers the the strategy or improve support the same strategy. broad strategic insight regarding
impact of change on projects, performance. Considers impact of changes on new directions focused on
deliverables, and current working Considers impact of changes on organization and culture. enhancing program outcomes.
relationships. work environment. Takes specific and sustained Monitors change process at
Monitors impact of change on Monitors impact of changes and action to ensure the successful organizational level and reports
team and adjusts as necessary. reports on results. implementation of a change on results.
Reviews change outcomes and Identifies opportunities and program. Leverages information gains
reports on results. roadblocks in the change Monitors change throughout the change process
process, and deals with them so implementation process and from the whole organization to
that goals can be accomplished. reports on results. support future initiatives.
Reflects on past successes and
failures to identify patterns or
trends.
Demonstrates willingness to Communicates planned changes Explains to individuals how the Makes the environment safe for Develops strategies to manage
Managing Change change ideas or perceptions. openly. change will affect their roles. people to express new ideas and and facilitate change at an
Asks questions, seeks Understands that everybody Integrates the change very to challenge the status quo. organizational level.
clarification, and assesses how adapts to change in different clearly with existing work and Helps others respond
things will be different when ways and at a different pace. projects. constructively during times of
change is introduced or Identifies ways to assist others in Plans approaches on how to stress.
anticipated. adapting to change. overcome resistance to change.

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Demonstrating Client Focus
Definition: Creates a client-focused culture for the entire organization and engages others in providing outstanding service to internal and external clients.

Level 1 Level 2 Level 3 Level 4 Level 5


Is professional and courteous Takes personal responsibility for Asks for client feedback and Studies the clients business and Becomes a trusted advisor in the
Client Orientation with clients. collaborating with clients to takes action for improvement. underlying needs to provide a clients decision-making process.
Follows through on client jointly identify and resolve client Adapts approaches where tailored response. Identifies a long-term
inquiries and service requests. service problems promptly and appropriate to better meet the Recommends or customizes perspective and strategy in
responsibly. needs of clients. products, services or solutions addressing clients needs.
Delivers quality service in a
timely manner. Develops a clear understanding Identifies obstacles to meeting that address the clients real Incorporates clients needs in
of the needs of clients. client needs and develops needs. policy or program changes.
Keeps clients up-to-date about
progress of projects. Monitors client satisfaction. solutions. Speaks and acts on behalf of the Ensures that the organizations
Considers how activities and interests of clients. activities and initiatives respond
projects will impact clients. Ensures that decisions are made to real client needs.
Identifies short-term strategies in consideration of impacts on
and approaches to meet client clients.
needs.
Sets a personal example for how Makes sure people treat clients Makes decisions based on Encourages client-focused Inspires people to design new
Focusing Others on Clients to interact with clients. with respect and courtesy. understanding client needs. innovation of new product and business models or new kinds of
Shares helpful information about Sets and enforces standards for Focuses people on services. products or services
clients with others. politeness and promptness in understanding clients current Supports cross-boundary Enables the organization to
dealing with clients. needs. collaboration to address clients partner with clients.
Ensures that clients issues or Gets others to add value by emerging needs Supports collaborations with the
problems are corrected addressing the areas that matter Encourages people to find new client.
promptly and efficiently. most to the clients. and better ways to meet clients Enables people to find new ways
Monitors, evaluates, and current needs to do business with clients.
improves client satisfaction. Encourages people to spend
Makes sure that systems, time getting to know the clients
metrics, and procedures address deeper needs
client satisfaction.

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Promoting Common Values and Ethics
Definition: Promotes the establishment, development and application of positive organizational values, ethics and standards of conduct.

Level 1 Level 2 Level 3 Level 4 Level 5


Acts consistently with Informs those affected by a Sets a good example by Sets an example by modelling Acts on values where significant
Modelling Values and Ethics organizational values, ethics and decision of what is happening. modeling desired behaviour. desired behaviour in relation to cost of risk is associated with
standards. Recognizes that prejudices and Shows interest in a persons the vision and goals. doing so.
Treats members of all groups systemic barriers may exist background, interests, and Adapts own leadership practices Personally behaves and ensures
equally and with respect. within the current environment. experiences, and uses that to encourage diversity, prevent that others behave in a way that
Listens to and considers diverse information to give appropriate intolerance, and ensure that is compliant with appropriate
perspectives respectfully. and thoughtful responses. members of different corporate policies, ethics, and
Monitors and evaluates own demographic groups are heard. the values of the Yukon
beliefs and behaviours with Acts on values when it is not government.
regard to prejudices and easy to do so. Engages people in positions of
personal biases and works hard Takes action to reconcile power to act on organizational
to ensure that these do not competing values. values.
impact actions or decisions.
Makes an effort to ensure Discusses and invites Recognizes and avoids Openly opposes and seeks to Makes systemic changes to
Integrating Values and respectful, open, honest, and conversations around situations that may lead to a resolve unequal treatment in a break down barriers between
Ethics professional working organizational values, ethics and conflict of interest. resolute manner. different groups.
interactions with colleagues. conduct standards to develop Creates a working environment Creates processes to facilitate Fosters a climate that respects
Speaks up about potential issues understanding. conducive to discussing ethical the identification and resolution and values diversity.
even if it may be risky to do so. Makes a point of matters. of ethical matters that others Promotes a climate of
communicating that Monitors team activities to trust and find safe. commitment to organization
perspectives were heard and ensure consistency with Creates a deliberate decision values, ethical and associated
attended to. organizational values and ethics. making approach that others professional conduct.
can apply to ensure due process, Ensures that organizational
fairness, and transparency in processes and procedures are in
decisions and actions. alignment with the
organizations values and
commitment to ethical conduct.

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