1. Introduction to Behavioural Competencies

2. Introductions Name Role and tenure
Who is the most inspirational person you know or have met?

3. Objectives Identify the key characteristics of a competency
Become familiar with the behavioural competencies for roles in the Intervenor Services sector
Recognize behaviours and link them to competencies
Understand how to assess competencies and complete an initial competency self-assessment

4. Agenda 1
Introduction to competencies – what they are and why they matter 2
Behavioural competency models 3
BREAK 4
Identifying behavioural competencies in action 5
How to assess behavioural competencies 6
Completing a competency self-assessment

5. Introduction to competencies
What they are and why they matter

6. Exercise: What are competencies?
Think about a typical teacher – what are the characteristics that made this teacher typical?
Think about the best teacher you have ever had – what are the characteristics that made this teacher outstanding?

7. The two dimensions of high performance
WHAT work is done
HOW the work is done
Successful Performance
Objective of the role – the goals or end results to be achieved
The competencies (technical and behavioural) that enable successful performance
Enhanced results/outcomes
Competencies provide the behavioural basis for determining how we can best focus our efforts to achieve the desired results

8. What is a competency?
A competency is any skill, knowledge, behaviour or other personal characteristic that is essential to perform the job and that differentiates outstanding from typical performance. Competencies are what outstanding performers do more often, in more situations, and with better results than typical performers.

9. Two types of competencies
Technical Competencies
(e.g., Policies and procedures, knowledge of resources)
Knowledge,
skills and
abilities
Necessary for
top performance
but not sufficient
Personal
characteristics
Values
Traits
Motives
Behavioural Competencies
(e.g., caring, problem solving, initiative)
Characteristics
that differentiate performance and lead to longer-term success
Our Focus

10. Why focus on competencies?
Two people with equal intelligence, same training/education, same skills and knowledge can produce very different results.
One reason: competencies – the behaviours that make a difference.
For the sector it’s about …
Enriching the lives of clients
Professionalizing the sector
Elevating the collective impact broadly across the sector
For you it’s about …
Setting out a path for personal growth and development
Getting targeted feedback on how you do your job

11. This is about focusing our efforts
Identify the 20% of the competencies that make 80% of the performance difference
The competencies that have the greatest impact in both the current and future environment
The competencies will ultimately support a variety of HR processes, including recruitment, learning and development, and performance assessment

12. How will competencies be used?
Recruitment
How will we identify qualified employees?
Competencies
Performance Management & Feedback
How will employees be evaluated?
Training & Development
What are the training and development needs for different roles?

13. What does a behavioural competency look like?
Each behavioural competency has:
A definition of what it means
Levels of proficiency, which are described as scales
Each competency scale has 4 levels
Each level has a series of behaviours (behavioural indicators) associated with it – these behaviours are observable and measurable
Each level is more sophisticated than the preceding level
A target level for successful performance has been identified for each competency for each role

14. Example
Work as a Team
The ability to collaborate and work cooperatively with others (e.g., consumers, co-workers, occupational therapists, behavioural specialists, physicians, family members, etc.) to achieve shared goals and deliver outstanding service for consumers and families.
Collaborate with others
Value others and solicit input
Genuinely value others’ input and expertise, encouraging all team members to contribute
Recognize and build on the good ideas of others, and willingly seek feedback on ideas
Help and encourage others to learn new and different parts of their jobs by sharing knowledge, experience and information …
Encourage others
Work to build team commitment and spirit 1
Target Level 3
Definition – what the competency means
Scale – behaviours are arranged in increasing order of sophistication
Level titles – describe the intent of the level
Behavioural indicators – discrete “packets” of behaviours or characteristics 2 4 14

15. What do we mean by target level?
What it is …
The level that defines fully effective performance in the role
It reflects the behaviours that will meet both the current and near future (12-18 months out) requirements
It is doable within the confines of the role
Note: The expectation is that you have mastered all of the behaviours below your target level
What it isn’t …
A minimum level of performance (threshold)
A future level of performance (one that would be nice to have but not required at this time)
A wish list

16. What is a behavioural competency model?
Different positions require different competencies – the set of competencies for a role is called a competency model
Behavioural competency models have been developed for the following positions:
Intervenors
Supervisors
Managers
The behavioural competencies in each model are those that drive superior/fully effective performance in the role

17. Behavioural competency models
The competencies for success in your role

18. How the models were developed
Gained an understanding of the context through interviews and documentation review
Job shadowed intervenors and attended a focus group
Conducted focus groups and distributed survey
Analyzed the data and finalized draft behavioural competency models
Validated the models and finalized based on feedback

19. The behavioural competencies – clusters
The Intervenor Services behavioural competencies fall into four clusters:
Cluster name
The competencies in this cluster are focused on …
Be Your Best Self
Managing and motivating yourself to be the best you can be.
Build Bonds
Engaging others and growing and maintaining trusting relationships.
Deliver Excellence
Delivering excellent service and achieving the desired results for consumers, families, and the agency.
Lead and Engage Others
Inspiring and growing your team.

20. Intervenors Be Your Best Self Build Bonds Deliver Excellence
Act with Integrity
Be Flexible
Commit to Personal Growth and Development
Demonstrate Self- Management and Resilience
Be Emotionally “In Tune”
Build Trusting Relationships
Engage, Influence and Advocate
Foster Independence and Confidence
Work as a Team
Demonstrate Creative Problem Solving and Decision Making
Show Passion, Enthusiasm and Dedication

21. Supervisors and Managers
Be Your Best Self
Build Bonds
Deliver Excellence
Lead and Engage Others
Act with Integrity
Be Flexible
Commit to Personal Growth and Development
Engage, Influence and Advocate
Work as a Team
Demonstrate Creative Problem Solving and Decision Making
Demonstrate Financial Acumen
Plan and Coordinate
Show Passion, Enthusiasm and Dedication
Lead and Develop Others
Hold Self and Others Accountable

22. Activity: Identifying examples of behavioural competencies in action
Review your assigned competency(ies) in detail in the Intervenor Services Competency Dictionary.
For each competency, write on your flipchart an example of how that competency was demonstrated by one of your colleagues (e.g., peers, manager, direct reports) and what level the example reflects. The example should be specific and observable.
Be prepared to share your responses with the large group.

23. Act with Integrity
The ability to demonstrate and be sensitive to the core values of the profession, agency and sector. It includes using sound ethical judgment in an ethically complex work environment, and interacting respectfully, professionally and honestly with consumers, families and the community at large.
Demonstrate personal integrity toward core values of the profession and workplace
Act consistently with professional values and ethics
Act on values and ethics when it is not easy to do so
Create an environment that nurtures ethical, professional, and values-based behaviour
Be Your Best Self

24. Be Flexible
The ability to adapt to, and work effectively within, a variety of situations and with various individuals or groups. It involves being open to and flexibly responding to different needs and perspectives, as well as easily accepting changes in tasks, responsibilities or job requirements.
Accept the need for flexibility
Be responsive in the moment
Adapt your approach
Adapt overall approach
Be Your Best Self

25. Commit to Personal Growth and Development
The commitment to continually develop and enhance one’s personal and professional skills, knowledge and abilities. This involves regularly reflecting on your performance and abilities, seeking feedback from others (e.g., manager, colleagues, consumers), and taking action in light of that feedback.
Work to maintain and develop skills and abilities
Seek opportunities to learn and improve
Proactively address development and apply learning
Model a learning orientation
Be Your Best Self

26. Demonstrate Self-Management and Resilience
The ability to display commitment, self-discipline, determination and enthusiasm despite challenges, setbacks, and in the face of routine or repetitive tasks. It includes bouncing back from disappointments or confrontations, and not letting them negatively influence ongoing interactions with others.
Stay productive in low stress situations
Adapt to higher stress situations
Overcome obstacles and challenges
Perform at a high level of consistency over a long period of time
Be Your Best Self

27. Be Emotionally “In Tune”
The ability to tune in to the needs, perspectives and sensitivities of others (e.g., team, consumers), and act with these in mind. It involves active listening, truly understanding, accepting and respecting the feelings and perspectives of others, and using this understanding to respond appropriately.
Pay attention to others
Understand behaviour
Demonstrate empathy
Be emotionally “in tune”
Build Bonds

28. Build Trusting Relationships
The ability to establish and maintain bonds and trusting relationships with individuals, while maintaining professional boundaries.
Build rapport
Build bonds
Develop trusting relationships
Facilitate relationship building
Build Bonds

29. Engage, Influence and Advocate
The ability to encourage or influence others (e.g., consumers, team members, community partners, government) to motivate or gain their commitment and support. It involves giving voice to others who cannot speak for themselves or communicate their needs, or enabling others to self-advocate.
Encourage others using a single approach
Adapt your approach to the individual, group or situation
Carefully plan your approach
Advocate for the needs of consumers
Build Bonds

30. Foster Independence and Confidence
The ability to enable and empower consumers to build their confidence and self-esteem, and achieve their highest potential, based on the “do with, not for” philosophy. It involves promoting their social and personal development, encouraging their independent/life skills, and facilitating their communication and interaction with the world around them to help “redefine the possible”.
Provide encouragement
Provide training and support
Build competence and confidence
Fully empower individuals
Build Bonds

31. Work as a Team
The ability to collaborate and work cooperatively with others (e.g., consumers, co-workers, occupational therapists, behavioural specialists, physicians, family members, etc.) to achieve shared goals and deliver outstanding service for consumers and families.
Collaborate with others
Value others and solicit input
Encourage others
Work to build team commitment and spirit
Build Bonds

32. Demonstrate Creative Problem Solving and Decision Making
The ability to come up with creative ideas and solutions to solve problems and make decisions. It involves understanding the situation, gathering information, weighing alternatives, and choosing the most appropriate solution or course of action. It includes “thinking outside the box” and going beyond the conventional, exploring creative ideas and approaches.
Use a common sense approach to solve problems
Analyze problems or decisions and propose solutions
Think creatively to identify options and solutions
Solve complex problems
Deliver Excellence

33. Demonstrate Financial Acumen
The ability to manage finances and resources to maximize results. It includes understanding financial management principles and reporting requirements, and effectively managing the agency’s funding through careful planning and monitoring of resources (e.g., financial and other).
Understand the importance of how finances and resources are managed
Manage finances and resources
Seek to improve financial and resource management
Make financial and resource management a priority
Deliver Excellence

34. Plan and Coordinate
The ability to plan and coordinate work and execute individual and team activities in a way that ensures the achievement of individual, agency, and consumer objectives.
Plan own work activities
Manage multiple priorities
Coordinate activities involving others within one’s team
Plan and execute broader and more complex projects
Deliver Excellence

35. Show Passion, Enthusiasm and Dedication
The belief in, and passion for, enhancing the lives of individuals who are deafblind, and being a champion for them, enabling them to live rich, meaningful lives. It is about demonstrating through words and actions a true commitment to supporting and promoting the interests and priorities of individuals who are deafblind, the agency and the sector as a whole.
Believe in providing service to those who are deafblind
Do what’s right for individuals who are deafblind, the agency and the sector
Demonstrate strong personal conviction and commitment
Place the highest priority on moving the sector forward
Deliver Excellence

36. Hold Self and Others Accountable
The ability to hold oneself and others accountable for meeting the highest standards. It involves consistently monitoring one’s own and others’ performance, and appropriately and effectively taking corrective action to improve performance.
Hold self accountable
Communicate performance expectations
Monitor performance
Address performance issues
Lead and Engage Others

37. Lead and Develop Others
The ability to energize and develop agency staff, creating a climate in which they are motivated to do their best.
Provide clarity
Enable the team to function effectively
Engage and empower the team
Communicate a compelling vision and sense of purpose
Lead and Engage Others

38. Identifying behavioural competencies

39. Activity: Matching game
Objective: Correctly match the behavioural statements to the competency and level.
You will receive a deck of matching game cards – one half contains competency examples, the other half contains a competency name and level.
In your group, match the competency examples to the competency and level. Use the Intervenor Services Competency Dictionary to help you match the examples, and note your answers on the Scoring Sheet handout.
When you have completed matching the cards, raise your hand to let the facilitator know.
Scoring: One point for each correct answer. One point deduction for each incorrect answer.

40. Assessing behavioural competencies

41. Completing a competency self-assessment
Assessment must be based on actual behaviour
Assessments should reflect consistent behaviour patterns, not one-off examples (i.e., rate the “rule” rather than the exception)
You should be able to think of several examples when you’ve demonstrated these behaviours in the last 12 months
Gather examples from a variety of sources

42. Identifying competencies … things to consider
INTENT: What people think or feel at the time
ACTION: What people do or say

43. Considerations for your self-assessment
Do you…
Have an opportunity to demonstrate these behaviours on a regular basis?
Demonstrate these behaviours consistently (most of the time when the opportunity arises)?
Get good results when you demonstrate these behaviours?

44. When assessing competencies …
The idea is to determine whether you demonstrate the essence of the behaviours – some of the behaviours may not be applicable; therefore, not all of the behaviours at a given level of a competency need to be demonstrated to justify a competency rating
There is a tendency to over-rate – to avoid this, you need to able to think of several recent and specific incidents where you have demonstrated the competency
When done, focus on your competency strengths and areas for development

45. The learning matrix 2 3 1 4 2. Conscious Incompetence
3. Conscious Competence
Conscious
Unconscious 1
1. Unconscious Incompetence 4
4. Unconscious Competence

46. Stages of competency development

47. Activity: Behavioural Competency Assessment Questionnaire (BCAQ)
Complete a self-assessment on 1-2 behavioural competencies as follows:
Read the behavioural indicators for each competency and determine your level of performance relative to each competency.
Provide behavioural-based evidence to support the level of performance you indicated.
Identify where possible developmental opportunities may lie.

48. Development planning Individual Development Planner
A template to help you prepare a development plan based on your competency strengths and opportunities for personal growth

49. Next steps Following this session:
Complete your competency self-assessment using the BCAQ.
Prepare a personal development plan using the Individual Development Planner.
Meet with your manager to discuss your plan and get his/her input.
Implement your plan.

50. Questions?