Manager's Guide to Financial Officer Competency-Based Management

Key Differences between the Three HR Tools

Work descriptions and performance objectives stipulate what an employee will be assessed against (e.g., key activities, tasks, objectives); competency indicators provide a manager with how an employee performed (e.g., description of skills, demonstration of behavioural proficiency) (see Table 2).

4.1.1 Statement of Merit Criteria

The Statement of Merit Criteria (SoMC) lists the criteria used to assess candidates when staffing a particular position. Competencies are an integral part of the essential criteria identified in the SoMC, and they should reflect the most critical competencies for that particular role or job.

In 2011–12, the Financial Management Community Development division developed generic finance SoMCs for FI positions to help managers within the FM community with staffing and to provide some level of standardization across the FM community. Particular attention was paid to providing hiring managers with maximum flexibility in using the tool while maintaining structure and commonality within individual criteria elements.

The competencies used in the generic finance SoMC are those identified in the FI Competency Profile and Dictionary. The proficiency level sought for each competency is normally based on the requirements of the position being staffed (as identified in the job competency profile) but at a minimum is based on the competency proficiency for the FI level being staffed. Additional competencies may be added to the list if they are critical to the position.

Notes have been included under the individual criteria elements within each generic SoMC as guidance. The SoMCs also include definitions of the qualifiers that are most commonly used with criteria elements, such as knowledge and experience. It is suggested that managers use the generic finance SoMC with the provided definitions. Used together, the documents help streamline and standardize the development of SoMCs for FI positions across government.

The generic FI SoMCs and its accompanying documentation can be found in Appendix D.

4.1.2 The Interview

There are a number of styles that interviewers can choose in order to assess a candidate. Questions can be situational, informational (job knowledge) and behavioural. For the purposes of this guide, we will focus on the behavioural interview process but will briefly explain what situational and informational type interviews are.

Situational interviews resemble a job "preview" where candidates are placed in simulated scenarios and asked to respond as they would on the job. Questions usually begin with statements such as "Imagine that..." or "What would you do if...?" and describe hypothetical job-related situations that focus on an essential qualification element. Situational interviews are based on the notion that what people say they would do is related to what they actually do in a given situation.

Informational (job knowledge) interviews normally assess the technical knowledge required to perform the duties and responsibilities of the position. This type of question is often presented in written form, but in the interview context, it provides the opportunity for probing more deeply.

A behavioural interview allows an interviewer to explore, in depth, situations in a candidate's past when relevant behaviours have (or have not) been demonstrated. This type of interview is based on the assumption that the way a person has behaved (performed) in the past is a fairly accurate predictor of how he or she will behave in the future and is one of the best methods of assessing competencies.

Behavioural questions are designed to gather information relevant to the qualifications being assessed by having candidates identify what they actually did in similar situations, tasks or contexts in the past. When you ask behavioural questions, you want to learn about:

• The situation or activity in which the candidate was involved;
• The task and action that he or she took to complete the activity or address the situation; and
• The result of his or her action.

Appendix E provides a template of the "STAR" formula ("Situation, Task, Action and Result") that can be provided to candidates before the interview to prepare their responses.

Although each of these styles of interview can be effective in gathering relevant information, it is often more effective to combine them in order to elicit information relevant to the essential qualifications.

An inventory of behavioural interview questions has been developed to support managers in assessing competencies and can be found on the FM community wiki page.

To ensure that candidates are well prepared for the interview, managers are encouraged to provide applicants with sufficient time to prepare. Providing resources such as the STAR formula, the FI Competency Dictionary, as well as a description of what to expect during a behavioural interview, is a best practice that is highly encouraged as it provides candidates with the tools and resources they need to determine and develop ahead of time real-life work examples that best represent the competency being sought. See Appendix F for a sample letter that can be sent to interviewees.

Another best practice within the FM community is to provide a copy of the questions to candidates just before the interview. Participants who are well prepared are better able to demonstrate their breadth and depth of experience. It is also suggested that at the start of the behavioural interview, candidates be instructed to structure their responses using the STAR formula.

As with any interview, detailed notes of candidates' responses are critical to ensuring appropriate assessment of the candidate. A sample assessment guide is provided in Appendix G.

4.1.3 Reference Checks

The same behavioural interview questions can be used to validate a candidate's references. When requesting references from candidates, managers should check that references can confirm some of the responses provided in the interview. Appendix H contains a sample reference check questionnaire.

4.3.1 Competency-Based Management Cycle

The competency-based management cycle helps managers and employees through an eight-step process that identifies the skills, knowledge and behaviours required to complete work successfully and identify areas for future development (see Figure 3).

Figure 3 - Text version

The competency based management cycle is an eight-step self-assessment process that identifies the skills, knowledge and behaviours required to complete the work successfully and identify areas for future development.

The 8 steps are:

• Step 1: Mapping
• Step 2: Identify performance indicators
• Step 3: Situational examples (STAR)
• Step 4: Assessment
• Step 5: Identify gaps
• Step 6: Validation
• Step 7: Learning plan
• Step 8: Evergreening

Managers participate in this process for two reasons: first, as part of an annual performance management exercise (comparing employee competency proficiencies against those identified in the job profile), and second, as part of an employee's professional development (determining areas of improvement). Both can be completed for current or future positions.

Steps 1 to 6 are described in section 4.3.2 and steps 7 and 8 are described in section 4.3.3.

4.3.2 Assessing Employee Proficiency Level

The assessment process is straightforward: using the template provided in Appendix I, managers analyze how well employees demonstrate competency proficiency against the job competency profile of their current position. When included as part of the employee performance appraisal, the competency assessment process can help explain any shortcomings in employee performance.

To engage employees in the process, it is recommended that both the manager and the employee complete an assessment. Employees can consult the Employee Guide to Competency-based Management on the FM community's wiki page for guidance.

This process can also be used to help employees determine their readiness for promotion (assessment against future positions), in which case the employee's abilities are mapped against the competencies required for the new position (see Figure 4).

Figure 4 - Text version

The assessment process will provide analysis of how well you demonstrate each competency at the required proficiency level; it can be done using the profile of your current position or that of a desired future position. Assessment against existing position demonstrates – if person in job X is being asked to demonstrate a competency such as engagement at a Level 3 proficiency, the objective is to determine to what extent Level 3 proficiency indicators are demonstrated in his or her current work. For assessment against a desired position, if an individual, for example, wants to work in Internal Control in the future, he or she can begin to work on the development of their financial policy competency, as positions in that area may require a higher proficiency level.

Step 1: Mapping—Identify the job profile against which the assessment will be performed and insert the proficiency level requirements for each of the competencies in the column titled "Required Proficiency".

If no job profile exists for the position, refer to Section 3.6, "Creating a Job Competency Profile". Using the assessment template in Appendix I and the FI Competency Profile, identify the proficiency level requirements for each of the competencies in the column titled "Required Proficiency" (see Figure 5).

Figure 5 - Text version

This figure indicates the different elements of the cycle: Competency Title, Required Proficiency, Situational Examples and includes the different assessment ratings (insufficient, basic, proficient and advanced). In this particular figure, the Required Proficiency box is highlighted. The candidate is required to input into this box the proficiency level of the position (current or future) being assessed (FI-01, FI-02, FI-03 or FI-04).

Step 2: Identify Performance Indicators—Review each of the proficiency indicators for the target proficiency level to ensure that you understand what is being measured. See section 3.5 for details on proficiency indicator characteristics.

Step 3: Situational Examples—In bullet form, list the projects and activities that the employee has completed in the last 6 to 12 months and briefly describe how the employee applied the performance indicators in completing work (see Figure 6).

Figure 6 - Text version

This figure indicates the different elements of the cycle: Competency Title, Required Proficiency, Situational Examples and includes the different assessment ratings (insufficient, basic, proficient and advanced). In this particular figure, the Situational Examples box is highlighted. The candidate is required to input into this box information concerning the projects/activities that best demonstrate the proficiency level being assessed.

To help in describing the situational examples, it is suggested that the STAR formula methodology be used. Using this formula, managers highlight an employee's actions and corresponding behaviours that they witnessed in the employee's performance of their duties.

Appendix E contains a sample completed template of the STAR formula.

Step 4 Assessment—This step is vital to the process. The assessment of proficiency is based on the employee's observable and measurable skills and abilities that enable him or her to perform satisfactorily in the position. Managers perform the assessment against the existing position or a future position (see Figure 7).

Figure 7 - Text version

This figure indicates the different elements of the cycle: Competency Title, Required Proficiency, Situational Examples and includes the different assessment ratings (insufficient, basic, proficient and advanced). In this particular figure, the assessment rating boxes are highlighted. The candidate is required to tick the appropriate rating box that represents the completed assessment.

The assessment rating scale indicates the extent to which the employee has demonstrated the indicators in his or her work (see Table 4).

Managers should use the results of the assessment to discuss with employees those areas for which the rating was basic or insufficient, and how employees can improve.

Step 5: Identifying Gaps—Gaps in learning or competency development may be identified in the assessment process. These gaps will help managers identify concrete learning or developmental actions to improve performance and will feed into the employee's learning plan.

Step 6 Validation—Employees should also complete the competency assessment. This step provides an opportunity to look at different perspectives and come to an agreement on the employee's learning and development priorities. The FI Competency Dictionary provides a common vocabulary to guide the discussion.

For purposes of learning and development, it is suggested that an employee work on no more than two to three competencies over a 6- to 12-month period.

In summary, the results of a competency-based performance assessment will provide managers and employees with information on the following:

• Behaviours to successfully perform at a given level;
• Information on areas that require further development in relation to a current or future job; and
• Information on learning activity objectives that would help close any gaps and address areas for development.

Because they relate to learning and development, Steps 7 and 8 are described in the next section.

4.3.3 Building the Learning Plan

A learning plan is an agreement between the employee and his or her manager that enables the employee to develop the competency proficiency needed to meet the requirements of his or her position or to prepare for a future position. The plan allows individuals to reflect on their current situation and potential career aspirations and to explore available learning and developmental opportunities.

Step 7: Learning Plan—Once the competencies that need to be developed have been identified, the next step is to determine the learning opportunities that are available to staff and that will fit the organization’s training budget.

Learning and development options include the following:

• Formal classroom training offered by the department or agency, the Canada School of Public Service; the provincial Chartered Accountant association, Certified General Accountant association, Certified Management Accountant association, and the Certified Professional Accountant association; colleges and universities; and private sector organizations;
• On-the-job training through assignments and projects within the department or agency; and
• Support provided by experienced colleagues, supervisors or managers and mentors.

Figure 8 provides an overview of how performance assessment activities and results contribute to recognizing gaps and identifying appropriate learning and development activities for employees.

Figure 8 - Text version

Figure 8 – Translation of Performance into concrete learning activities provides an overview of how performance and competency assessment activities and results and the individual's learning history contribute to recognizing gaps and identifying appropriate learning and development activities to address these gaps. On the left side is a box named Performance Review, a box named Learning History of Individual and a box named competency assessment results. All three boxes feed into the box on the right named Learning and development Plan. This box includes Gap 1 – course 1 functional; Gap 2 – course 2; Gap 3 developmental assignment to work on competencies A and B; and Gap 4 – on the job training.

Managers may also choose to make recommendations within the context of broader organizational needs. The results of discussions are recorded and documented in the departmental learning plan form.

Refer to section 4.2 on learning and development for best practices.

Departmental learning plans should be used, but managers can adapt the template provided in Appendix J.

Step 8: Evergreening—Employees should keep their competency assessment up to date so that it reflects how new experiences, projects and training have improved their proficiency levels.

Oral and Written Communications

• Listens and questions effectively
• Shares information willingly
• Responds constructively to diverse views
• Writes clearly and concisely, using appropriate vocabulary and grammar, and message is easily understood
• Maintains timely communications honestly and respectfully
• Communication flow is logical and presents a reasonable sequence of thoughts

Risk Management

• Identifies potential issues, problems and risks related to a situation or activity
• Participates in the conduct of option analyses associated with risks
• Understands and uses risk assessment methods and techniques

Negotiation Skills/Integration Function

• Listens carefully and objectively to others
• Presents information clearly and confidently
• Uses concrete examples to make a point
• Persuades others by appealing to reason
• Maintains a positive attitude in relations with others
• Asks appropriate questions and discloses information appropriately

Values and Ethics

• Demonstrates values and ethics, as described by the Values and Ethics Code for the Public Sector, in personal and professional behaviours
• Discusses ethical concerns with supervisor or colleagues and, when necessary, uses appropriate procedures to consult or disclose wrongdoing
• Reflects excellence in client service delivery in own activities
• Actively contributes to workplace well-being and to building a safe, healthy and respectful workplace
• Supports and encourages diversity and bilingualism, including maintaining linguistic proficiency levels to better serve Canadians
• Acts with transparency and fairness

Strategic Thinking: Analysis

• Plans and adjusts work based on an understanding of requirements and priorities, and seeks clarification and direction, as appropriate
• Considers relevant information from various sources to form a comprehensive perspective
• Exercises sound judgment and obtains all relevant facts before making decisions
• Analyzes setbacks and seeks honest feedback to learn from mistakes

Strategic Thinking: Ideas

• Translates directions into concrete work activities
• Suggests improvements through innovative solutions, approaches, products or services
• Communicates ideas, views and concerns effectively and respectfully, and actively participates in exchanges of ideas with others (i.e., at meetings or planning sessions)
• Makes well-thought-out recommendations to management
• Effectively transfers knowledge

Engagement

• Shares information broadly while observing relevant policies
• Works collaboratively and relates effectively to others by practising, valuing and embracing the diversity of individuals, and by fostering respect and equity in the workplace, regardless of differences in values, personalities, or cultural or generational backgrounds.
• Demonstrates excellence and recognizes the contribution and success of others
• Consults colleagues, partners, clients, users and stakeholders, and acts on others' concerns
• Elicits trust by modelling effective behaviours such as following through on commitments

Management Excellence: Action

• Stays up to date on team goals, processes, and performance standards
• Is action-oriented, sets priorities and makes the most of time available
• Manages own work activities in light of changing organizational and public service priorities
• Manages own and respects others' work-life balance
• Is open to different or new solutions or approaches, and maintains a positive and constructive attitude in the face of change, setbacks or stressful situations
• Embraces change and identifies early warning signals (i.e., trends, potential problems) and alerts the supervisor and others, as needed
• Actively looks for opportunities to learn and develop professionally and personally; is open and committed to continuous learning

Management Excellence: People

• Listens actively to and respects, considers and incorporates the views of others
• Deals proactively with interpersonal or personal matters that could affect own performance
• Demonstrates an understanding of team member roles and responsibilities, and balances own needs with those of the team or organization

Management Excellence: Finance

• Uses government assets and resources appropriately and responsibly by understanding and applying related government policies
• Fulfills legal obligations and policy requirements (such as for the acquisition, use and protection of materiel and public property, the safeguarding and management of information, and cooperation on audits, evaluations or reviews)

Oral and Written Communications

• Presents ideas clearly and persuasively
• Communicates in a manner that generates enthusiasm and commitment
• Listens to other points of view and strives to give a balanced picture
• Maintains open and continuous communication with others

Risk Management

• Learns from experience, assesses risks, and makes recommendations for effective management and program delivery
• Recognizes and advises on the probability of alternative outcomes for options, and realizes that not all new ventures will succeed
• Evaluates controls to help mitigate risks through prevention, detection and correction

Negotiation Skills/Integration Function

• Uses differences of opinion to explore alternative solutions to problems or concerns
• Facilitates positive dialogue between others with the goal of resolving differences and reaching a win-win solution
• Involves others in developing solutions or processes to ensure their support
• Clarifies situations by exploring all parties' needs, concerns and positions
• Uses legislative framework or third parties to influence others, as required

Values and Ethics

• Integrates values and ethics, including the Values and Ethics Code for the Public Sector, into relations with peers, partners and stakeholders, and in staff practices
• Reflects a commitment to citizens and clients in relations with peers, partners and stakeholders, and in staff activities
• Fosters a climate of transparency, trust and respect among peers, stakeholders and staff and in partnerships
• Is alert to and deals quickly with harassment and discrimination
• Encourages bilingualism and diversity, based on official languages and employment equity policies
• Builds and promotes a safe, healthy and respectful workplace
• Manages work activities and transactions with transparency and fairness

Strategic Thinking: Analysis

• Develops project work plans with an understanding of the functional area
• Links information across individual work to form a comprehensive perspective
• Tracks changing unit priorities and analyzes impact on peers, partners, stakeholders and staff activities
• Seeks clarification and direction, as required

Strategic Thinking: Ideas

• Translates unit direction into concrete project activities
• Develops solutions to recurring problems
• Encourages and incorporates creativity and learning
• Redesigns own and staff work activities to meet changing project needs
• Makes effective recommendations to management
• Teaches and learns from others

Engagement

• Shares information broadly with peers, partners, stakeholders and staff
• Promotes collaboration among peers, partners, stakeholders and staff
• Encourages open, constructive discussion of diverse perspectives
• Manages own and staff interpersonal relationships
• Relates effectively to people with disabilities or with different values, personalities or cultural backgrounds
• Uses meetings as an opportunity to generate collegiality and unity
• Listens to and acts on individuals' and the team's concerns
• Solicits input from and listens to peers, partners, stakeholders and staff
• Communicates work plans with clarity and commitment
• Establishes regular and comprehensive exchanges of ideas with individuals and the team
• Models and elicits trust

Management Excellence: Action

• Ensures that work is congruent with formal procedures and regulations
• Adapts regular procedures flexibly to best meet objectives
• Maintains a positive outlook in the face of setbacks
• Heeds early warning signals and advises management, as needed
• Follows through on project plans from planning, implementing, monitoring and evaluating to reporting
• Applies performance or service standards, where they exist
• Manages activities on a daily basis

Management Excellence: People

• Seeks to resolve interpersonal or personal problems that are affecting performance
• Develops effective networks by seeking out opportunities for collaboration and strategic alliances
• Assumes responsibility for agreements made in collaborative arrangements

Management Excellence: Finance

• Pursues operational efficiencies and value for money
• Applies and monitors rigorous systems for financial information management, internal audit and evaluation

Oral and Written Communications

• Describes complex financial or technical issues clearly for non-financial and financial audiences
• Builds a consensus and successfully addresses diverse views
• Outlines policy requirements and provides guidance within policy
• Defends or secures support for ideas or initiatives through such methods as briefing notes, position papers and recommendations to senior management
• Delivers confident, consistent and coherent messages

Risk Management

• Balances the level of risks and controls in operations when adopting alternative approaches
• Develops and implements risk management and monitoring tools
• Participates in developing and implementing contingency plans
• Participates in discussions to mitigate risks

Negotiation Skills/Integration Function

• Presents own point of view and takes issues forward in order to persuade or influence
• Supports position with convincing information based on fact and the input of others
• Responds to opposing views in a non-defensive manner
• Keeps arguments issue-oriented
• Understands when appropriate to make trade-offs

Values and Ethics

• Integrates values and ethics, including the Values and Ethics Code for the Public Service, into unit practices
• Reflects a commitment to citizens and clients in own and unit activities
• Fosters a climate of transparency, trust and respect within the unit and in partnerships
• Incorporates equitable practices into human resources management
• Supports opportunities for and encourages bilingualism and diversity in the unit, based on official languages and employment equity policies
• Builds and promotes a safe, healthy and respectful unit, free of harassment and discrimination
• Acts with transparency and fairness in all transactions, including day-to-day activities

Strategic Thinking: Analysis

• Translates the division's direction into concrete unit work activities
• Designs solutions to operational problems
• Encourages and incorporates diverse and creative initiatives and perspectives
• Redesigns the unit's work activities to meet changing needs
• Considers the people components of issues and decisions

Strategic Thinking: Ideas

• Translates the division's direction into concrete unit work activities
• Designs solutions to operational problems
• Encourages and incorporates diverse and creative initiatives and perspectives
• Redesigns the unit's work activities to meet changing needs
• Considers the people components of issues and decisions

Engagement

• Shares information broadly with staff and peers
• Promotes collaboration among staff
• Encourages open, constructive discussion of diverse perspectives
• Manages interpersonal relationships among staff
• Provides effective forums for individuals and the team to express ideas, views and concerns
• Listens to and acts on staff concerns
• Solicits input from and listens to staff, partners and stakeholders
• Communicates work plans with clarity and commitment
• Establishes regular and comprehensive exchanges of ideas with individuals and the team

Management Excellence: Action

• Coordinates people's work activities
• Delegates tasks to staff appropriately
• Instructs staff on tasks, goals, processes and performance standards
• Monitors activities to ensure they are carried out effectively and efficiently
• Shifts priorities and adapts work plans to reflect changes
• Integrates comptrollership, the Management Accountability Framework, federal legislation, regulations and policies into work practices
• Manages own and others' work-life balance
• Models successful coping with stressful situations
• Manages activities on an ongoing basis

Management Excellence: People

• Evaluates individual performance fairly, taking diversity into account
• Identifies opportunities that challenge and encourage the development of people
• Reduces stress factors in the workplace as much as possible
• Addresses harassment or discrimination quickly
• Works one-on-one with staff
• Deals with ineffective performance
• Provides regular feedback, acknowledges success and the need for improvement
• Manages labour relations problems
• Balances the needs of employees and the organization
• Monitors and addresses workplace well-being
• Develops and supports career plans and learning opportunities
• Manages workload
• Implements rigorous human resources practices

Management Excellence: Finance

• Allocates and manages project resources transparently
• Implements strategies to achieve operational efficiencies and value for money
• Fulfills obligations for project finance and assets management
• Acts on audit, evaluation and other objective project team performance information

Oral and Written Communications

• Is sensitive to the timing of communication relative to other factors in the environment
• Uses varied communication systems, methodologies and strategies to promote dialogue and deliver difficult messages

Risk Management

• Develops, implements, monitors and revises risk management strategies
• Evaluates options and puts forth recommendations to senior management

Negotiation Skills / Integration Function

• Faces conflict but knows when compromise is appropriate
• Assists in making effective trade-offs
• Builds on points of agreement to achieve alternatives that optimize stakeholders' satisfaction

Values and Ethics

• Integrates values and ethics, including the Values and Ethics Code for the Public Sector, into unit practices
• Reflects a commitment to citizens and clients in own and unit activities
• Fosters a climate of transparency, trust and respect within the unit and in partnerships
• Incorporates equitable practices into human resources management and planning
• Supports opportunities for and encourages bilingualism and diversity in the unit, based on official languages and employment equity policies
• Builds and promotes a safe, healthy and respectful unit, free of harassment and discrimination
• Acts with transparency and fairness in all transactions, including staffing, contracting and day-to-day activities

Strategic Thinking: Analysis

• Frames division's or organization's direction with a thorough understanding of the directorate's priorities
• Integrates information from multiple sources to form a comprehensive perspective
• Identifies interdependencies in cross-functional projects

Strategic Thinking: Ideas

• Translates vision and policy into concrete work activities
• Develops division's or organization's strategies, based on the departmental vision and the director general's direction
• Designs initiatives to enhance operational efficiency
• Encourages and incorporates diverse initiatives and perspectives
• Redesigns the division's or organization's work activities to meet changing departmental needs

Engagement

• Shares information vertically and horizontally
• Promotes collaboration among supervisors on related projects
• Recognizes opportunities to enhance outcomes through partnerships
• Manages group dynamics in a diverse workforce within the unit and across projects
• Gives credit for the contributions of partners
• Accurately represents the concerns, ideas and views of staff to upper management
• Mediates and facilitates relationships between supervisors
• Follows through on commitments
• Communicates with clarity and commitment
• Establishes regular and comprehensive exchanges of ideas

Management Excellence: Action

• Establishes unit's or organization's targets for quality and productivity
• Identifies financial and human resources requirements
• Assigns and reallocates resources, as required, and capitalizes on diversity
• Delegates appropriately to supervisors
• Sets realistic timelines and clear accountabilities for supervisors
• Provides structure and momentum for unit projects
• Sets challenging but realistic goals
• Identifies unit limits and resource requirements for workload
• Manages unit workload through negotiating timelines, prudent resource planning and prioritizing
• Encourages continuous learning in the unit and leads by example in this regard
• Shifts priorities and adapts unit work plans, as required
• Follows through on unit's business plan from planning, implementing, monitoring and evaluating to reporting
• Integrates comptrollership, the Management Accountability Framework, federal legislation, regulations and policies into unit practices
• Responds decisively and quickly to emerging opportunities or risks
• Maintains composure in demanding, adverse or stressful situations to alleviate pressure and maintain momentum

Management Excellence: People

• Works one-on-one with supervisors
• Optimizes diversity among team members to build strong teams with complementary strengths
• Supports and defends the interests of staff, as necessary and appropriate
• Coaches, challenges and provides opportunities for growth
• Secures mediation, if required
• Resolves labour relations problems
• Develops human resources strategy for unit succession planning
• Secures funding for official languages and other training
• Implements rigorous human resources practices and fulfills obligations of human resources management accountabilities

Management Excellence: Finance

• Allocates and manages unit's or organization's resources transparently
• Fulfills obligations of accountabilities for unit's or organization's finance and assets management

Definitions

Experience

Means the depth and breadth of engagement in the performance of the duties identified.

Depth of experience

Means the degree of specialization. A time period is normally used to determine the depth required.

Breadth of experience

Means the degree of direct involvement within and across one or more financial management activities.

Knowledge

Means the act, fact or state of knowing (awareness or understanding).

Senior Management

Means EX-01 and above or equivalent.

Experience

Qualifiers such as "recent", "significant" and "extensive" should be used where appropriate.

The following are recommended for the individual levels:

Knowledge

Normally, qualifiers are not used when describing depth and breadth of knowledge. Instead, organizations identify the particular type of knowledge required to competently perform the job. The level of understanding that is expected changes with the responsibilities and/or accountabilities associated with the job.

Should organizations wish to qualify knowledge elements, the following are recommended:

Statement of Merit Criteria and Conditions of Employment: FI-01

Position Number:
Selection Process Number:
Position Title(s): Junior Financial Officer
Classification(s): FI-01
Federal Organization(s) – Sub-Organization(s):
Location(s):

Statement of Merit Criteria and Conditions of Employment: FI-02

Position Number:
Selection Process Number:
Position Title(s): Financial Officer
Classification(s): FI-02
Federal Organization(s) – Sub-Organization(s):
Location(s):

Statement of Merit Criteria and Conditions of Employment: FI-03

Position Number:
Selection Process Number:
Position Title(s): Intermediate Financial Officer
Classification(s): FI-03
Federal Organization(s) – Sub-Organization(s):
Location(s):

Statement of Merit Criteria and Conditions of Employment: FI-04

Position Number:
Selection Process Number:
Position Title(s): Senior Financial Officer
Classification(s): FI-04
Federal Organization(s) – Sub-Organization(s):
Location(s):

Section 1: Situation

(background to the situation: 50 to 100 words)

Set the scene: What is the problem or issue?

Section 2: Task and Action

(what you did, how you did it, and your role in the situation: 200 to 400 words)

Indicate what task you were assigned, and explain the action you took.

Section 3: Result

(Outcome of the situation: 50 to 100 words)

What was the outcome of your actions?

Why is this a good example of how you demonstrate this competency?

The following is an example of a behavioural example for the "Strategic Thinking: Ideas" competency at the FI-02 level using the STAR formula:

Answering Behavioural Interview Questions

Often, behavioural interviews are used when some of the selection criteria are based on competencies. Behavioural questions are designed to find out about your past experience and accomplishments that relate to the competencies required in the target job.

For example, if communication has been listed as a job requirement on the Statement of Merit Criteria, you may be asked to describe a situation when you demonstrated your communications skills. A thorough answer will cover the following elements:

• The situation or activity in which you were involved;
• The action you took to complete the activity or address the situation; and
• The result of your action.

Preparing for the Behavioural Interview

Some hiring managers give the behavioural questions to candidates shortly before the interview. This will give you an opportunity to think of situations ahead of time that illustrate how you demonstrated the competencies being assessed. Recall as many details as you can about the situation so that you can talk specifically about how you acted and why, the actions and reactions of others, and outcomes.

If you do not receive the questions ahead of time, you can still prepare for behavioural questions. Once you have reviewed the competency requirements listed on the Statement of Merit Criteria, recall times when you have demonstrated these competencies. Again, try and remember as many specifics as you can, keeping in mind the three elements of a behavioural response: the situation, your actions and the results. When you are talking about the situation during the interview, think of it as telling a story about an event in your life.

Financial Analyst, FI-03
Selection Process No.
[Department Name]

Name of Candidate:

Name of Reference:

Telephone Number:

Relationship of reference to Candidate:

For how long has the reference known the candidate?

Date of reference check:

Reference check done by:

Signature:

Proficiency Level 2 Criteria:

• Develops project work plans with an understanding of the functional area.
• Links information across individual work to form a comprehensive perspective.
• Tracks changing unit priorities and analyzes impact on peers, partners, stakeholders and staff activities.
• Seeks clarification and direction, as required.

Opening remarks:

As (insert name) has given your name as a reference, I would like to ask you about his/her abilities in different areas. For each area, I will be asking whether you have observed (insert name) demonstrating specific behaviours related to each qualification. You may have observed him/her demonstrating some behaviours and not others; this is to be expected. If you have not observed (insert name) demonstrating this behaviour, please say so.

Questions:

Has (insert name) had to solve a problem that required a great deal of analysis?

If so, can you recall how he/she resolved the problem?

Suggested probing questions:

• What made the problem difficult?
• How did he/she approach the problem?
• What methods did he/she use to analyze the problem?
• What conclusions did he/she reach?
• Did he/she involve other people? How?
• Were you involved? How?
• Did he/she encounter any roadblocks? How were they dealt with?
• What would you describe as his/her strengths when analyzing problems?
• If he/she had to handle the same problem again, what would you recommend be done differently?

Reference's response: