Criminal Justice Branch - Behavioural Event Interview ... · Criminal Justice Branch Behavioural Event Interview Guide 4 . EXAMPLE cont’d. Competency Competency . definition . Decisive

Criminal Justice Branch

Behavioural Event Interview Guide

Guidebook

February 2005 (Modified March 2016)

Criminal Justice Branch Behavioural Event Interview Guide

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Table of Contents

Overview/Introduction .............................................................................2

Purpose ....................................................................................... 2

What is a Behavioural Event Interview? .................................... 2

Objectives ................................................................................... 2

Example .......................................................................... 3-4

Crown Counsel Competencies ......................................................... 6-28


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Overview

Starting from the premise that the best predictions of what a person will do are based on observations of what a person has done before in similar circumstances, we are taking a new direction in staffing. By changing the focus from what goes on inside a person’s head (what they “know”, or “think”, or “believe”) to what concrete action a person took in response to a particular situation, we hope to provide managers with a flexible assessment tool which is directly related to the real requirements of the position being staffed.

Purpose of Guide

The purpose of this guidebook is to assist you in developing assessment tools using Behavioural Event Interviews and contains a detailed framework for successfully eliciting and recording behavioural information from the applicants. The guidebook does not explain the full recruitment process.

What is a Behavioural Event Interview?

Behavioural Event Interviews (BEI) ask applicants for specific examples of past actions in conditions similar to those the applicants are likely to encounter on the job. BEI ask leading questions about real life situations and provide a mechanism to explore responses in greater detail as time and relevance allow. Specific characteristics of BEIs include:

• Focused on a specific event/experience/past action for a particular competency

• Work related events that occurred 12 to 24 months ago

• Objective to capture details of the event ‘in action’: what the candidate did, said, thought and felt

Although only a part of the recruitment process, it is expected that BEIs will provide more and better information to managers about how applicants are likely to respond to the real demands of the position for which they are being considered.

Objectives of Behavioural Event Interviews

The objectives of Behavioural Event Interviews are:

• Develop better recruitment criteria and selection tools which will lead to better staffing decisions

• Develop specific assessment tools relevant to Criminal Justice Branch competencies

• Develop a supportive and productive workplace environment • Ensure human resources, workload and experience are equitably

allocated across the Branch and a model to predict staffing requirements is established


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EXAMPLE Crown Counsel Competencies

Decisive Insight

1. Tell me about a time when you were under pressure to make a decision.

2. Tell me about a time when you had to make a decision, even though you felt you didn’t have all the information you needed.

Give us a brief summary or overview of the situation.

What led up to the situation? Who was involved? What were your key actions in this

situation? What was your role? What did you actually do? Say? What did you think? Feel? What was the outcome?

Notes:

suggested questions

examples of probing questions to be asked if required


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EXAMPLE cont’d

Competency Competency definition

Decisive Insight combines the ability to draw on one’s own experience, knowledge and training and effectively problem-solve increasingly difficult and complex situations. It involves breaking down problems, tracing implications and recognizing patterns and connections that are not obviously related. It translates into identifying underlying issues and making the best decisions at the most appropriate time.

Behavioural Level Interpretive Guide 1. Responds to Situations at Face

Value: - U s e s no ab str a c t con c epts in th e

face o f un cer tai n ty or lack o f inform a t ion.

- Requ ires som e gu i d ance or suppor t t o deter m in e i f and wh en act i o n i s appropr ia te .

Did the candidate make a decision based solely on existing facts, without confirming the completeness of those facts? Did the candidate not break the problem down in order to analyze it? To score at this level, the candidate needed some guidance in order to make a decision.

2. Breaks Down Problems to Reach

a Decision: - Br eak s p roblem s in t o s i m p le

l i s t s , t a sks or ac t i v i t i es wi t hou t assi gn i ng values or pr i o r i t ies.

- U s es co m m on sen s e and p a st exper i en ces t o appro a ch prob lem s and m a k e a d e cisi on.

- Ab le t o ov er co m e m i nor ob stacl es and suggest ac t ions t o m a k e a d e ci s i on w i t hout h a v i ng al l t h e i n fo rm a t io n.

Did the candidate demonstrate an ability to recognize a problem, and break it into specific tasks? Did the candidate provide evidence of having made a decision despite not having all the information? To score at this level, the candidate thought briefly about the short term solutions and took steps to address each task.

3. Sees Patterns or Basic

Relationships or Connections when Problem-Solving:

- Br eak s apar t a prob lem and l i nks tog e ther p i ec e s w i th a s ing le l ink.

- Id en t i f i es a l te rna t iv e appro ach e s or act i ons t o a prob lem .

- I s ab l e t o m a ke a deci si on and take act i on qu ick l y and d e c i s i ve ly wh en th ere is no t enough i n for m a t ion t o pr ed i c t t h e conse que nc es wit h ce r t a inty .

Did the candidate link together pieces of information to solve the problem or break apart the problem to identify a solution? Was the candidate able to identify simple cause and effect relationships to understand issues or problems? Did the candidate provide evidence of taking decisive action quickly?


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4. Sees Multiple Relationships and Can Make Effective Decisions:

- Makes mul t ip le causa l l inks: s e v era l pote nt ia l cau s e s o f events or s e ver a l c o ns eque nce s o f ac t i on s .

- Do es not rely o n a single fa cto r , but dra w s concl u si ons f r om an appro p ri ate co mbinat i o n of fa cts , in forma t i on, p r of es s i ona l k n o w ledge, intu it io n an d pa st e x p e r i en c e s a nd exp e rt is e o f on e’ s self an d ot hers to su ppo rt deci si ons or c o ur se s of ac t i on .

- A n a l yse s re l a t i o n s h i p s a m on g s e v era l pa rt s of a p r oble m o r situat ion before making deci si ons .

- An t i c i pa te s o b sta c les an d t h ink s ahead about nex t steps.

- Pr obes dee p er wi th wi tnes se s an d po l ice; does not stop with t h e f i rst a n swer but f inds out w h y s o m e t h i n g h a pp en s .

Did the candidate take the time to analyze the problem and what led up to the situation? Did the candidate look at the problem by breaking it down and determining causal links between the pieces? Did the candidate think of the consequences of actions and anticipate any obstacles? Did the candidate examine the present information in order to consider if any critical pieces were missing? To score at this level, the candidate not only thought about the problem and its immediate impact but also thought about the possible options and obstacles as well as considering that some information might be missing.

blue: target competency level

5. Makes Complex Plans or Analyses

and Reaches Effective Decisions in Ambiguous Situations:

- Us es s e ve ra l a n a lyt ical or c r e a t iv e techn i qu es to br eak ap ar t co m p lex prob lem s i n t o co m pon en t prob lem s or issu es.

- Dr aws on co m p lex learn e d concep t s when exam in i ng p a t t ern s or t r ends and recogn i z es und er lyi ng i s su es/ im p l i cat i o n s o f d e cisi ons or cour ses of act i o n .

- C o n s i s ten t ly ma k e s th e r i g h t de cis i on when t h e r e are co m p et i ng and am b i guou s pr i o r i t ies.

Did the candidate use several tools or techniques to analyze the situation, and identify the relationships? Did the candidate think about the possible impact about each part of the problem and how it would impact other issue? Was the candidate able to deal with complex issues and maneuver adroitly through large amounts of data? To score at this level, the candidate has to be able to identify what other problems may be involved in the situation and must demonstrate that despite the ambiguity of the problem, an appropriate decision was made.


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Crown Counsel Competencies

Thinking Capabilities A. Decisive Insight

Self Management B. Flexibility C. Self Development D. Organizational Commitment

Social Awareness E. Impact and Influence F. Listening, Understanding and Responding G. Relationship Building H. Teamwork and Co-operation

The questions set out in the competencies are sample questions. Different questions may be asked at an interview.


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A. Decisive Insight

1. Tell me about a time when you were under pressure to make a decision.

2. Tell me about a time when you had to make a decision, even though you felt you didn’t have all the information you needed.

Notes:

Give us a brief summary or overview of the situation. What led up to the situation? Who was involved? What were your key actions in this



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Decisive Insight combines the ability to draw on one’s own experience, knowledge and training and effectively problem-solve increasingly difficult and complex situations. It involves breaking down problems, tracing implications and recognizing patterns and connections that are not obviously related. It translates into identifying underlying issues and making the best decisions at the most appropriate time.

Behavioural Level Interpretive Guide 1. Responds to Situations at Face

Value: - U s e s no ab str a c t con c epts in th e

face o f un cer tai n ty or lack o f inform a t ion.

- Requ ires som e gu i d ance or suppor t t o deter m in e i f and wh en act i o n i s appropr ia te .

Did the candidate make a decision based solely on existing facts, without confirming the completeness of those facts? Did the candidate not break the problem down in order to analyze it? To score at this level, the candidate needed some guidance in order to make a decision.

2. Breaks Down Problems to Reach a Decision:

- Br eak s p roblem s in t o s i m p le l i s t s , t a sks or ac t i v i t i es wi t hou t assi gn i ng values or pr i o r i t ies.

- U s es co m m on sen s e and p a st exper i en ces t o appro a ch prob lem s and m a k e a d e cisi on.

- Ab le t o ov er co m e m i nor ob stacl es and suggest ac t ions t o m a k e a d e ci s i on w i t hout h a v i ng al l t h e i n fo rm a t io n.

Did the candidate demonstrate an ability to recognize a problem, and break it into specific tasks? Did the candidate provide evidence of having made a decision despite not having all the information? To score at this level, the candidate thought briefly about the short term solutions and took steps to address each task.

3. Sees Patterns or Basic Relationships or Connections when Problem-Solving:

- Br eak s apar t a prob lem and l i nks tog e ther p i ec e s w i th a s ing le l ink.

- Id en t i f i es a l te rna t iv e appro ach e s or act i ons t o a prob lem .

- I s ab l e t o m a ke a deci si on and take act i on qu ick l y and d e c i s i ve ly wh en th ere is no t enough i n for m a t ion t o pr ed i c t t h e conse que nc es wit h ce r t a inty .

Did the candidate link together pieces of information to solve the problem or break apart the problem to identify a solution? Was the candidate able to identify simple cause and effect relationships to understand issues or problems? Did the candidate provide evidence of taking decisive action quickly?


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4. Sees Multiple Relationships and Can Make Effective Decisions:

- Makes mul t ip le causa l l inks: s e v era l pote nt ia l cau s e s o f events or s e ver a l c o ns eque nce s o f ac t i on s .

- Do es not rely o n a single fa cto r , but dra w s concl u si ons f r om an appro p ri ate co mbinat i o n of fa cts , in forma t i on, p r of es s i ona l k n o w ledge, intu it io n an d pa st e x p e r i en c e s a nd exp e rt is e o f on e’ s self an d ot hers to su ppo rt deci si ons or c o ur se s of ac t i on .

- A n a l yse s re l a t i o n s h i p s a m on g s e v era l pa rt s of a p r oble m o r situat ion before making deci si ons .

- An t i c i pa te s o b sta c les an d t h ink s ahead about nex t steps.

- Pr obes dee p er wi th wi tnes se s an d po l ice; does not stop with t h e f i rst a n swer but f inds out w h y s o m e t h i n g h a pp en s .

Did the candidate take the time to analyze the problem and what led up to the situation? Did the candidate look at the problem by breaking it down and determining causal links between the pieces? Did the candidate think of the consequences of actions and anticipate any obstacles? Did the candidate examine the present information in order to consider if any critical pieces were missing? To score at this level, the candidate not only thought about the problem and its immediate impact but also thought about the possible options and obstacles as well as considering that some information might be missing.

5. Makes Complex Plans or Analyses and Reaches Effective Decisions in Ambiguous Situations:

- Us es s e ve ra l a n a lyt ical or c r e a t iv e techn i qu es to br eak ap ar t co m p lex prob lem s i n t o co m pon en t prob lem s or issu es.

- Dr aws on co m p lex learn e d concep t s when exam in i ng p a t t ern s or t r ends and recogn i z es und er lyi ng i s su es/ im p l i cat i o n s o f d e cisi ons or cour ses of act i o n .

- C o n s i s ten t ly ma k e s th e r i g h t de cis i on when t h e r e are co m p et i ng and am b i guou s pr i o r i t ies.

Did the candidate use several tools or techniques to analyze the situation, and identify the relationships? Did the candidate think about the possible impact about each part of the problem and how it would impact other issue? Was the candidate able to deal with complex issues and maneuver adroitly through large amounts of data? To score at this level, the candidate has to be able to identify what other problems may be involved in the situation and must demonstrate that despite the ambiguity of the problem, an appropriate decision was made.


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B. Flexibility

1. Tell me about a time when you successfully handled change or a shift in priorities.

2. Describe a time when you needed to adapt your approach to get the result you wanted.

Notes:


What led up to the situation? Who was involved? What were your key actions in this



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Flexibility is the ability and willingness to adapt to and work effectively within a variety of diverse situations, and with diverse individuals or groups. Flexibility entails understanding and appreciating different and opposing perspectives on an issue, adapting one’s approach as situations change and accepting changes within one’s own job or organization.

Behavioural Level Interpretive Guide 1. Values Need for Flexibility: - Ac ce p t s t h a t o t he r pe o p l e ’ s

po i n t s of v i ew are r e ason ab l e or va l i d .

- A c kno w l e dges t h at p e ople are en t i t l ed t o t h ei r op i n i ons, and acce p t s t h a t t h ey a r e d i f fe r e n t .

- S t ep s in to co -wo r k e r s ’ ta sk s wh en n eed ed or r e qu ired.

Did the candidate express willingness to adapt the way they approached an issue without actually adapting their tactics? Did the candidate consider alternative approaches or the other person’s point of view? To score at this level, the candidate does not have to alter his or her own opinion, he/she merely has to recognize and acknowledge that other people’s views are legitimate.

2. Demonstrates Flexibility: - Works c r eat ive ly wi t h i n st a n da rd

proc e d ures t o f i t a s p ec i f ic s i tu a t io n .

- Und e rs tands po l ic ies and can wo rk w i th in th e m t o me e t b r an ch , work group, team or i nd iv i du al go al s .

Did the candidate provide examples of where he or she changed the way in which he or she accomplished a task including bending the rules or altering standard procedure? To score at this level, the candidate deviates slightly from the normal process, and offers a reasoned explanation of why it was necessary or appropriate to deviate from standard practice.

3. Adapts Approach: - Cha n ges a n d adapts a p proa ch

as re qui re d to achi e v e in te nd ed ou tco m es.

- Pri o r i t iz e s ac t i o n s e f fe c t i v e l y i n or de r to r e s pond to numer ous , d i v e rs e challe ng es a nd d ema nd s.

- Un derstands an d ap preciates d i f f erent an d op pos i ng p e rs pe ct iv es on an iss u e .

- D e a l s eff e ct iv e l y with m u lt ip le f i les wh en pa ram e t e rs a n d / o r circ um s t ances ar e c o nstantl y changing.

Did the candidate re-assess tactics based on changes or shifting priorities? Did the candidate reprioritize, yet keep the end goal in mind? To score at this level, the candidate achieves the end goal or objective by substantially altering the originally planned approach. The need for change comes about through circumstances beyond the candidate’s control.

4. Adapts Strategy: - Chang e s th e ov er a l l serv ice p l an

and im plem ent s ne w pract ic es wh en or i g i n a l approach and assu m p t i ons ar e no l onger v a l i d .

- Ab l e to sh i ft s t r a teg i c fo cu s an d act i v i t ies qu ick l y i n response t o chang i ng org a n i za t i onal pr i o r i t ies.

Was the candidate able to change priorities and plans quickly and appropriately when more urgent matters required attention? Was she/he able to exercise appropriate judgment in determining timing and priority of strategy shifts? To score at this level, the candidate thinks about others and the impact any issues and changes would have on them in the long run.


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C. Self-Development / Continuous Development

1. Tell me about a time when you took steps to improve your personal capability.

2. Tell me about a time when you changed how you were doing your job.


What led up to the situation? Who was involved? What were your key actions in the


Notes:


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Self-Development/Continuous Development involves proactively taking actions to improve personal capability. It also involves being willing to assess one's own level of development or expertise relative to one's current job, or as part of focused career planning.

Behavioural Level Interpretive Guide 1. Updates Job Knowledge/Skills: - K eep s abr eas t o f n e w infor m a t ion and

d e vel o p m ents or b e st pract ices i n o wn f iel d o f exper t i se ( e .g . , b y read i ng, l i a i si ng w i t h org a n i zat i on and bu si ness core group con t ac ts , or b y a t tending earn i ng even ts) .

- S tay s cu r ren t w i t h new t o o l s , m e thod s, techno l o g i es or appro ach es t h at m a y p o t e n t ia l l y imp a c t th e o v era l l b u s in e s s o f th e org a n i zat i on.

Did the candidate demonstrate that he/she reads about materials, practices and methods identified as new in his/her filed? Did the candidate demonstrate an understanding of which tools, methods, technologies or approaches in his/her field might impact the overall business of the organization?

2. Initiates Self-Development: - Analy z e s own pe r formance t o

und erstand po s i t i v e exper i en ces and set -backs and takes speci f i c shor t - ter m act i on to imp r ov e p e r for m a n c e in curr en t job.

- App l ies learn i ng on t h e job.

Did the candidate review their own performance explicitly for developmental purposes? Did the candidate demonstrate an ability to learn from experience and modify performance?

3. Actively Seeks Feedback for Performance Enhancement:

- A c t i vely s e ek s f e edba ck fro m ot hers in c l u d i ng co l leagu es, ju st ice pa rtn e rs, s u p e rviso r s a nd managers, a nd integrat es th e res ul t s i n t o p e r s on a l develo pment effo rt s .

- Con t inua l ly mon i to rs an d re cogn ize s t h e nee d to ad jus t to de vel o pm en ts an d ch an ge s in the l a w , t e chno l ogy, bra n ch direct i v es and guidelines, publ ic po l i cy and soci eta l shi f t s .

- D emo nst r ates mot i vat i o n and takes steps to a c quire appropri ate skil l s and experi ence to ac hi e v e pe r s o n a l an d c a r eer gr ow t h .

- Tak e s on mo re c h a l le ng ing ca se s to en han c e and dev e l o p advo cacy ski l l s .

Did the candidate as for feedback from others explicitly fro development purposes? When the candidate received feedback, did they build it into current development plans?

4. Takes Responsibility for Personal Career Development:

- Seeks ou t new i n form a t ion and opport u n i t ies t o enha nce c o m p etenc ie s and i n te grat es t h e r e su l ts i n t o own car e er p l ann i ng.

- Tak e s ac t i on t o im prove o wn ab i l i t ies i n l i ne w i t h career go al s , i n c l ud i ng vo l u n t eer i ng for “st r e tch” assi gn m e n t s and tak i ng on i n cr eased respon s i b i l i t ies.

Did the candidate seek additional development feedback beyond that offered by colleagues, customers/clients and managers? Did the candidate initiate developmental activities aligned with career goals?


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D. Organizational Commitment

1. Tell me about a time when you promoted the organization’s goals before a group.

2. Tell me about a time when you took on a difficult challenge for the benefit of the organization.




Notes:


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Organizational Commitment is the ability and willingness to align one’s own behaviour with the needs, priorities and goals of the organization, and to promote organizational goals to meet organizational needs. It also includes acting in accordance with organizational decisions and behaving with integrity.

Behavioural Level Interpretive Guide 1. Behaves in a Professional Manner: - A c t s in a c c o r d a n c e w i th S t an d a rd s o f

Conduct and r e spect s t h e org a n i zat i on’ s bu si ness ag enda ; fu l f i l ls job requ i r em ent s

Was the candidate aware of the organizational culture and norms, and acted accordingly? To score at this level, the candidate made an effort to follow informal and formal procedures, including the Standards of Conduct.

2. Actively Supports the Organization: - A c t i vel y supports the

o r ganizat i o n's mi ssi ons , va lues and goa l s .

- Make s choi ces and s e t s pri o rit i es to mee t or ganiz at i o n's ne eds and f i t wit h the o r ganizat i o nal mi ssi on.

- Co-o perat e s with others to a c hieve o r ganizat i o na l obj e ct i v es.

- Pu blic l y s u pp orts the miss i o n an d pro mo t es a po si t i v e i m ag e of the Bra n ch.

Did the candidate help others get the job done? Did the candidate respect what others valued as important? To score at this level the candidate demonstrated loyalty to the organization by modeling respect for the organization goals and norms.

3. Demonstrates Personal Commitment: - Ab le t o m a nage and bal a nce p e r s onal

n eed s and corpor a t e n e e d s , bu t is wi l l i ng t o pu t org a n i zat i on al n eed s b e for e on e 's own .

- Wh e n ne ce s s a r y , m a ke s pe r s o n a l s a cr i f i c e s in o r d e r to me e t th e o r ga ni za t i o n ' s n e e d s .

Did the candidate go out of his or her way to support the organization’s goals and mission? Was the candidate able to set aside his/her own personal preference to meet the organization’s goals? To score at this level the candidate put a high priority on organizational objectives.

4. Takes Tough Stands: - Stands b y dec isi ons t h at b e n e f i t t h e

orga ni zat i on e v e n i f t h ey a r e unpopu lar or con t rov e r s ia l .

- A c t s in a c c o r d a n c e w i th o r ga ni za t i o na l va l u es , ev e n w h e n chal lenged or i n s t r e ssfu l s i t u a t i ons.

- Sp eaks up and confron t s m a nag e m e n t or o t h e r s i n au t hor i ty wh en o r ga ni za t i o na l va l u es a r e be i n g c o mp r o mi s e d .

Did the candidate champion decisions on behalf of the organization, even when they were unpopular or difficult to support? To score at this level, the candidate maintained resolve even when faced with conflict or opposition.


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5. Acts for Greater Good of Organization: - A c t s for t h e l ong- ter m good of t h e

org a n i zat i on, ev en wh en shor t - ter m p e rson al or d e par t m e n t a l sacr i f ices m a y be nec e ssa r y .

- A s k s o t h e r s to ma k e s sac r i f i c e s in o r d e r to me e t th e la rg er o r ga ni za t i o n ' s n e e d s .

Did the candidate generate commitment in others by modeling organization support? To score at this level, the candidate ensured that group tasks and activities were aligned with the organization’s mission and goals, even if it meant a short-term sacrifice.


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E. Impact and Influence

1. Describe a recent situation in which you convinced an individual or a group to do something.

2. Tell me about a situation when you had to influence someone to achieve a desired result.




Notes:


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Impact and Influence is the ability to influence, persuade, or convince others to adopt a specific course of action. It involves the use of persuasive techniques, presentations or negotiation skills to achieve desired results.

Behavioural Level Interpretive Guide 1. States Intention but Takes No

Specific Action: - In tends t o have a sp eci f ic eff e ct o r

im p act ; expr esses con c e rn bu t do es no t tak e any spe c i f i c ac t ions .

Did the candidate talk about a desire to have an impact, but didn’t take action to do so? Did the candidate plan and think of ways to influence others (without actually doing it)?

2. Takes a Single Action to Persuade: - Us es d i re c t pe r s ua s i o n i n a

d i scu s si on or p r esen tat i on ( e .g . , appeal s t o reas on, data , o t he r s ’ s e l f - in te rest s ; us es c o nc re t e exam ples , vi s u al a i ds , dem onstra t i o ns , e t c . ) .

- Mak e s no app a ren t a t tem p t to adapt presen tat i on t o t h e i n terest and lev e l of th e aud i en ce .

Did the candidate believe his or her presentation or point of view was valid, and did not use anything more than his or her own reasoning or logic to address the audience? For example, the candidate gave details, and facts, but did not find out how the audience would react.

3. Takes Multiple Actions to Persuade: - Tak e s t w o or m o r e step s t o per s u a de

w i th o u t t r y i n g to ad ap t s p e c i f i ca l l y to lev e l or i n te rest of an aud i ence.

- In cl udes carefu l pr ep ara t ion of da ta for presen t a t ion or m a k i ng t w o or m o r e d i f feren t argu m e nts or po i n ts in a pr esen t a t ion or a d i scu s si on.

Did the candidate go out of his or her way to adapt the presentation when the first attempt at persuasion failed? Was the candidate able to use a variety of approaches when the initial approach didn’t work? To score at this level, the candidate had to demonstrate the benefits of each argument to persuade the audience to buy into his/her idea.

4. Calculates the Impact of One’s Actions or Words:

- A d ap t s a c o urs e o f ac t i o n o r d i sc us s i on to max i m i ze impa ct o n ot hers.

- A n t i c i p a t e s th e e f f e c t o f an ac t i o n (o r ot he r de ta i l /arg u me nt) on pe ople ’s ac cep tanc e an d comp reh e ns io n of what is being said .

- Takes a wel l t h oug h t-out or unusua l a c t ion i n o r der to have a speci f ic impa ct .

- An t i c ipa tes a nd prepares fo r ot hers’ react i ons.

- Pre s e n t s or a l an d w r i t te n a r guments in an o r ganized and ar t i cul a te m a n n e r .

Did the candidate go out of his/her way to adapt the discussion to each of the audience’s “hot buttons”? Did the candidate demonstrate an understanding of how his/her actions would impact on the audience? To score at this level, the candidate had to think of an opportunity or problem that was not obvious to others and present it to the audience. Was the candidate able to identify solutions that met differing agendas?


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- Ne g o t i a te s w i th de fe nc e c o u n s e l , p e rs uades wit n ess e s to t e st i fy a n d wo rk s clo s e ly wit h t h e po l ic e to e n su re th e mo st app r op r i at e course of act i on i s ta ken.

- A s ks qu est i on s, formu l at es log i ca l ar gume nts and pre s e n t s thes e ar gume nts in a cl e a r , conci s e and p e rs uas i v e ma nn er .

5. Uses Indirect Influence: - Us es c h a i ns o f i n di re ct infl ue nce:

“get A t o show B so B wi l l te l l C such- a nd- such” or takes t w o steps t o inf l u e nc e , w i th e ach s t e p adap ted to the s p eci fi c audi e n ce .

- U s es exper t s or o t h e r t h i rd p a r t ies t o inf l u e nce.

Did the candidate believe the essential foundation for changing others’ opinions was to gather support from those closely involved in the situation, and who would directly influence others? Did the candidate go out of his/her way to get the support of others to make a specific change or solve a particular organizational problem?

6. Uses Complex Influence Strategies: - Assem b les po l i t ica l coal i t ions,

bu i l ds “i n f or m a l” suppor t for i d eas, se lec ts i n for m a t ion t o have sp ec if i c eff e c ts , and u s es “group pro c ess ski l l s” t o lead or d i rect a group.

Did the candidate use techniques such as lobbying and different influence tactics to build support for an idea or course of action? Did the candidate demonstrate clear understanding of individuals’ different points of view and how to use different tactics and different people to influence others? For example, did the candidate achieve success by talking to stakeholders one-on-one in advance, to ensure buy- in, prior to presenting his/her idea to the whole group?


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F. Listening, Understanding and Responding

1. Tell me about a time when you interacted with someone and understood their point of view.

2. Tell me about a time when

you had to understand another person’s point of view or position in order to solve a problem.

Give us a brief summary or

overview of the situation. What led up to the situation? Who was involved? What were your key actions in the


Notes:


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Listening, Understanding and Responding is the desire and ability to understand and respond effectively to other people from diverse backgrounds. It includes the ability to understand accurately and respond effectively to both spoken and unspoken or partly expressed thoughts, feelings and concerns of others. People who demonstrate high levels of this competency show a deep and complex understanding of others, including cross-cultural sensitivity.

Behavioural Level Interpretive Guide 1. Listens and Responds to Expressed

Emotions: - Und e rstands wh at p e op l e say and r

e spond s accord i ng ly . - As ks ques t i o ns t o cl ar i f y what i s

expressed.

Did the candidate ask questions and respond to others’ feelings or concerns? Did the candidate make an effort to clarify the expressed message?

2. Understands and Responds to Unexpressed Emotions:

- Read s bod y languag e and o t h e r non-v e rb al cues accur a t e ly and u s es t h at und erstand i ng to st ru ct ure and g i v e an appropr ia t e r e spon se.

- Reiterat e s i n form at ion to ch eck und erstand i ng b e for e draw i ng concl u si ons.

Did the candidate solicit input, paraphrase the individual’s words, mirror body language and tone of voice? Did the candidate find out information pertinent to a situation or decision and use that information when responding?

3. Understands and Responds to Underlying Issues:

- D emo nst r ate s th e ab i l i ty to se e th i n g s f r o m an o t he r ’ s p e rs pe ct iv e .

- Un derstands why p e op le b e hav e i n a c e r t a i n w a y i n g i v e n situ at i o ns ; ac cu r a tel y as se ss es root causes of i ndi v i d u a l ’ s be h a v i ou r s .

- Re sp on ds to p e opl e ’s conc er ns i n a proa ct i v e manner t h a t pro m ot es long term s o l u t i ons.

- D emo nst r ates the abil ity to effe c t i v el y expr es s fac t s and i d e a s to indi v i dua l s and groups.

- List en s a nd inte rp r e ts info rmat ion , a s ks qu es t i on s to clari f y unders tandi ng.

- P r es ent s info rmat i o n , bo th v e r b a l ly a n d in wr it t e n fo r m , in a c l ea r a nd con c is e mann e r .

Did the candidate demonstrate an understanding about the other person’s behaviour? Was the candidate aware of how others would react in a situation because of past behaviours, or experiences with the person? Did the candidate use knowledge of people’s perspective and concerns when responding?


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4. Anticipates and Plans for Future Interactions:

- An t ic i p ates and und erst ands p e op l e ’ s l i ke ly r e act i ons t o even t s or s i t u at i ons.

- U s es t h at und ers tand i ng t o p l an for e f f e c t iv e in te ra c t io n s and to fo s t er long- t e r m po s i t i v e rel a t ionsh i p s .

Did the candidate understand the underlying reasons of a person’s behaviour? To score at this level, the candidate has an accurate understanding of deep- rooted issues affecting others, and takes specific actions to prepare for and manage those.


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G. Relationship Building

1. Tell me about a time when you deliberately chose to establish a positive, collegial relationship with a colleague or customer/client.

Notes:

2. Describe a professional

relationship you have established, and tell me about a situation where you have used it to deal with a work- related task or problem.

Give us a brief summary or

overview of the situation. What led up to the situation? Who was involved? What were your key actions in the



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Relationship Building is working to build or maintain ethical relationships or networks or contacts with people who are, or may be, potentially helpful in achieving work-related goals.

Behavioural Level Interpretive Guide 1. Builds Rapport: - Mak e s a con s c i ou s e ffor t t o estab l i s h

and bu i l d r a ppor t w i t h o th e r s , in cl ud i ng d i scu s si on abou t w eat her , c u r r en t even ts , e t c .

- I d e n t i f ie s a n d re fe rs t o ar eas o f m u tua l in terest as a m eans o f es tab l i sh i ng a p e rson al r e l a t ionsh i p .

Did the candidate mention chatting with customers, colleagues and others regarding non- work issues with the purpose of creating relationships? Did the candidate mention using knowledge of common interests to guide conversation?

2. Develops Longer-Term Relationships: - Meets r e gu l a r l y w i t h o t h e rs w i t hout

spec i fic objec t i v e s ; m a intai n s c le a r c o n t a c t w i th o t h e r s to ma i n ta in r e la t i o n sh ip .

- May i n i t i a te oppor t u n i t i es d e s i gned to imp r ov e th e long er- t erm w o rk ing r e la t i o n sh ip w i th th e cu s t o m e r .

Did the candidate express a desire to strengthen non-work relationships with the intent of potential future use for business? Did the candidate initiate interaction with customers for the express purpose of building the relationship? To score at this level, the candidate is working on developing existing relationships.

3. Uses Relationships: - Call s up on es tabli s he d rel at i o ns hi ps

to faci l i ta te a nd a c hieve the ult i mat e goa l of just ice be i n g met .

- I d ent i f i es th e ne ed s a n d mot i vat ion s of in di vi du al s , d e ter m i ne s the typ e an d f r e q u e n c y of co nta c t re qu ired an d en su res ap pro p r i at e exchang e of inform ati o n rele vant to the rel at i o n s hi p.

- Su cce ss full y p r e p are s witn es se s . - D i spl ays empathy wi th others.

Did the candidate demonstrate relationships with others that have been useful for the organization? Did the candidate provide evidence of having used existing relationships to gain access to additional relationships?

4. Creates Opportunities to Initiate Relationships:

- Id en t i f ies si gn i f ican t opport u n i t ies for c o n t r i bu t ion, iden t i f i es k e y con t a c t s in target o rg a n i zat i o n s and f i nd s w a y s to m a ke pe r s o n a l c o n n ec t i o ns .

- Nurt ures t h e rel a t i on ship ov er t im e t o bu i l d r a pport and t r u s t and d e v e l op a ba s i s f o r f u t u re i n te ra c t i o ns .

Did the candidate provide examples of social events that were organized specifically to strengthen business contacts? Did the candidate give evidence of give-and-take with business relationships? Did the candidate provide examples of scanning the environment for potential partners? Did the candidate accurately assess the business benefit of pursuing alliances? To score at this level, the candidate is strategic in the relationships that are initiated.


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5. Builds a Network of External Relationships:

- D e vel o p s and m a in ta i n s a p l anned n e two r k o f r e la t i o n sh ip s w i th in th e ex t e rn al /s tak e ho l d er comm u n i ty.

- U s e s th e n e two r k to id en t i f y opport u n i t ies , g a t h er i n form at ion, and s e ek in p u t to p r o b l e ms , w i th a v i ew to susta i n i ng Public Se rvic e e x ce l l e nce .

Did the candidate provide evidence of relationships that are useful for business purposes, or for expanding one’s network of relationships? Did the candidate specifically mention creation a network of relationships?


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H. Teamwork and Co-operation

1. Tell me about a time when you felt effective working in a team.

2. Describe a situation where you had difficulty getting cooperation from your team members.




Notes:


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Teamwork and Co-operation is the ability to work co-operatively within diverse teams, work groups and across the organization to achieve group, Branch and Ministry goals.

Behavioural Level Interpretive Guide 1. Co-operates: - Par t ic i p ates w i l l i ng ly, i s a “good

te a m p l a y er” , do es h i s / h e r shar e of t h e wo rk.

- Suppo r ts team d eci si ons. - A s a me mb e r o f a tea m , k eep s

ot he r te am m e m b ers i n form ed a nd up- t o -d ate abou t t h e group pro c ess, i nd iv i du al ac t i on s , or inf l ue nci n g eve n t s; s h a r es a l l r e l e va nt o r us e f u l i n f o r m a t i o n .

Did the candidate make a contribution to the team, and participate 100% with the team? Was the candidate willing to “roll up his/her sleeves” and pitch in? To score at this level, the candidate did not hold back any information that would contribute to the team’s goals.

2. Expresses Positive Expectations of Team:

- E x p r es se s p o s i t i ve e x pe c t a t i o ns o f o t he r s i n t e rm s o f t h e i r ab i l i t ies , exp e cted con t r ibu t i ons, e tc . ; s p ea ks of t eam m e m b ers i n po si t i v e term s.

- S h o w s res p e c t f o r o t h e r s ’ in te l l ig en ce b y app e a l ing to r e ason.

Did the candidate talk about team members as valued and important contributors to the team goal? Did the candidate express positive expectations about team results and relying on the skills and contributions of team members?

3. Solicits Input: - Ge nui nel y val u e s othe rs ’ i n pu t

and expert i s e , i s wi l l i ng to learn f r om ot hers ( i ncl udi ng su b o r d in ates an d pe er s ) .

- So l ic i t s i d ea s and opinions to h e lp fo rm s p ec if ic de cis i o n s or pl an s .

- Pro m otes team co-o perat i on. - F o c u se s on th e t e a m as a w h o l e

rather tha n keeping a na rro w fo cus on o w n w o rk.

- T a k e s in it ia t i v e to a s si s t o t he rs wit h ca ses o r w o rkl oad and ensures prof essi ona l support of coll e a gues .

- Shares t r i a l st rategy and sentencing res ul t s to i m pr ove t h e kno wledg e a nd capa b i l i ty of t h e Bran ch .

Did the candidate invite others to discuss and share information to contribute to a decision? Did the candidate depend on others to make a decision, and believe without their support the goal would not be achieved? Did the candidate take specific action to resolve a conflict within the team? To score at this level, the candidate must demonstrate a genuine appreciation of others’ input (rather than a means to achieving their own ends and gaining the team’s buy-in).


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4. Encourages Others: - Pub l ic ly cred i t s o t hers who h a v e

p e r for m ed w e l l . - En cour ag es and em pow er s o t h e rs ,

m a k e s t h em f eel s t rong and im p o r tan t .

Did the candidate express his or her gratitude for a job well done, and create a positive environment? This includes encouraging co-operation and involving others in decision making.

5. Builds Team Spirit: - A c t s to p r o m o t e a f r i en d l y

cl im ate , good m o rale and co- op era t ion with in th e team.

- Protect s and pro m o t es group r e pu t a t i on w i t h o t h e r s .

Did the candidate ensure good relations between team members? Did the candidate take specific action to build team spirit and show his or her appreciation for the group? e.g., arranging a social event or having a barbecue. Did the candidate demonstrate a desire to have a friendly work environment, and did he/she contribute to creating the sense of teamwork?

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