Behavioral Competencies Dictionary e

Government of New-
Brunswick
Behavioural Competency
Dictionary
Release 3 (January 2009)
HayGroup
© Hay Group (1991, 1993, 1996, 1999, 2000, 2005, 2009.

All rights reserved.
Competency Dictionary
Table of Contents
TABLE OF CONTENTS ..........................................................................................I
INTRODUCTION ....................................................................................................II
ANALYTICAL THINKING/JUDGMENT (AT/J) ......................................................1
CHANGE LEADERSHIP (CL)................................................................................3
CLIENT SERVICE ORIENTATION (CSO) .............................................................4
COMMITMENT TO LEARNING (CTL)...................................................................6

CONCEPTUAL THINKING (CT) ............................................................................7
CONCERN FOR ORDER (CO) ..............................................................................8
CREATIVE THINKING / INNOVATION (CT/I) .......................................................9

DEVELOPING OTHERS (DEV) ...........................................................................10
EFFECTIVE INTERACTIVE COMMUNICATION (EIC) .......................................12
FLEXIBILITY (FLX) ..............................................................................................14

IMPACT AND INFLUENCE (IMP)........................................................................15
INFORMATION SEEKING (INF) ..........................................................................16
INITIATIVE (INT) ..................................................................................................17

INTEGRITY (ING).................................................................................................18
ORGANIZATIONAL AWARENESS (OA) ............................................................20
ORGANIZATIONAL COMMITMENT (OC)...........................................................21

RELATIONSHIP / NETWORK BUILDING (RNB) ................................................22
RESULTS ORIENTATION (RO) ..........................................................................23
SELF-CONFIDENCE (SCF) .................................................................................25
SELF-CONTROL / STAMINA (SCT/ S) ...............................................................26
STRATEGIC THINKING (ST) ..............................................................................27
TEAM LEADERSHIP (TL) ...................................................................................29
TEAMWORK AND COOPERATION (TW)...........................................................31
© Hay Group (2009). All rights reserved. i

Introduction
Definition of Competency
A competency is any observable and/or measurable knowledge, skill, ability or
behaviour that contributes to successful performance in a given role.
There are two major components to a competency -- the definition and the
behavioural indicators. The definition explains what the competency means. This
provides a common language that everyone in the organization can understand the
same way. Each competency also has associated behavioural indicators grouped
together into “levels”. These levels, albeit not exhaustive, describe various ways of
demonstrating the competency.
Competency Profile
A job competency profile (or model) is a set of predefined “key” competencies and
proficiency levels required to perform successfully in a specific job.
Using this Dictionary

Begin by reviewing the definition and the scale for each competency. It is important
to read the entire definition, since the title may not fully explain what is meant by each
competency. Make sure that the competency describes as accurately as possible the
behaviour that you want to select. Competencies may share common elements, but
place different emphases on how they are used. For example: communication is an
important component of both Impact and Influence and Effective Interactive
Communication, where the word “communication” appears in the title. But the
emphasis given to communication is different in each competency. It is up to you to
determine which competency best represents the behaviour that you want to identify.
Public Service Values

The core, shared values of the Public Service are affirmed in the New Brunswick
Public Service Values and Conduct Guide, which sets out standards for a high level
of public service conduct. A copy of the Values and Guide are available at
<http://intranet> or <http://intranet.gnb.ca>. The competencies in this dictionary align
with and support the Public Service values.
© Hay Group (2009). All rights reserved. ii

Analytical Thinking/Judgment (AT/J)

Analytical Thinking/Judgment is the ability to address or solve a problem, issue or
situation by breaking it into smaller pieces and tracing the implications in a step-by
step way to identify appropriate solutions. It includes organizing the parts of a
problem, situation, etc., in a systematic fashion; making systematic comparisons of
different features or aspects; setting priorities on a rational basis; demonstrating
sound judgment; and identifying time sequences, causal relationships or if–then
relationships.
Progression: Complexity of the causal thinking: from identifying elements of a
problem to evaluating and solving complex situations.
Core: Does the
person understand 1. Breaks Down Problems into their Components
cause-and-effect
• Breaks problems into simple lists of tasks or activities
chains and
relationships? Is • Makes a list of items or issues
he/she able to • Distils problems into their major components
apply this to solve • Solves problems by diligently following logical decision-making methodologies,
problems? standard operating procedures, policies and processes, etc.
2. Sees Causal Relationships

• Identifies the cause–and-effect relationship between two aspects of a situation
• Makes causal links (A causes B), pro-and-con lists or simple analysis and makes
decisions
• Sorts out a list of tasks in order of importance
• Identifies the key relationships among elements of a situation or a problem
• Applies sound judgment when problem solving routine work issues or situations
• Addresses and or acts upon straightforward opportunities or problems
3. Sees Multiple Relationships on Mainly Concrete Issues

• Breaks down a task into manageable parts in a systematic way
• Makes multiple causal links: several potential causes of events, several
consequences of actions, or multiple-part chains of events (A leads to B leads to
C leads to D)
• Creates solutions that address problems and anticipates obstacles – i.e. thinking
ahead about next steps in detail
• Analyzes relationships among several parts of a problem or situation (e.g.,
anticipates obstacles and thinks ahead about next steps, in detail, with multiple
steps)
• Uses advanced deductive reasoning skills to solve a situation or address a
problem
4. Makes Complex Plans or Analyzes (Mainly) Abstract Issues

• Identifies multiple elements of a problem and breaks down each of those
elements in detail, showing causal relationships between them
• Creates opportunities and solutions that address abstract, hypothetical or future
situations
• Peels back multiple layers of a problem (e.g. multiple strings of chains of events)
© Hay Group (2008). All rights reserved. 1

• Uses several analytical techniques to break complex problems into component

parts and/or to identify several solutions, and weighs the value of each
• Develops comprehensive solutions to extremely complex problems

Change Leadership (CL)

Change Leadership is the ability to energize and alert groups to the need for specific
changes in the way things are done and lead them forward in a manner that is
consistent with Public Service values.
Progression: Completeness/thoroughness of actions taken to effect change.
Core: Is this
person truly a 1. Fosters Understanding of Change
change agent?
• Effectively manages own personal resistance or reaction to change
Can this person
lead change • Shares own understanding of change with others
initiatives in a
respectful and 2. Fosters Acceptance of and Commitment to Change
effective manner?
• Involves others in planning for and implementing change, and in so doing, gains
buy-in for change
• Understands and respects others’ feelings in times of change
• Helps others deal with their resistance to change
• Addresses conflict in an open and effective manner
• Communicates to colleagues, staff and/or clients why change is needed, the
benefits of change, what is at stake, and how the change will impact employees
and clients
3. Manages Change Projects

• Eases the change process for others: translates organizational change strategies
into specific and practical goals, processes, and time frames
• Uses his or her authority fairly when managing change projects
• Develops and implements strategies to transition from the current to future
situation consistent with values
• Develops contingency plans for major resistance and/or unforeseen issues in
implementing change
4. Leads Change Initiatives

• Communicates a clear, compelling vision of what the change will accomplish and
how it is aligned with values
• Ensures ongoing communication strategies are in place to facilitate
understanding and commitment to change
• Generates momentum and genuine enthusiasm for change
• Spearheads the development and implementation of change strategies, develops
or adjusts organizational systems to facilitate the change and employee or client
transition

Client Service Orientation (CSO)

Client Service Orientation consists of focusing one’s efforts on discovering and
meeting the client’s needs. It implies a genuine desire to help or serve others, to meet
their needs, and to treat them with respect, impartiality and fairness. It also includes
acting towards clients with honesty and honouring one’s commitments. “Clients”
include internal or external “customers”, such as members of the public, other Public
Service employees, partner businesses or organizations, employees of other
organizations, etc.
Progression: The depth of understanding and response to the client’s needs.
Core: Does the
person have a 1. Responds Appropriately
genuine desire to • Follows through, when asked, on client inquiries, requests, complaints
help or serve • Provides clients with quality and timely service
others, or act on
behalf of the • Keeps clients up-to-date about progress of projects
person being • Acts professionally and objectively towards others
served? • Deals with client information discretely, respecting appropriate policies and
procedures
• Acts towards clients with integrity and in a way that withstands scrutiny
• Serves clients in a fair, respectful and honest manner
• Respects the legal and constitutional framework within which service to clients is
provided
• Acts appropriately when the demand might not be aligned with Public Service
values; asks for advice as appropriate
• Serves everyone impartially and equitably, regardless of political, social,
demographic, geographic or technological circumstances
2. Maintains Clear Communication

• Establishes/maintains clear communication with clients regarding mutual
expectations
• Is sensitive and responsive to the changing needs of the client
• Monitors client satisfaction
• Provides as much information as possible to clients, as appropriate
• Gives friendly, high quality service
3. Shows Personal Commitment When Providing Service

• Promotes and models the principle of client-centered service
• Encourages efficient and effective client service practices in self and others,
within a framework of accountability and the law
• Takes personal responsibility for following through or correcting client-service
problems
• Corrects problems promptly and non-defensively, by keeping the public interest in
mind
4. Acts to Make Things Better for the Client

• Makes self fully available, especially when client is going through a critical period
(e.g., spends extra time and effort with client when the client needs it)

• Makes concrete attempts to add value to the client by offering a better service or
an extra service beyond the client’s expectations
• Takes action beyond normal expectations
5. Addresses Underlying Client Needs

• Knows the client's business and/or seeks information about the real underlying
needs of the client, beyond those expressed initially
• Matches underlying needs of client to available (or customized) products or
services
• Establishes collaboration across work units, departments and even governmental
boundaries in order to facilitate client service delivery
6. Uses a Long-Term Perspective/Acts as a Trusted Advisor

• Looks for long-term benefits to the client and adjusts approach accordingly even
at a cost to own organization (may trade off immediate costs for the sake of the
long-term relationship)
• Acts as a trusted advisor
• Becomes involved in client’s decision-making process
• Builds an independent opinion on client needs, problems, opportunities and
possibilities for implementation and may act on this opinion (e.g., recommends
approaches which are new and different from those requested by the client)

Commitment to Learning (CtL)

Commitment to Learning consists of recognizing personal strengths, development
needs and evolving circumstances in the surrounding environment, and taking the
necessary steps to improve current and future job performance.
Progression: Degree of personal initiative in regards to learning and scope of
learning.
Core: Is this 1. Participates in Learning Activities and Learns from One’s Mistakes
person
interested in • Is a willing participant in planned learning activities
learning new • Learns from one’s current mistakes
things and
bettering 2. Reflects on Performance
oneself?
• Demonstrates enthusiasm and motivation to learn
• Is committed to continuous learning and self-improvement
• Reflects, analyzes and learns from self and other’s past performance, both
successes and mistakes
3. Identifies New Ways of Doing Things and Learning Plans

• Invests time/energy/effort on the job to learn new approaches and new ways of
doing things
• Creates plans for one’s development, and executes them to the extent that
he/she is able
• Demonstrates curiosity to further one’s understanding beyond immediate
requirements
4. Anticipates Future Needs

• Anticipates future needs of the organization and identifies opportunities to learn
new things for current and future needs in one’s job
• Proactively searches for new learning to enhance knowledge and skills
5. Pursues Learning Beyond the Current Job or Identified Need

• Goes beyond the context of one’s current job and challenges and modifies
assumptions / perceptions regarding how to optimize personal and organizational
learning
• Uses intellectual capital to improve organizational learning and performance, and
acts appropriately

Conceptual Thinking (CT)

Conceptual Thinking is the ability to solve problems by identifying patterns or
connections between situations that are not obviously related, and identifying key or
underlying issues in complex situations.
Progression: Insightfulness or innovation of the pattern recognition.
Core: Does the 1. Applies Basic Rules When Solving Problems

person match • Applies simple rules, common sense, and past experiences to identify problems
patterns and
assemble many • Recognizes when a current situation is exactly the same as a past situation
pieces into a
coherent whole? 2. Sees Patterns Based on Life Experience
• When looking at information, sees patterns, trends, or missing pieces
• Modifies past solutions to address current problems
• Notices when a current situation is similar or dissimilar to a past situation, and
identifies the similarities and/or differences
3. Applies Complex Concepts or Models

• Uses knowledge of theory or of different past trends or situations to look at
current situations
• Applies and modifies complex learned concepts, solutions, or methods
appropriately
4. Clarifies Complex Data or Situations

• Makes complex ideas or situations clear, simple, and/or understandable
• Assembles ideas, issues, and observations into a clear and useful explanation
• Restates existing observations or knowledge in a simpler fashion
• Takes intricate data and puts it into lay terms; “boils down” information
• Uses advanced inductive reasoning skills to explain a situation
5. Creates New Explanatory Models or Theories

• Creates new models that are not obvious to others and not learned from previous
education or experience to explain situations or resolve problems
• Shifts the paradigm; starts a new line of thought

Concern for Order (CO)

Concern for Order reflects an underlying drive to reduce uncertainty in the surrounding
environment. It is expressed in such forms as monitoring and checking work or
information, insisting on clarity of roles and functions, etc.
Progression: Level of effort invested in thinking about detail and order.
Core: Does the
person pay 1. Shows General Concern for Order and Clarity
attention to small • Works for clarity
details and • Wants working space, roles, expectations, tasks and data to be crystal clear –
organize them? and often in writing
2. Checks Own Work

• Double-checks the accuracy of information or work
• Works for quality
3. Monitors Own or Others' Work for Order

• Monitors quality of others' work
• Checks to see that procedures and appropriate policies are followed
• Keeps clear detailed records of own or others' activities
4. Monitors Data or Projects

• Monitors progress of a project against milestones or deadlines
• Manages data effectively
• Discovers weakness or missing data and seeks out information to keep order
• Shows general concern for increasing order in existing systems
5. Develops Systems
• Develops and uses systems to organize and keep track of information, e.g.
working logs, assigning a person to monitor
• Puts new, detailed systems in place to increase order and improve quality of
data, e.g. a new computerized procedure, new work paths

Creative Thinking / Innovation (CT/I)

Creative Thinking and Innovation is about being able to think outside the box, invent
new ways of doing things, new solutions, new approaches and new perspectives.
Although there is a cognitive component to this competency, it is also the
demonstration of a personal perspective on things.
Progression: the degree of originality of the proposed solution and lack of
precedents.
Core: 1. Is Open to New Ideas

Does the person • Is open minded when presented with a new perspective
invent new ways
of doing things, or • Applies new information to work problems and situations
introduce new
methods? 2. Questions Conventional Work Methods
• Uses new information to offer realistic alternatives
• Questions/challenges conventional approaches
• Is prepared to “try out” different solutions or take an unorthodox approach
• Actively contributes to brainstorming sessions in his/her work area
3.Proposes Innovative Ideas

• Shows a strong commitment to innovation
• Is creative and suggests/adopts new “best practices”
• When looking at information, generates new ideas and innovative practices,
solutions to problems by importing ideas from outside the organization
• Modifies practices or methodologies that have been used elsewhere
• Seeks out and incorporates new suggestions and ideas
4. Thinks Laterally to Identify New Solutions

• Thinks laterally in order to develop creative solutions or options for which there
are little or no precedents
• With no guidance, seeks out new information and brings forward innovative
solutions and realistic alternatives
5. Uses New Ideas as an Opportunity to Change

• Creates new approaches or ways of thinking that are not obvious to others and
that will lead to large changes in approaches, processes, directions, etc.
• Is highly innovative and agile in response to external change, adapting own
thinking to meet changes or unexpected external constraints
• Does things that are totally unique
6. Fosters a Creative Environment

• Encourages new ideas from others
• Generates and maintains a creative environment amongst staff or colleagues
which leads to the spawning of ideas that are so new and effective that they drive
organizational change
• Fully explores creative ideas for their potential benefit to the organization

Developing Others (DEV)

Developing Others involves a genuine intent and passion to foster the long-term
learning or professional development of others. Its focus is on the developmental
intent and effect rather than on a formal training role.
Progression: Nature of the competencies to develop and the degree of effort
invested in the development of others.
Core: Does the 1. Expresses Positive Expectations/ Encourages Others to Develop

person genuinely Themselves
care about and
work to develop • Makes positive comments regarding others’ abilities to acquire new skills
the long-term • Encourages others to develop to the best of their abilities, skills and dedication
characteristics
(not just skills) of
2. Shares Task-Related Advice And Expertise With Others
others?
• Gives within a developmental context, detailed instructions and/or on-the-job
demonstrations e.g., volunteers to show how to do the task
• Willingly shares own task-related expertise with others
• Provides direction or advice on how to do the work
3. Creates Learning Opportunities For Others Relative To Technical Skill

Acquisition
• Identifies or suggests activities that could help others develop new technical skills
• Gives directions or demonstrations with reasons or rationale as a training strategy
• Asks questions, gives tests, or uses other methods to verify that others have
understood explanations or directions
• Has people work out answers to problems themselves, so they really know how,
rather than simply giving them the answer
4. Coaches Others and Provides Advice Relative to Competency Acquisition

• Gives specific constructive feedback for developmental purposes
• Coaches others by providing feedback relative to learning new competencies and
alignment to Public Service values
• Reassures and/or expresses positive expectations for future performance when
giving corrective feedback and/or after a setback
• Gives individualized suggestions for improvement
5. Provides In-Depth Mentoring

• Invests significant amount of time to help foster the growth and development of
others
• Delegates full authority and responsibility with the latitude to do a task in their
own way in order to develop specific characteristics, including the opportunity to
make and learn from mistakes in a non-critical setting
• Understands and identifies a training or developmental need and establishes new
programs or materials to meet it
• Encourages others to assess their strengths and weaknesses, career goals, and
strategies for achieving them
• Models values-based leadership

6. Creates a Supportive Learning Environment that Facilitates Employee Growth

and Development
• Creates a continuous learning environment where mistakes are used as learning
opportunities, feedback is freely offered and willingly received, and expertise is
shared among employees
• Provides opportunities for employee development in light of current and future
organizational needs
• Aligns organizational systems to support employee growth and development
• Implements structures, succession planning mechanisms, and processes that
promote employee development in line with the organization’s goals
• Structures work processes to facilitate employee development (e.g., cross-
functional training, participative management, etc.)

Effective Interactive Communication (EIC)

Effective Interactive Communication implies the ability to transmit and receive
information clearly and communicate effectively to others by considering their points of
view in order to respond appropriately. It includes using tact, diplomacy, respect,
openness and honesty in all communications as well as the ability to convey ideas
and information in a way that brings understanding to the target audience.
Progression: scope varies in terms of the sensitivity and complexity of the
message.
Core: Can the 1. Communicates Well and Pays Attention to the Communication of Others
person
• Is open to others ideas: pays attention to the communication of others (individuals
communicate
or groups)
effectively, openly
and respectfully • Actively listens to people and asks probing questions to gain a broader
with others? understanding of the issue or question at hand
• Listens attentively to others and encourages others to express their own views
2. Communicates Interactively: Checks and Clarifies Understanding and

Invites Communication from Others
• Seeks to ensure that factual messages are clearly understood and useful
• Correctly interprets non-verbal clues
• Is open and receptive, and responds in ways that communicate clear
understanding
• Clearly presents information or provides explanations so that it is easily
understood
• Is careful to remain honest and factual in providing information to various sources
to avoid negative repercussions (e.g., when taking on a representational role or
when dealing with the media)
• Respects others’ communication styles and approaches
3. Adapts Language to the Audience

• Clarifies complex concepts/proposals in terms that are appropriate for the
audience
• Adapts style, mode and tone based on the audience/client reactions and the
issues being addressed
• Understands the sensitivities surrounding different individuals and adapts
language, tone, style and content of communications appropriately
• Responds appropriately to on-the-spot questions even when specific responses
have not been crafted beforehand
4. Communicates for Maximum Results

• Understands the underlying needs, interests, issues and motivations of others
• Interprets complex and possibly contradictory or competing signals/messages
• Optimizes communications to achieve desired results (e.g., through the use of
mediation, counselling, group facilitation, and/or media relations)

• Considers the purpose of communications (e.g., to build rapport, move a situation

along, put people at ease) as well as other key factors (e.g., the needs and
feelings of the target audience, the impact of the message on the audience,
confidentiality) in deciding what to communicate and how to deliver the message

Flexibility (FLX)
Flexibility is the ability to adapt to and work effectively within a variety of situations,
and with various individuals or groups. Flexibility entails being understanding, tolerant
and accommodating to others, as well as appreciating diversity in others’ styles and
behaviours. It consists of being open minded to change or to different and opposing
perspectives on an issue, adapting one’s approach as the requirements of a situation
evolve, and easily accepting changes in one’s own organization or job requirements.
Progression: Size of change being made.
Core: Does the 1. Accepts Need for Flexibility

person change • Acknowledges that people are entitled to their opinions, and accepts that they are
gears or drop the different
expected task
when • Demonstrates willingness to change ideas or perceptions based on new
circumstances information or contrary evidence, when appropriate
demand it? • Understands other people’s points of view can be as good and as reasonable as
one’s own
• Appreciates differences and diversity in others
• Realizes when a new approach is necessary
2. Applies Rules Flexibly

• Alters normal procedures, as appropriate, to fit a specific situation to get a job
done and/or meet organizational goals, e.g., takes on co-workers’ tasks when
needed for an emergency
• Is responsive and sensitive to changing needs and adapts approach as relevant
and appropriate
3. Adapts Tactics
• Decides what to do or how to do something based on the situation, as
appropriate
• While maintaining the same overall plan or strategy, changes how to accomplish
the plan
• Acts to fit the situation or the person involved
4. Adapts Strategy
• Changes the overall plan, goal, or project (i.e., what you’re trying to accomplish)
to fit the situation
• Makes organizational changes to meet the needs of a specific situation
• Offers a totally different approach or proposes a new direction for current or
future projects

Impact and Influence (IMP)

Impact and Influence implies an intention to persuade, convince, influence or impress
others (individuals or groups) in order to get them to go along with or to support the
speaker’s agenda. It is based on the desire to have a specific impact or effect on
others to win them over or get them to pursue a course of action that the speaker
wants the others to adopt. This competency is always demonstrated in a positive and
respectful manner, consistent with Public Service values and organizational goals.
Progression: Complexity or customization of the attempt to influence.
Core: Does the 1. States Facts to Persuade

person use • Uses direct persuasion in a discussion or presentation
deliberate
influence • May appeal to reason, data, others’ self-interest
strategies or • May use concrete examples, visual aids, demonstrations, etc.
tactics? • Makes no apparent attempt to adapt presentation to the interest and level of the
audience
2. Takes Multiple Actions to Persuade

• Takes two or more steps to persuade
• Includes careful preparation of multiple sets of data for presentation
• Makes two or more different arguments or points in a presentation or a discussion
3. Calculates Impact of Actions or Words

• Adapts a presentation or discussion to appeal to the interest and level of others
• Anticipates the effect of one’s words or actions on others’ perceptions of
himself/herself
• Takes a well-thought-out dramatic or unusual action in order to have a specific
impact
• Anticipates and prepares for others’ reactions
4. Uses Indirect Influence

• Uses chains of indirect influence: “get A to show B so B will tell C such-and
such”
• Takes two or more steps to influence, with each step adapted to the specific
audience
• Uses experts or other third parties to influence
5. Uses Complex Influence Strategies

• Assembles coalitions; uses complex manoeuvring to reach a goal or have an
effect
• Appropriately builds “behind-the-scenes” support for ideas
• Uses an in-depth understanding of the interactions within a group to advance
goals (e.g., may give or withhold information among individuals to have specific
effects); uses “group process skills” to lead or direct a group

Information Seeking (INF)

Information Seeking is driven by an underlying curiosity and desire to know more
about things, people, or issues. It implies going beyond the questions that are routine
or required in the job. It may include pressing for exact information; resolution of
discrepancies by asking a series of questions; or less-focused environmental
scanning for potential opportunities or miscellaneous information that may be of future
use.
Progression: The amount of time and effort being expended on collecting
information.
Core: Does the 1. Asks Questions

person go beyond
the obvious and • Asks direct questions of the people who are supposed to answer questions about
seek out the situation, such as people who are directly involved
information? • Uses available/visible information, or consults other resources
2. Investigates
• Investigates the problem or situation beyond routine questioning
• Finds those closest to the problem and investigates further, such as asking,
“What happened?” (may include personally going to look at the problem when
normally would not do so)
3. Digs Deeper
• Actively asks a series of probing questions to get at the root of a situation or a
problem, or a potential opportunity below the surface
• Calls on others who are not personally involved, to get their perspective,
background information, experience, etc.
• Does not stop with the first answer; finds out why something happened and may
ask a series of specific, detailed questions that are not routine
4. Does Research
• Makes a systematic effort over a limited period of time to obtain needed data or
feedback
• Conducts in-depth investigation from unusual sources
• Does formal research, or may commission others to do formal research through
newspapers, magazines, computer search systems, or other resources (may
include market, financial, competitor research)
5. Uses Own Ongoing Systems

• Establishes ongoing systems or habits to get information; for example, managers
can walk around, hold regular informal meetings, or scan certain publications
• Sets up individuals to do regular, ongoing information gathering for him or for her
• Involves others who would not normally be involved and gets them to seek out
information

Initiative (INT)
Initiative refers to the identification of a problem, obstacle or opportunity and depicts a
strong bias for taking action in light of this identification to address current or future
problems or opportunities. Being a self-starter, an autonomous and pro-active
individual, and demonstrating a “can-do” approach to work are evidence of this
competency in action.
Progression: The distance into the future that one is looking for problems and
opportunities on which to take action. The scale also progress based on the
scope of impact of the action.
Core: Is this 1. Is Autonomous: a Self-Starter

person a self-
• Recognizes and reacts immediately upon current opportunities without being told
starter? Does the
to do so
person think
ahead of the • Shows energy and a bias for action: proposes new projects or solutions with
present to act on enthusiasm
future needs and • Maintains a positive outlook and attitude towards his or her work
opportunities
without being told
to? 2. Is Decisive in a Time-Sensitive Situation
• Acts quickly and decisively in a crisis or other time-sensitive situations
• Acts independently and with a sense of urgency when time is of the essence
3. Proactively Starts New Projects/Initiatives

• Anticipates and takes action to create an opportunity or avoid future crisis
• Minimizes potential problems through unique extra efforts
• Appropriately implements new ideas or projects of his or her own doing
4. Anticipates and Prepares for Future Possibilities (Tactical/Operational

Changes)
• Prepares for a specific future opportunity or problem that is not obvious to others
• Anticipates obstacles not obvious to others and plans for ways to remove them
• Anticipates or delays potential problems when planning work and adjusts plans
accordingly
5. Takes a Long Term Strategic Focus

• Takes a long-term perspective on the business of the organization
• Plans for changes in the political, legal, demographic, technological (etc.)
landscape that could impact the future functioning of the organization
• Anticipates and takes action to create strategic opportunities for his or her
organization

Integrity (ING)
Integrity is about acting in a way that is consistent with what one says (he or she
“walks the talk”); that is, one’s behaviour is consistent with one’s values (values may
come from the organization, society, code of conduct, or personal moral codes). It
includes behaving openly, fairly and impartially, honouring one’s commitment and
words, and working to uphold the organization’s integrity and values.
Note: While supporting the Public Service values, this competency goes beyond
aligning one’s behaviours and is meant for roles and positions where ethical
challenges are frequent occurrences.
Progression: Amount of risk involved in “walking the talk”.
Core: Does the 1. Acts Ethically in the Workplace, According to Values of Integrity, Respect
person act with Impartiality, Service and Competence
integrity, in line
• Is open in his or her dealings with others
with beliefs and
values even when • Acts in ways to avoid conflict of interest, perceived or otherwise - discloses
it is difficult to do potential issues
so? • Honestly expresses what he or she is thinking and feeling
• Works diligently to fulfil his or her official duties and upholds the letter and spirit of
the law
• Is discrete when dealing with personal information entrusted to him or her,
respecting appropriate policies and procedures
• Behaves in a non-partisan and impartial manner
• Brings up odd or irregular requests or demands when not sure about the
appropriate course of action
2. Models the Public Service Values

• Works to address and resolve conflict in favour of public interest
• Explains to others the importance to act in ways consistent with Public Service
values; takes pride in being trustworthy and acting in an accountable manner
• Is honest in client relations: clearly explains to others what can and cannot be
done
• Coaches employees, clients, peers and others on the importance to act in
accordance with values
• Serves and or interacts with others impartially and equitably, regardless of
political, social, demographic, geographic or technological circumstances
3. Acts on Values When it is Not Easy to Do So

• Publicly admits having made a mistake or need to change course
• Speaks out (diplomatically) about breaches in values, even when it may hurt a
trusted relationship or be seen as inconvenient
• Provides honest and frank advice to others, even when to do so may be
unpopular

4. Acts on Values When Significant Cost or Risk is Associated with Doing So

• Makes sure there is full disclosure, mentioning the costs or drawbacks as well as
the advantages of a deal
• Challenges powerful persons to act on values
• Makes public or brings up (as appropriate) challenges to the integrity of the
organization when doing so could have negative consequences or risks
• Stands firm on proactively applying the Public Service values when dealing with
unreasonable requests and demands

Organizational Awareness (OA)

Organizational Awareness is the ability to understand and learn the power
relationships in one’s own organization or in other organizations (clients, partners,
etc.). This includes the ability to identify who the real decision-makers are; the
individuals who can influence them; and to predict how new events or situations will
affect individuals and groups within the organization.
Progression: Thoroughness of understanding of one’s own or another’s
organization.
1. Understands Formal Structure

Core: Is the person
• Recognizes and/or uses the formal structure or hierarchy of an organization
sensitive to the
realities of • Understands chain of command, positional power, rules and regulations, policies
organizational and procedures, standard operating procedures, etc.
behaviour and
structure? 2. Understands Informal Structure
• Recognizes and/or uses the informal structures of an organization
• Recognizes key actors, decision-influencers, etc.
• Applies this knowledge when formal structure does not work as well as desired
3. Understands Climate and Culture

• Recognizes unspoken organizational limitations, what is and is not possible at
certain times or in certain positions
• Recognizes and/or uses the corporate culture (language, etc.) that will produce
the best response
4. Understands Organizational Behaviour

• Recognizes, describes and uses ongoing power and relationships within the
organization (alliances, rivalries) with a clear sense of organizational impact
5. Understands Underlying Issues

• Recognizes and/or addresses the reasons for ongoing organizational behaviour
• Recognizes underlying problems, opportunities, or external political forces
affecting the organization, such as current market trends, demographic changes,
trade union policies, national or historical issues that affect market opportunities,
etc.

Organizational Commitment (OC)

Organizational Commitment consists of showing a genuine desire to align one’s own
behaviour with the values, needs, priorities and goals of the organization. It may
appear as putting an organizational mission before one’s own preferences and
forcefully defending its integrity.
Progression: Degree of commitment being exhibited in support of the
organization.
Core: Does the 1. Respects the Organization and its Integrity

person choose to
act in accordance • Respects the ways things are done in the organization, and does what is
with organizational expected
values, standards • Respects the norms, values and mandate of the organization
and goals?
2. Supports the Organization
• Helps others get their job done
• Respects and accepts what authorities see as important
• Expresses pride, pleasure, and/or dedication about being part of the organization
• Stands up for the organization when its integrity is challenged
• Promotes and/or defends the organization’s reputation with outsiders
3. Models Loyalty When Difficult to Do So

• Acts as an advocate for the organization
• Publicly supports the organization’s mission, values and goals
• Makes choices and sets priorities to meet the organization’s needs and fit with
the organizational mission even when it is difficult to do so
• Cooperates with others to achieve objectives in the larger organization
• Publicly acts to fit the mission
4. Makes Sacrifices for the Good of the Organization

• Puts organizational needs before one’s own needs, as appropriate
• Stands by decisions that benefit the larger organization even if they are
unpopular or controversial or undercut the work unit’s short-term good
• Sacrifices own unit’s or department’s short-term good for the long-term good of
the organization. Asks others to share in these sacrifices in order to meet the
larger organization’s needs

Relationship / Network Building (RNB)

Relationship/Network Building is the ability to build and maintain effective and
constructive working relationships, partnerships or networks of contacts with people
who are, or might someday be, instrumental in achieving work-related goals. It
includes demonstrating strong interpersonal relations where one interacts with others
in ways that advance the work of the organization by developing respect, trusted and
close mutual understanding, and productive working relationships.
Progression: Closeness of potential useful relationships.
Core: Does the 1. Maintains Current Relationships

person take effort • Maintains constructive working relationships with others through established
to proactively structures and mechanisms (e.g., meetings, status reports, etc.)
build a personal
• Makes a conscious effort to maintain rapport with identified stakeholders
relationship?
• Pursues friendly relationships and maintains contact with individuals and groups
to ensure a positive working environment
• Is fair and transparent in his or her interactions with others
2. Solidifies Current Working Relationships

• Proactively solidifies relationships through systematically building a solid
foundation of mutual understanding and trust
• Works in collaboration with colleagues in other departments or organizations as a
mean to further grow mutual understanding
3. Creates New Working Relationships

• Initiates, beyond established structures/mechanisms, constructive working
relationships with others (e.g., colleagues, clients, etc.) to address an immediate
need
4. Proactively Establishes Planned Networks to Address Specific Issues

• Proactively develops and maintains a planned network of beneficial and senior
working relationships with clients, internal colleagues, or colleagues in other
departments or outside the Public Service to support the achievement of
immediate and future business needs or objectives
• Creates a network of contacts to influence public policy with a view to sustaining
organizational excellence
• Promotes collaboration across departments and government boundaries and
with other partner organizations
5. “Explorative”, Strategic Data-Gathering Networking

• Uses one’s network of contacts to gather information, identify strategic
opportunities and seek input to problems with a view to sustaining organizational
service excellence
• Uses one’s network to identify opportunities, gather intelligence, seek input to
strategic problems and/or to develop a reputation in the community

Results Orientation (RO)

Results Orientation is a genuine drive, focus and dedication for working towards
obtaining results. It is about knowing what results are important and focusing efforts
and/or resources to achieve them, in alignment with the objectives of the team, work
unit, branch, department and/or organization. Goal attainment activities are
accomplished with a deep understanding of and respect for the values of the Public
Service, the people involved, and for using resources in an efficient, effective and
ethical manner.
Progression: Sophistication and persistence with which one strives to achieve
objectives and deliver desired results.
Core: Is the
person 1. Focuses on Results
resourceful, • Works to attain objectives established in individual work plan
tenacious and • Promptly and efficiently completes work assignments and duties
persistent when
• Honours commitments to others; follows through on commitments and reports on
faced with
progress
obstacles? Is the
person focused on • Works to the best of his or her abilities with skill and dedication
and dedicated to • Meets established standards to deliver timely, consistent and quality results
achieving results? • Uses resources efficiently, effectively and ethically in his or her duties
• Takes pride in his or her work
• Adopts good work practices
2. Strives to Improve Own Performance to Obtain Better Results

• Accepts ownership and responsibility, takes accountability for own performance,
and regularly conducts self-evaluation to improve
• Seeks feedback from others to improve performance and accordingly makes
adjustments to activities and/or processes
• Sets and acts to reach challenging but realistic objectives that have an impact
beyond personal performance
• Works around typical problems and obstacles to obtain results
3. Is Tenacious: Applies Efforts and/or Resources over Time to Improve

Results
• Shows a significant level of effort to achieve objectives and maintains
commitment even in the face of adversity
• Embraces change and uses it as an opportunity to strive for results
• Engages others in working toward business improvements and identifying
solutions that are not obvious
• Rethinks and aligns processes, practices and programs to improve outcomes
and optimize resources
• Readily volunteers for challenging new assignments

4. Is Resourceful: Plans and Strategizes to Achieve Broad Results

• Anticipates delays and potential problems, plans for contingencies when
scheduling work and adjusts time frames accordingly
• Consistently realigns, reassesses and strategizes on ways to manage and
resource complex projects
• Identifies opportunities, challenges, risks and roadblocks and deals with them so
that objectives can be accomplished
• Effectively manages and aligns resources under shifting priorities to meet
expected results within time, budget and quality standards
• Establishes compelling rationales for people in other parts of the organization to
work together toward achieving cross-organization key results
5. Applies a System-View of Work to Achieve Impactful Long Term Results

• Challenges inefficient/ineffective work processes and/or models and offers
innovative alternatives
• Recommends new policy and/or program directions that focus on enhancing their
outcomes
• Develops a view and establishes a course of action to accomplish long-term
objectives related to enhancing effectiveness
• Promotes a mindset of focusing on excellence and achievement of results

Self-Confidence (SCF)
Self-Confidence is about depicting a belief in one’s own capability to accomplish a
task and select an effective approach to a task or problem. This includes confidence in
one’s ability as expressed in increasingly challenging circumstances and confidence in
one’s decisions or opinions.
Progression: Degree of challenge taken on in a situation.
Core: Does the 1. Addresses Without Hesitation all Typical and Routine Problems that Occur
person truly trust in Current Role
in his or her
abilities and take • Works without needing direct supervision, as appropriate
on risky • Is confident in addressing routine problems and issues
tasks/challenges? • Presents self with assurance
• Works to the best of his or her abilities and skills, with dedication
2. Acts Confidently in Vague Situations

• Appropriately makes decisions even when others are hesitating to do so
• Faces with confidence non-routine issues at work
• Acts with assurance in situations where the standard operating procedures are
non-existent or incomplete
• Acts in uncertain, vague circumstances
• Does not get discouraged by set-backs
3. Maintains Confidence When Challenged by Experts

• Appropriately stays confident in his or her opinions when challenged by experts
• Describes self as a competent person, someone who makes things happen, a
prime mover
• Likes to get involved in a good debate
• Speaks with aplomb and authority during debates and brains-storming
• Explicitly states confidence in own judgment or abilities
4. Takes On With Assurance Challenging and High Visibility or Ambiguous

Projects
• Deals effectively with ambiguous situations
• Volunteers to lead high visibility projects: looks for and gets responsibilities
• Is not phased by challenging projects
• Likes challenging assignments, and is excited by a challenge
5. Chooses Extremely Challenging Situations

• Willingly takes on with confidence extremely challenging tasks (i.e., very
profoundly or personally risky)
• Enjoys getting involved in high risk projects and states confidence in their
outcomes

Self-Control / Stamina (SCT/ S)

Self Control and Stamina is the ability to keep one’s emotions under control and
restrain negative actions when provoked, when faced with opposition or hostility from
others, or when working under conditions of stress. It also includes the ability to
maintain stamina under continuing stress.
Progression: The extent to which the provocation is targeted directly at the
individual and the intensity of stressors.
Core: Does the
person feel very 1. Restrains Emotional Impulses
strong emotion,
especially negative • Resists temptation to act immediately that is inappropriate
emotions such as • Feels strong emotions (such as anger, extreme frustration, or high stress) and
anger, and keep holds them back
from expressing it
or acting on it? 2. Responds Calmly
• Feels strong emotions in the course of a conversation or other task, such as
anger, extreme frustration, or high stress; holds the emotions back, and
continues to act calmly and respectfully towards others
• Ignores angering actions or stressful situation, and continues a conversation or
task. May leave temporarily to withhold emotions, then return immediately to
continue
3. Manages Stress Effectively

• Withholds effects of strong emotions or stress over time
• Keeps functioning or responding constructively and openly despite stress
• May apply special techniques or plan activities ahead of time to manage
emotions or stress
4. Calms Others During Periods of High Stress or Adversity

• Not only controls own emotions, but calms others as well, in profoundly stressful
situations that affect everyone involved.
• Withstands the effects of strong emotions or stress over time; keeps functioning
and maintains stamina and effectiveness in the long term despite ongoing stress

Strategic Thinking (ST)

Strategic Thinking is the ability to think in a broad sense about organizational issues,
and identify key or underlying factors in complex organizational situations. It includes
the ability to identify priorities and opportunities for the organization, develop
necessary business plans and align daily work with the mandate, values, and long-
range visions or directions of the Government.
Progression: From using basic reasoning to developing new, long-range
models, or strategic visions and directions for the organization.
Core: Does the

person look at 1. Considers Organizational Needs when Setting Current Priorities
the big picture • Understands how changes in the environment may impact the Department’s
and examine operations
long term and • Conducts an environmental scan (e.g., organizational readiness, external factors,
broad issues trends, etc.) when determining current organizational priorities
which affect the
Department?
2. Identifies Misalignments and Gaps, and Targets Actions to Current
Organizational Strategies
• Links current programs to longer-term perspectives and strategic plans
• Understands the organization's strategic goals and reviews own (and work unit’s
actions) against these goals
3. Anticipates Emerging Organizational Needs and Establishes Short to

Medium Term Priorities
• Understands what future factors (e.g., technological breakthroughs, government
policy, demographics, lifestyle, etc.) could affect the future direction of the
department
• Integrates organizational needs into a short to medium term business plan that
articulates and executes the strategies
4. Shapes Long Term Direction and Vision by Creating New Models or

Organizational Possibilities
• Works to ensure that current and future government policies and priorities are
compatible with Public Service values
• Provides input to the general long term directions of the organization and
identifies new opportunities and models for service delivery, process
improvement, etc.
• Develops long term business plans that supports the vision of the organization
• Promotes commitment in others for alignment with organizational values and
vision
5. Shapes Organizational Vision in Context of Global Environment

• Identifies, analyzes, and interprets complex, emerging international or global
issues and provides direction on how the organization will address such issues
over the long run

• Fosters proactive thinking across the organization, and with partners and
governments, to address anticipated issues
• Recognizes opportunities and risks associated with different long term
organizational and inter-organizational approaches and issues

Team Leadership (TL)

Team Leadership is the ability to step in and take a role as leader of a team or other
group. It implies a desire to lead others and to instil in others a passion for their work,
the mission and values of the organization, and the importance for acting with
integrity, respect, impartiality, service orientation and competence.
Note: Team Leadership is generally, but certainly not always, shown from a position
of formal authority. The “team” here should be understood broadly as any group in
which the person takes on a leadership role.
Progression: Strength and completeness of assumption of the role of leader.
Core: Does the 1. Manages Team Processes Well

person lead
• Manages team well: delegates well, states meeting agendas and team
groups of people
objectives; monitors progress; makes assignments [gives assignments to
to work effectively
employees], etc.
together? Is this
person a true • Supports, encourages and upholds the implementation of the merit principle in
people leader? staffing
• Works to create a climate that is free of harassment and discrimination and that
values wellness and work-life balance
• Applies HR processes and practices, including the delegation and organization of
work, equitably and impartially
2. Values Openness and Sharing of Information in the Team: Keeps Team

Members Informed
• In a leadership role, lets people affected by a decision know what is happening,
even if they are not required to share such information
• Makes sure the group has all the necessary information; communicates a
direction
• Is transparent, frank, fair and shares information openly: explains the reasons for
a decision, action, etc.
• Encourages communication, openness and consultation in own team
3. Promotes Team Effectiveness

• Takes specific actions with the intent of enabling the team to function optimally
• Creates the conditions that enable the team to perform at its best (e.g., setting
clear direction, providing appropriate structure, getting the right people)
• Uses complex strategies, such as dealing with poor performers, team
assignments and cross-training to promote team morale and productivity
(informal recognition, decisions related to assignments)
• Uses authority and power in a fair, impartial and equitable manner
• Ensures that team members provide frank, honest and impartial advice and
services
• Values and leverages diversity in the team to enhance effectiveness and service
delivery
• Gets others’ input for purposes of promoting the effectiveness of the group or
process. Resolves conflicts in the team, gives fair feedback (individual or
collective), etc.

• Acts to build team spirit for purposes of promoting the effectiveness of the group
or process
• Holds self and others accountable for their promises and actions
4. Obtains Resources/Takes Care of the Team

• Protects the group and its reputation vis-à-vis the larger organization or the
community at large
• Makes sure the practical needs of the group are met. Obtains needed personnel,
resources, information for the group
• Provides or secures needed support and development for both the individuals
and the leadership team as a group
5. Has presence: Is an Engaging Leader

• Takes action to ensure that others buy into leader’s mission, goals, agenda,
climate, tone, policy, and creates the proper climate for their achievement
• Establishes norms for group behaviour (“rules of engagement”) and imposes
sanctions on people who violate these norms; is a credible leader
• Sets a good example by personally modelling desired behaviour
6. Develops and Communicates a Compelling Long-Term Vision of Excellence

for the Organization
• Inspires confidence in the mission
• Generates excitement, enthusiasm and commitment to the group mission
• Communicates a long-term vision that goes beyond the team and generates
excitement
• Identifies long-range problems that could impact the integrity of the organization
• Promotes collaboration across teams and across boundaries

Teamwork and Cooperation (TW)

Teamwork and Cooperation implies the intention to work cooperatively with others, to
be part of a team, to work together, as opposed to working separately or
competitively. Teamwork and Cooperation may only be considered when the subject
is a member of a group of people functioning as a team, generally where he or she is
not the leader (e.g., functional work groups, etc.). “Team” is broadly defined as any
task or process-oriented group of individuals.
Progression: Degree and/or depth of support given to team efforts.
Core: Does the
person act to 1. Cooperates with Others
facilitate the
operation of a • Supports team decisions, is a good team player, does his or her share of the
team of which he work
or she is a part? • Deals with colleagues and others in a fair, equitable, and impartial manner
• Is responsive to the needs of others
• Respects others’ opinions and ideas
• Shares information, as appropriate; keeps other team members informed and up
to-date about what is happening in the group, i.e. individual actions, or
influencing events
• Appropriately shares all relevant or useful information which might help the group
to work effectively, even if one is not required to share such information
2. Expresses Positive Expectations of Team or Team Members

• Expresses positive attitudes and expectations of others in terms of their abilities,
expected contributions, etc.
• Speaks of team members in positive terms, either to the team member directly or
to a third party
• Promotes development and continuous learning in the team
3. Solicits Inputs
• Genuinely values others’ input and expertise. Wants all members of a group to
contribute to a process
• Displays willingness to learn from others, including subordinates and peers
• Solicits ideas and opinions to help form specific decisions or plans
4. Encourages Others
• Encourages others to work to the best of their abilities, with pride, skill and
dedication
• Publicly credits others who have performed well
• Encourages and empowers others, making them feel strong and important
5. Works to Build Team Commitment and Spirit

• Acts to promote a friendly climate and a good working relationship regardless of
personal likes or dislikes
• Promotes a climate that encourages innovation and creativity
• Builds good morale or cooperation within the team, including creating symbols of
group identity or other actions to build cohesiveness
• Encourages or facilitates a beneficial resolution to conflict

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Government of New-

Release 3 (January 2009)

© Hay Group (1991, 1993, 1996, 1999, 2000, 2005, 2009.

TABLE OF CONTENTS ..........................................................................................I

CHANGE LEADERSHIP (CL)................................................................................3

CLIENT SERVICE ORIENTATION (CSO) .............................................................4

COMMITMENT TO LEARNING (CTL)...................................................................6

CONCERN FOR ORDER (CO) ..............................................................................8

CREATIVE THINKING / INNOVATION (CT/I) .......................................................9

EFFECTIVE INTERACTIVE COMMUNICATION (EIC) .......................................12

FLEXIBILITY (FLX) ..............................................................................................14

INFORMATION SEEKING (INF) ..........................................................................16

INITIATIVE (INT) ..................................................................................................17

ORGANIZATIONAL AWARENESS (OA) ............................................................20

ORGANIZATIONAL COMMITMENT (OC)...........................................................21

SELF-CONFIDENCE (SCF) .................................................................................25

SELF-CONTROL / STAMINA (SCT/ S) ...............................................................26

STRATEGIC THINKING (ST) ..............................................................................27

TEAM LEADERSHIP (TL) ...................................................................................29

TEAMWORK AND COOPERATION (TW)...........................................................31

© Hay Group (2009). All rights reserved. i

Using this Dictionary

Public Service Values

© Hay Group (2009). All rights reserved. ii

Analytical Thinking/Judgment (AT/J)

2. Sees Causal Relationships

3. Sees Multiple Relationships on Mainly Concrete Issues

4. Makes Complex Plans or Analyzes (Mainly) Abstract Issues

© Hay Group (2008). All rights reserved. 1

• Uses several analytical techniques to break complex problems into component

© Hay Group (2008). All rights reserved. 2

Change Leadership (CL)

3. Manages Change Projects

4. Leads Change Initiatives

© Hay Group (2008). All rights reserved. 3

Client Service Orientation (CSO)

2. Maintains Clear Communication

3. Shows Personal Commitment When Providing Service

4. Acts to Make Things Better for the Client

© Hay Group (2008). All rights reserved. 4

5. Addresses Underlying Client Needs

6. Uses a Long-Term Perspective/Acts as a Trusted Advisor

© Hay Group (2008). All rights reserved. 5

Commitment to Learning (CtL)

3. Identifies New Ways of Doing Things and Learning Plans

4. Anticipates Future Needs

5. Pursues Learning Beyond the Current Job or Identified Need

© Hay Group (2008). All rights reserved. 6

Conceptual Thinking (CT)

Core: Does the 1. Applies Basic Rules When Solving Problems

3. Applies Complex Concepts or Models

4. Clarifies Complex Data or Situations

5. Creates New Explanatory Models or Theories

© Hay Group (2008). All rights reserved. 7

Concern for Order (CO)

2. Checks Own Work

3. Monitors Own or Others' Work for Order