s-guide-to-comp… · Web viewPerformance management . ... Examples of electronic communications: word-processed documents, ... Essential skills are not in included these competency

Introduction

Competency profiles help leaders, staff, volunteers and job seekers to adopt a common language for describing important knowledge, skills and attitudes. Competencies help to describe jobs in a consistent way, to focus learning and development efforts, and to describe how careers can evolve.

Introducing competencies to a sector is a gradual and long-term process. This guide and the accompanying report represent the first step in this important work – they are a springboard for future developments.

The materials will help you to understand:

What are competencies and why are they useful to my organization or association? How could we develop a competency profile to describe critical occupations in my field? What are some common competencies that we should consider? What additional information resources are available?

Download the accompanying report to review a broad framework for competencies, customized to the BC non-profit sector. The report provides a structure and important reference tools, such as lists of essential skills and descriptions of levels of complexity for demonstrating competencies. The report will be most useful to working groups and professional associations that want to develop competency profiles for key occupations in their field of work. The information will also be of interest to leaders who want to increase their understanding of this integrated approach to human resource management.

Continue with this user’s guide to access two types of implementation resources:

Three profiles from the social services occupations: a competency profile is a statement of the knowledge, skills and needed by an individual to perform in a particular occupation. It is usually broken down into a series of competencies, which in turn are made up of a series of components. It can then be regarded as a standard, or benchmark, for the level of performance required in the job.

With input from the sector, three sample competency profiles have been developed. The particular lens for this initial work has been the social services subsector. Many of the competencies will generalize to similar positions in other spheres of non-profit work.

Three sample profiles capture the competencies at various levels of responsibility: Executive Director, Front Line Manager and Career Development Specialist.

Tools for developing competency profiles: working groups, associations and perhaps some non-profit employers will benefit from this guide to developing competency profiles for key occupations. This section provides a template, a quick reference list of six steps, and some knowledge areas, skills and attitudes that are found in many non-profit roles.

StepUp BC – User’s Guide to Competency Profiles 2

Three profiles from the social services occupations

Introduction to competency profiles

Competency profiles define the competencies required for a job, role or occupation. They can help you improve your organization’s operational efficiency.

Well-developed competency profiles benefit managers, employees and volunteers, and contribute to a positive work environment, improved productivity, employee engagement, recruitment and retention of staff. Competencies support many day-to-day management processes, including:

Job descriptions Skills assessments Career development plans Performance management Compensation guidelines Leadership development Succession plans

Competencies are comprised of the skills, abilities and characteristics that employees need to apply when performing their jobs. Competencies and their supporting performance criteria need to be observable and measurable, and be relevant to the work to be done.

Figure 1: performance criteria

The following pages provide three sample profiles that capture competencies at various levels of responsibility: Executive Director, Front Line Manager and Career Development Specialist.


Executive Director competency profile

This example contains all the components of a competency profile. Modify this example to suit the needs of your organization. The attitudes and values (presented earlier) are likely to be shared in common with all occupations in the organization.

Shared knowledge requirements underpin all the Executive Director’s competencies and are presented after the competencies.

Job title

Other job titles typical for this position include Chief Executive, President and CEO.

Competencies

The following competencies are drawn from non-profit sector Executive Director job descriptions and competency profiles from B.C. organizations, as well as other provincial, national and international sources, including UK National Occupational Standards.


Competency 1: guide and implement Board policy and decisions

Performance criteria

1.1 Gather, interpret and keep Board informed of significant issues affecting the organization.

1.2 Provide guidance and advice to Board.

1.3 Provide regular progress reports to the Board on operational activities.

1.4 Attend and participate in meetings, assisting with materials and recording notes/minutes for distribution.

1.5 Identify and advise on potential fund-raising activities.

1.6 Oversee development and implementation of orientation for in-coming Board Members.

Range of circumstances (if required)

a Size of organization: small, medium and large

b Sub-sector of organization: Sports and Recreation, Education and Research, Health, Social Services, Environment, Development and Housing, Philanthropy and Volunteerism, International, Religion

Knowledge requirements (if required)

i Board procedures, precedents, responsibilities and powers

ii Strengths and preferences of Board members

iii Current events affecting (or likely to affect) the organization

iv Current trends and new developments in the organization’s technical field

Examples (if required)

Examples of process issues: establishing and interpreting terms of reference, decision-making and accountability


Competency 2: build relationship with stakeholders


2.1 Initiate, develop and maintain relationships with stakeholders.

2.2 Ensure that regular reports are prepared and provided to the relevant stakeholders, including recommendations for improvement and change.

2.3 Provide a timely response to the concerns of stakeholders.

2.4 Promote a positive public image and reputation for the organization and its mission, programs, products and services.

2.5 Organize and prepare funding applications.

2.6 Personally maintain high level contacts, engage with media, lead high profile events including public speaking.


a Communications: written and printed, electronic, informal discussion and formal presentation, regular and ad hoc

b Stakeholders: beneficiaries, workforce, volunteers, local community and its organizations, donor agencies, regulatory bodies


i Channels of communication available to the organization

ii Sources of expertise in communications and public relations

iii How to influence


Examples of funding: grants, loans, bequests, donations, sales of goods and services, commercial income, interest on capital, rents from property

Examples of electronic communications: word-processed documents, telephone and teleconference, email and internet

Examples of channels of communication: newsletter, advertisements, twitter, mail shots, website


Competency 3: lead the organization


3.1 Develop, communicate, update and monitor the Vision, Strategy, Plans and Objectives.

3.2 Inspire staff, volunteers, and stakeholders to contribute to the mission of the organization.

3.3 Develop, promote and maintain an appropriate organizational structure and culture.

3.4 Ensure appropriate staffing.

3.5 Coordinate the work of divisions.

3.6 Ensure development, use and maintenance of the organization’s policies and procedures.

3.7 Represent the organization in correspondence and in person.

3.8 Coach and mentor staff as appropriate.

Range of circumstances

None specific

Knowledge requirements

None specific

Examples

Examples of divisions: regions, and/or departments

Example of culture: attitudes and values


Competency 4: ensure financial sustainability of the organization


4.1 Obtain adequate funding.

4.2 Ensure development of an achievable annual budget.

4.3 Establish financial and administrative tools and controls.

4.4 Administer, monitor and regularly report on the funds, assets and liabilities of the organization.

4.5 Negotiate and oversee contracts on behalf of the organization.

4.6 Ensure that the organization complies with legislation, regulations and guidelines.

4.7 Ensure that the organization has appropriate insurance cover.

4.8 Provide recommendations to the Board for any acquisitions or expenditures that are outside the approved budget.


a Sustainability: short and medium term

b Financial tools: books of account, reporting formats, annual budgets


i Knowledge of financial management techniques


None


Competency 5: monitor and oversee management of the organization’s physical resources


5.1 Ensure that physical resources are appropriate to needs of the organization.

5.2 Ensure proper security, use, maintenance and disposal of physical resources.

5.3 Ensure that confidential files are securely stored and privacy/confidentiality maintained.

5.4 Identify, evaluate and mitigate risks.


a Physical resources: property, facilities, furniture, transport and equipment


i Awareness of asset management techniques


None


Competency 6: manage people’s performance


6.1 Personally lead internal communications, ensuring all personnel are committed to the goals of the organization.

6.2 Ensure development, use and maintenance of appropriate job descriptions for all.

6.3 Oversee the efficient and effective day-to-day operation of the organization.

6.4 Ensure recruitment, selection, orientation, resourcing, training and motivation of the workforce.

6.5 Ensure succession plans are prepared and implemented.

6.6 Ensure evaluation of staff.

6.7 Ensure people are appropriately compensated and recognized.

6.8 Investigate inadequate performance, discipline or release staff when necessary.

6.9 Correct inappropriate work environments or practices to ensure people’s health, safety and well-being.

6.10 Respond to staff concerns in a timely manner.


a People: full- and part-time employees, subcontractors, volunteers


i Knowledge of human resources management

ii. Knowledge of transformational leaderships style (e.g. empowers, inspires, leads innovation and change, uses a holistic approach, promotes excellence)


Examples of compensated: salary, bonus, allowances, subsidized accommodation, health insurance

Examples of recognition: public praise/thanks for meritorious actions, awards, promotion, additional responsibility, greater independence/autonomy


Competency 7: direct programs and services


7.1 Monitor client needs and the changing context of programs and services.

7.2 Develop programs and services appropriate to client needs.

7.3 Monitor programs and services to ensure relevance and success.

7.4 Manage projects to ensure delivery of appropriate quality to time and budget, in accordance with any contracts.

7.5 Regularly obtain and analyze statistical and qualitative feedback about program and service delivery.

7.6 Ensure the development of appropriate systems to support and maintain the services of the organization.


a. Systems:

Information management

Community relations

Financial management

Program management

Membership management


i Knowledge of project management techniques


Examples of feedback: reports, surveys, feedback forms


Shared knowledge requirements

Shared by all competencies in the Executive Director position


i Knowledge of legal obligations of board directors.

ii Knowledge of legal obligations of employers and rights of employees.

iii Knowledge of your organization’s constitution and by-laws, strategies, policies, mission and vision.

iv Knowledge of equal opportunities, fairness and non-discrimination legislation.

v Knowledge of legislation, official bodies and infrastructure specific to your organization’s subsector (for example for organizations involved in health care: health care legislation, regulatory bodies, reporting and notification systems).

Essential skills

Essential skills are not in this competency profile example. See the Components of a competency profile section for information on sources.


Manager competency profile

Modify this example to suit the needs of your organization. It is a leaner version than the preceding example: it includes the performance criteria in the competencies, but only minimal range of circumstances, knowledge requirements or examples (included where it was determined they add significant clarity to the performance criteria). The attitudes and values (presented earlier) are likely to be shared in common with all occupations in the organization.

Shared knowledge requirements underpin all the Manager’s competencies and are presented after the competencies.

Job title

Job titles typical for this position: Manager, Department Head, Section or Team Lead, Project Manager or Leader, Administrator.

Competencies

The following competencies are drawn from B.C. organizations and other provincial, national and international sources, including the UK National Occupational Standards.


Competency 1: demonstrate professional behaviour


1.1 Identify your own values, motivations and aspirations, evaluate any conflicts with your organization’s vision, objectives and values, and seek to resolve these with those you report to.

1.2 With those you report to, come to agreement in terms of your aims and objectives for your work role and how you will evaluate progress and achievement.

1.3 Prioritize objectives and manage your time in order to achieve them.

1.4 Delegate objectives and responsibilities where this is possible and appropriate.

1.5 Use technology effectively to help you achieve your objectives.

1.6 Identify and eliminate distractions and activities that do not support the achievement of your objectives.

1.7 Monitor changes to your organization’s objectives, processes, systems and structures and how these impact on your role.

1.8 Manage your emotions and relationships with others in ways that help you achieve your objectives.

1.9 Accept and utilize diversity.

1.10 Monitor progress towards your objectives and evaluate the extent to which you have achieved your objectives.

1.11 Seek to achieve an equitable balance between your professional and personal life.

1.12 Maintain an appropriate image.





Competency 2: develop operational plans


2.1 Engage appropriate people within your area of responsibility and other key stakeholders in developing operational plans.

2.2 Systematically analyze the operational requirements and identify opportunities for improvement.

2.3 Develop operational plans that are consistent with organizational values and strategy and the specific objectives of your area of responsibility.

2.4 Ensure the operational plan complements and exploits synergies with other areas within the organization.

2.5 Evaluate the risks involved and develop realistic plans to manage significant risks.

2.6 Identify resource requirements and evaluate their availability both now and in the future.

2.7 Identify reliable indicators and methods for monitoring and evaluating the plan.

2.8 Communicate the plan in ways that engage the commitment of those involved and the support of other key stakeholders.

2.9 Inform senior management of impacts and critical problems that may be significant.

2.10 Review and revise the operational plan in the light of changes to organizational strategy or the operating environment.





Competency 3: manage budgets


3.1 Gather and evaluate information and prepare a realistic budget for your area of responsibility, activity or project.

3.2 Submit your proposed budget for approval by decision-makers, clearly specifying assumptions made, risks involved and how those will be managed.

3.3 Discuss and if appropriate, negotiate the proposed budget with decision-makers and agree the final budget.

3.4 Use the budget to actively monitor and control performance for your area of responsibility, activity or project.

3.5 Identify the causes of any significant variances between what was budgeted and what actually happened and take prompt corrective actions, obtaining agreement from those with decision-making responsibility, if required.

3.6 Provide ongoing information on performance against the budget to decision-makers.

3.7 Advise appropriate people if you have identified evidence of potentially irregular or fraudulent activities.

3.8 Gather information from implementation of the budget to assist in the preparation of future budgets.





Competency 4: lead your team


4.1 Promote a harmonious and respectful work atmosphere.

4.2 Clearly communicate the purpose and objectives of the team to all members; involve members in planning how the team will achieve its objectives.

4.3 Allocate work among your team in a fair and equitable manner, taking into account individuals’ skills, interests and workloads. Reallocate as necessary.

4.4 Monitor progress and quality of work, acknowledging achievements and setbacks.

4.5 Encourage and support team members to achieve their individual work objectives and those of the team and provide recognition when objectives have been achieved.

4.6 Encourage team members to develop their own ways of working and make their own decisions within agreed-upon boundaries.

4.7 Use performance reviews to identify training and development needs.

4.8 Encourage team members to take responsibility for their own development needs.

4.9 Give team members support when they need it, especially during periods of setback and change.

4.10 Encourage members to express their ideas, opinions and concerns.

4.11 Encourage members to take the lead when they have the knowledge and expertise and show willingness to follow this lead.

4.12 Build mutual trust by being reliable, consistent and credible.

4.13 Recognize, formally and informally, the contributions and efforts of individuals.

4.14 Respect team members by treating them fairly and not abusing your power.





Competency 5: Develop yourself and others


5.1 Establish with individuals:

The specific area(s) in which they want to improve their performance

Their current standard of performance

The standard they want to achieve

Why they want to improve their performance

The support they can expect from you and the commitment you can expect from them

5.2 Plan with individuals the development opportunities they will use, including how progress will be measured and assessed.

5.3 Explore with individuals the skills they need to develop or improve and what obstacles could hinder their progress (and how to remove these obstacles).

5.4 Plan with individuals how they can develop new skills and behaviours in logical step-by-step sequence.

5.5 Provide opportunities for them to develop new skills.

5.6 Monitor the individual’s progress in a systematic way.

5.7 Provide specific and timely feedback designed to improve their skills, reinforce effective behaviours and enhance their motivation to achieve the desired standard of performance.

5.8 Agree with individuals when they have achieved the desired standard of performance or when they no longer require coaching.


Individuals: yourself, colleagues, your staff




Competency 6: manage people’s performance


6.1 Communicate with your staff and ensure all personnel are committed to the goals of the organization.

6.2 Ensure development, use and maintenance of appropriate job descriptions for all your staff.

6.3 Oversee the efficient and effective day-to-day operation of your staff.

6.4 Ensure recruitment, selection, orientation, training and motivation of your staff.

6.5 Ensure succession plans are prepared and implemented.

6.6 Ensure evaluation of staff.

6.7 Ensure people are appropriately compensated and recognized.

6.8 Investigate inadequate performance, discipline or release staff when necessary.

6.9 Correct inappropriate work environments or practices to ensure people’s health, safety and well-being.

6.10 Respond to staff concerns in a timely manner.





Competency 7: manage programs and services


7.1 Monitor client needs and the changing context of programs and services.

7.2 Develop programs and services appropriate to client needs.

7.3 Monitor programs and services to ensure relevance and success.

7.4 Manage projects to ensure delivery of appropriate quality to time and budget.

7.5 Regularly obtain and analyze statistical and qualitative feedback about program and service delivery.



i Knowledge of project management techniques


Examples of feedback: reports, surveys, feedback forms


Competency 8: resolve issues


8.1 Make decisions that are based on policies, rules and organizational directives.

8.2 Analyze issues to separate the cause from the symptoms.

8.3 Explore all practical options to resolve issues.

8.4 Use negotiating and problem-solving techniques.

8.5 Consider human impacts when making decisions.

8.6 Include concerned parties in the decision-making process in a positive and constructive manner.

8.7 Undertake appropriate actions to reduce impact of issues.

8.8 Anticipate and present change in a positive manner.


a. Issues: opportunities, problems





Shared by all competencies in the Manager position


i. Knowledge of legal obligations of employers and rights of employees.

ii. Knowledge of relevant parts of your organization’s constitution and by-laws, strategies, policies, mission and vision.

iii. Knowledge of equal opportunities, fairness and non-discrimination legislation.

iv. Knowledge of legislation, official bodies and infrastructure specific to your organization’s subsector (for example for organizations involved in health care: health care legislation, regulatory bodies, reporting and notification systems).

Essential skills

Essential skills are not in this competency profile example. See the Components of a Competency Profile section for information on sources.


Career Development Specialist competency profile

Modify this example to suit the needs of your organization. It is a leaner version that includes performance criteria in the competencies, but no range of circumstances, knowledge requirements or examples. The attitudes and values (presented earlier) are likely to be shared in common with all occupations in the organization.

Shared knowledge requirements underpin all the Career Development Specialist’s competencies and are given after the competencies.

Job title

Other job titles typical for this position: Employment Counsellor, Employment Coach and Career Development Practitioner.

Competencies

The following competencies are drawn from B.C. non-profit organizations and the Canadian Standards and Guidelines for Career Development Practitioners. Where competencies such as “Demonstrate professional behavior” are common to other positions in the sector, we have used common terminology. We have not included competencies such as “Follow the code of ethics” when they are included in attitudes and values or shared knowledge requirements.


Competency 1: demonstrate professional behaviour


1.1 Identify your own values, motivations and aspirations, evaluate any conflicts with your organization’s vision, objectives and values, and seek to resolve these with those you report to.

1.2 Come to agreement with those you report to regarding objectives for your work role and how you will evaluate progress and achievement.

1.3 Prioritize objectives and mange your time in order to achieve them.

1.5 Use technology effectively to help you achieve your objectives.

1.6 Manage work.

1.7 Monitor changes to your organization’s objectives, processes, systems and structures and how these impact on your role.

1.8 Manage your emotions and relationships with others in ways that help you achieve your objectives.

1.9 Monitor progress towards your objectives and evaluate, with those you report to, the extent to which you have achieved your objectives.

1.10 Seek to achieve an equitable balance between your professional and personal life.

1.11 Maintain an appropriate image.





Competency 2: communicate effectively with clients, employers and other professionals


2.1 Respect diversity.

2.2 Communicate effectively using listening skills and frameworks for verbal and written communication.

2.3 Clarify and provide feedback.

2.4 Develop productive interactions with clients, employers and other professionals.

2.5 Establish and maintain collaborative work relationships with clients, employers, staff and other professionals.

2.6 Foster client self-reliance and self-management.

2.7 Manage reluctant clients.





Competency 3: assess clients’ needs


3.1 Identify standardized career assessment instruments and informal assessment methods appropriate to your client group.

3.2 Explore appropriate instruments and procedures with clients.

3.3 Use standardized career assessment instruments.

3.4 Review and evaluate results with clients.

3.5 Provide support to enable the client to address any personal, financial, housing or childcare barriers to employment.

3.6 Identify specific support strategies or technologies that may be required to facilitate the employment of the client.





Competency 4: facilitate individual and group learning


4.1 Prepare for program delivery.

4.2 Determine clients’ existing competencies.

4.3 Agree learning outcomes with clients and other stakeholders.

4.4 Facilitate individual or group learning that is learner centred.

4.5 Assess learners’ performance and provide feedback.

4.6 Evaluate program.


a. Apply knowledge of adult learning principles.




Competency 5: provide career counseling services


5.1 Demonstrate method of practice in interactions with clients.

5.2 Guide clients in assessing barriers to employment and career/life success and help them cope with and overcome barriers, to achieve career goals.

5.3 Guide clients to identify their own skills, strengths, personal characteristics, values and interests.

5.4 Guide clients in preparing applications, covering letters, resumes and portfolios.

5.5 Guide clients in work search strategies such as self-marketing plans.

5.6 Guide clients in using references and networking.

5.7 Guide clients in effective interview skills.

5.8 Refer clients to appropriate sources.





Competency 6: manage information and resources


6.1 Develop and maintain an information and resources database.

6.2 Maintain accurate records of client and employer contacts.

6.3 Use analytical skills to collect, analyze and use information.

6.4 Provide clients with access to information and resources.





Competency 7: develop work opportunities for clients


7.1 Build relationships with employers, agencies, newspapers, websites to maintain a good understanding of relevant job markets.

7.2 Liaise with clients, employers and professionals.

7.3 Facilitate the creation of employment and work-related opportunities.

7.4 Support clients in responding to the labour market.

7.5 Support clients with sustaining employment.






Shared by all competencies in the Career Development position


i. Knowledge of how human development models relate to career development.

ii. Knowledge of career development theories, models and processes.

iii. Knowledge of models of change and transition.

iv. Knowledge of how life roles and values impact career development.

v. Knowledge of organization resources and community-based services for career development.

vi. Knowledge of types of educational and training opportunities and resources.

vii. Knowledge of labour market.

viii. Knowledge of computerized career planning systems and information resources.

Essential skills

Essential skills are not in this competency profile example. See the Components of a competency profile section for information on sources.


Tools for developing competency profiles

The framework in the accompanying report provides more detailed information on the process for developing a competency profile for a particular occupation, or group of occupations. The following resources will be helpful to working groups who undertake this important work.

Quick reference guidelines

1. Decide who needs to be involved in the development process.

2. Review essential skills for the position.

3. More information about essential skills, assessment tools and an employer’s guide are available at the B.C. Centre for Excellence website:http://www.cfeebc.org/resource/time-essential-skills-employers-guide/

4. Determine which attitudes and values listed in the Non-Profit Sector Attitudes and Values table can be used or modified for the position. Add ones that are not given.

5. Determine which competencies can be used from the three examples. There are great benefits in keeping them similar. It saves time, makes it easier to become familiar with them, facilitates career progression and makes it easier to share training and HR tools.

6. To work from one of the examples: review the competencies and modify them to suit your needs; delete entire competencies if they do not apply, and add new ones if the position requires them. To create one from the beginning: use the blank template on the next page.

Components of a competency profile

Competency profiles include several components:

Job title

Attitudes and Values

Competencies

o Performance criteria

o Range of circumstance

o Knowledge requirements

o Examples

Essential Skills


Attitudes and values shared by many organizations in the non-profit sector are discussed in the next section.


Definitions

Job title: The title for a given job is often expressed in different ways, depending on the usage in a particular organization—for example: Executive Director, Chief Executive, Chief Executive Officer or President.

Attitudes and values: typically there are attitudes and values common to the whole organization.

The sample list of Non-Profit Sector Attitudes and Values that appears at the end of this section illustrates how you can list these attitudes and values. It contains general statements that provide the context within which competency profiles can be developed. The attitudes and values in the example below are shared by many occupations in the non-profit sector (NPS). Modifying them to the needs of your organization will help you fast-track development of your competency profiles.

Competency: a short statement of what the person is able to do for example, Guide and implement Board policy and decisions. A Competency Profile typically contains 7 – 10 competencies.

Competencies developed according to international best practice contain performance criteria, range of circumstances, knowledge requirements and examples. These components are defined in the following table.

Competency


Statements that express what a competent person in the job needs to be able to do in order to achieve the competency. For example, Provide guidance and advice to Board on process issues.

Range of circumstances

All the circumstances under which the competency can be performed when a practitioner is truly competent. For example: size of organization, the sub-sector of the organization; type of communications being used; stakeholders involved.


What the person needs to know in order to perform the competency. For example: board procedures; current events affecting the organization.

Examples

Only used for clarification when generic wording in the Performance Criteria benefits from a concrete example.


Canadian practice: competencies developed by many Canadian professional organizations and government bodies follow a wide variety of formats. They generally include performance criteria, but not necessarily the other components. This is not to say the other components are not useful—review how the components are used in the examples that follow and determine if there is a need for them in the profiles you use.

Example profiles: the Executive Director competency profile includes all the components mentioned above. The less critical components—range of circumstances, knowledge requirements and examples—are drawn from internationally developed competency profiles. Competency profiles for the Manager and Career Development Specialist are based on competencies developed by Canadian professional organizations and government bodies and are leaner as a result. They include these components as optional ones.

Shared knowledge requirements: there are knowledge requirements that are specific to individual competencies, as mentioned above, but there are also shared knowledge requirements that are common to all the competencies in the profile and which can be grouped together and presented as an overall set of knowledge requirements. For the Executive Director profile, for example, the following knowledge requirements are common to all the competencies in the profile:

Shared by all competencies in the Executive Director position


i. Knowledge of legal obligations of board directors.

ii. Knowledge of legal obligations of employers and rights of employees.

iii. Knowledge of your organization’s constitution and by-laws, strategies, policies, mission and vision.

iv. Knowledge of equal opportunities, fairness and non-discrimination legislation.

v. Knowledge of legislation, official bodies and infrastructure specific to your organization’s subsector (for example for organizations involved in health care: health care legislation, regulatory bodies, reporting and notification systems).


Essential skills: there is a set of nine essential skills agreed for use in Canada. As their name implies, they are essential for virtually any job. Essential skills include communication, numeracy and digital literacy among others.

More information about essential skills, assessment tools and an employer’s guide are available at the BC Centre for Excellence website: http://www.cfeebc.org/resource/time-essential-skills-employers-guide/

Different levels of proficiency for each essential skill are required for different occupations. You should review the profile of essential skills that is appropriate for each position for which you intend to develop competency profiles. Essential skills are not in included these competency profile examples.


Competency profile template

Use this template to create a competency profile from the beginning.

Job title

Enter the position job title.

Attitudes and values

Determine which attitudes and values listed in the Non-profit sector attitudes and values table can be used or modified for the position. Add any that are not given.

Non-profit sector attitudes and values

Competencies

Determine the competencies performed by an employee competent in the position. Copy the following table as required and include all the competencies. Enter the content for each competency according to the level of detail you wish to capture.

Competency 1






Shared Knowledge Requirements

Shared by all competencies in the Manager position


i.

ii.

iii.

iv.

Essential skills

Different levels of proficiency for each essential skill are required for each occupation. Review the essential skills that are appropriate for this position and list them.


Additional reference information

This section provides additional information that might be useful in certain circumstances.

Two additional competencies were developed through the consultation process:

Managing conflict

Community capacity building

This information might be relevant in some cases. Add them as appropriate for a given job role. If you decide to use one of these competencies, you will probably want to tailor it to fit your circumstance. You can do this by:

“Writing it up” to reflect the role of a more senior person who is overseeing the competency and not performing it personally.

“Writing it down” for a more junior person who is helping others to do this, or carrying it out under supervision.

Shortening it to match the style of your other competency statements.

A sample set of Non-profit attitudes and values were developed through the consultation process. They are presented below, for your reference where you find them helpful.


Competency A: manage conflict


A.1 Clearly communicate the standards of conduct and performance expected across the organization, the different types of conflict management and resolution processes available.

A.2 Investigate impartially the causes of the conflict, giving all parties opportunities to present the facts and their perceptions.

A.3 Identify differences in expectations and working methods of people from different backgrounds, and promote ways of managing differences that take those methods into account.

A.4 Seek to create a climate of trust and mutual respect, and understand difficult situations from other people’s perspectives.

A.5 Identify and address any issues with organizational structures, systems or procedures that are likely to give rise to conflict.

A.6 Identify potential conflicts across the wider organization or with other organizations and take preventive action to avoid them.

A.7 Encourage the people concerned to resolve their own problems and conflicts informally among themselves, where appropriate.

A.8 Seek timely support from colleagues or specialists on any aspects whenever appropriate.

A.9 Take prompt action in accordance with regulatory requirements and organizational policy and procedures.

A.10 Act as a third-party mediator to deal with conflicts when the people concerned are not able to resolve the conflicts themselves.

A.11 Acknowledge and show respect for people’s emotions regarding the conflict and seek to manage any negative emotions.

A.12 Identify and agree with parties to the conflict how to resolve the conflict, without apportioning blame.

A.13 Maintain complete, accurate and confidential records of conflicts and their outcomes, in line with organizational policy.


a Conflict: within a team, between different stakeholders, working at different levels and in different departments or organizations. Taking preventive action to avoid the negative impacts of conflicts and resolving conflicts when they emerge, grievance resolution, disciplinary situations.


Competency A: manage conflict


i Knowledge of how to communicate effectively.

ii Knowledge of how to conduct a meeting with parties to a dispute.

iii Knowledge of legal requirements for resolving conflicts and maintaining records of conflicts and their outcomes.

iv Knowledge of your organization’s procedures for disputes, grievances and discipline.

v Awareness of the differences between misconduct, gross misconduct and unsatisfactory performance, and how each should be handled.

vi Awareness of sources of specialist or third party support.

vii Knowledge of the principles of effective conflict management and dispute resolution and how to apply them.

viii Awareness of how people’s diverse backgrounds may create differences in their expectations and how to manage these differences.

ix Knowledge of how to identify potential conflicts and take preventative action.

x Awareness of the process and principles of mediation.

xi Awareness of the importance of acknowledging and showing respect for people’s emotions regarding the conflict and how to seek to manage any negative emotions.

xii. Knowledge of how to investigate and develop agreement on the causes of conflict.


None


Competency B: promote community capacity building


B.1 Promote community partnerships.

B.2 Work with the community to develop a community vision and goals.

B.3 Work with the community to assess current community capacity.

B.4 Conduct analyses of sectors based on human and physical resources.

B.5 Work with the community to determine the gaps between visions, goals, and capacity.

B.6 Work with the community to develop action plans to address economic, social, educational and employment goals.

B.7 Help the community and individuals to identify employment and lifestyle alternatives.

B.8 Work with the community to implement action plans.

B.9 Work with the community to evaluate action plans.





Non-profit sector attitudes and values: a starting point for reference

Typically there are attitudes and values common to an entire organization. Employers or professional associations can select and adapt from a broader reference list. The following sample list illustrates how you can list these attitudes and values.

The attitudes and values in the example below are shared by many occupations in the non-profit sector (NPS). Modifying them to the needs of your organization will help you fast-track development of your competency profiles. A common list of attitudes and values can be developed over time, with input and consensus from the sector.

SAMPLE FOR REFERENCE: some non-profit sector attitudes and values

1 Duty to clients

NPS workers have an obligation to care for the well-being of their clients. They need to display a positive, helpful, and sensitive attitude to clients, remembering that they may not have a good knowledge of Canada or its languages. They need to be person-centered in their thinking and actions. They need to foster learning, growth, and independence. NPS workers need to be continuously aware that the result of their decisions will directly affect the life chances of clients, including their health and safety, their freedom, their ability to find meaningful employment, and their ability to support their families. They need to communicate with courtesy and sensitivity.

2 Duty to the provincial jurisdiction

At the same time, NPS workers must not compromise public health and safety and the integrity of British Columbia’s social and legal systems, and need to reach impartial, fair, transparent, and defensible decisions.

3 Confidentiality

NPS workers need to respect the confidentiality of individual clients’ personal information and ensure an individual’s information is not disclosed to others except in specified circumstances and with the informed consent of the individual.

4 Participation in continuous professional development

NPS workers have a responsibility to maintain competence in their field of practice and, to this end, need to participate in continuous professional development throughout their working lives. Practitioners need to keep their knowledge in their field of practice up to date and extend their competencies as the demand for new services develops.


SAMPLE FOR REFERENCE: some non-profit sector attitudes and values

5 Independence and impartiality

NPS workers need to carry out their professional tasks without any form of discrimination because of age, ancestry, colour, citizenship, disability, family status, gender, marital status, place of origin, political beliefs, religion, sexual orientation, or source of income. They have the right to exercise personal judgment in the context of their responsibilities after taking into account all relevant circumstances, without any application of external influence. They need to strive to give advice and decisions impartially and objectively, without pressure from external sources and without conflicts of interest.

6 Honesty and integrity

NPS workers must act with honesty and integrity in their relationships with clients and others, including professional colleagues, and must not engage in any activity or behaviour that would be likely to bring their organization or profession into disrepute or undermine public confidence in the sector.

7 Supervision of support staff

NPS workers who supervise others are required to ensure that any member of their team to whom a task is delegated has the competence (attitudes, knowledge, and skills) necessary to undertake that task effectively and efficiently. They should always provide appropriate supervision and support. The responsibility for a delegated task remains with the delegator.

8 Compliance with codes of conduct and practice

NPS workers need to comply with the provisions of relevant legislation and the provisions of codes of practice and standards relating to the professional services they provide.

9 Conflicts with moral or religious beliefs

In the event of conflicts with moral or religious beliefs arising from a client’s request for the provision of a service, members of the NPS have an obligation to provide information on where that service can most conveniently be obtained from a professional colleague. After agreeing to provide a service, NPS workers are bound to set aside any personal, religious, political, philosophical, or other convictions.

10 Environment and sustainability

NPS workers should be aware of environmental and sustainability issues; their actions should protect the natural environment and its resources and ecosystems, and not lead to needless waste of energy, time, or other resources.


About StepUp BC

The non-profit sector contributes as much to this province as traditional sectors such as construction, mining and agriculture—and its greatest resource is its people.

StepUp BC supports British Columbia’s non-profit sector in finding creative solutions for attracting, retaining and developing the talent it needs to thrive.

We focus on six key areas:

Developing existing talent. We provide a range of strategies to help non-profit organizations maximize their existing talent.

Recruiting new talent. We help potential candidates see the exciting opportunities a career in the non-profit sector offers.

Preparing for leadership succession. We provide guidance on formal succession planning and long-term sustainability.

Increasing workforce diversity. We support improved representation through greater gender, age, ethnic and cultural diversity.

Ensuring employee satisfaction. We promote the appreciation, recognition and development of varied skill sets.

Telling a new story. We’re changing perceptions by spotlighting the non-profit sector as a catalyst for revitalization and growth.

Whether you are leading a non-profit organization, working for one or considering the non-profit sector as a career choice, StepUp BC can connect you to the tools and information you need to succeed.

Learn more at StepUpBC.ca

Funding provided through the Canada-British Columbia Labour Market Development Agreement


http://StepUpBC.ca/

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