Competencies

Competencies is a broad term incorporating many characteristics of an individual that underlie performance or behaviour at work. A competency is any motive, attitude, skill/ability, knowledge, behaviour or other personal characteristic (demonstrated through behaviours), that is essential to perform the job well, and that differentiates high performers from average performers. The important element in a behavioural competency is behaviour, regardless of why.

Behaviours may be demonstrated because of: 

• Knowledge: Information that a person uses in a particular area. For example, this might differentiate an outstanding client service representative who speaks many languages in an office with an international clientele.

• Skill/Ability: A person’s ability to do something well. For example, effectively interviewing and staffing the best job applicants.

• Social Role: A person’s pattern of behaviour that is displayed outwardly to others and is reinforced by his/her social group or organization. For example, serving as a leader versus a follower; or being a change agent or resisting change.

• Self-Image: A person’s view of him/herself; identity, personality and worth. For example, seeing oneself as a developer of people; being on the “fast track”.

• Trait: A typical aspect of a person’s behaviour. For example, being considerate and polite.

• Motive: What drives someone’s behaviour in a particular area (achievement, affiliation, power, interests, principles, values, beliefs, attitudes, spirituality). For example, the outstanding service representative probably has a sincere interest in connecting with people.

• Aptitude: The potential or capacity to acquire skills or abilities i.e. what a person can learn to do given training or exposure to the appropriate environment.

• Physical Capacity: Competencies related to movement, the senses and psycho-physical attributes. 

Knowledge

Knowledge is what an individual has already learned and can apply to relevant situations, such as facts, figures, events, technical and procedural information, etc. It is the awareness and understanding of facts, theories, systems, practices, regulations and other defined subject matter information.  It is that body of learned information that is used and is necessary to perform the job duties. Knowledge can be general, profession-specific, job-specific, level-specific, or organizational.

In the past, training, occupational certification, education and experience have all been used as a means of representing knowledge. These qualifications are not knowledge competencies themselves, but means of assessing knowledge competencies and provide a reasonable indication that the required knowledge is present.

Job analysis often results in the discovery that there is no discrete knowledge required for day one on the job. Knowledge, while essential to performing the duties and tasks successfully, is more often a “learn” on the job. Instead of assessing knowledge separately, a more effective measure of performance is how an applicant applies their knowledge i.e. how they behave, or have behaved, in job-related situations. Knowledge would only be assessed as a discrete factor where it is determined that it is critical to performing the job duties and where it is an effective predictor of future high performance.

Abilities and Skills

Abilities and skills are essential factors for successful on-the-job performance for a wide range of tasks and job types. They are demonstrated expertise in applying one’s own aptitude, knowledge, and/or talent to assigned job requirements and are defined in terms of observable aspects of work behaviour on the job. Abilities and skills are terms that may be used interchangeably.  This type of qualification encompasses a wide variety of different abilities and skills including:

• psychomotor or physical abilities such as typing, operating machinery, and various strength requirements;

• thinking competencies: the ability to identify links, think strategically, generate creative ideas, analyze problems, etc.;

• communication competencies: the ability to communicate orally, listen to others, communicate in writing, sell the message, etc.;

• interpersonal competencies: the ability to share information, be a team play, network, influence, negotiate, resolve conflict, etc.;

• self-management competencies: the ability to act with confidence, initiate, demonstrate flexibility, self-motivate, etc.;

• organizational competencies: the ability to plan work, take calculated risks, organize resources, get the job done, deal with crises, measure progress, etc.;

• client services competencies: the ability to work and follow-up with clients, deliver products and services, create relationships, build partnerships, etc.;

• technical / operational competencies: the ability to demonstrate technical / professional expertise, work with technology, use equipment and tools, work with data / numbers, perform office tasks, etc.;

• business competencies: the ability to use financial information, work within the system, make business decisions, generate revenue, etc.;

• human resource management competencies: the ability to manage a team, manage change, encourage participation, assign work; build and motivate a team; develop talent and mentor, provide feedback, value diversity, etc.; and

• leadership competencies: the ability to develop a vision, plan the future, facilitate success, lead change, promote a healthy workplace, inspire and use organizational know-how.

Education and Training

Education refers to the academic, vocational, or technical studies and training acknowledged through a credential or other official documentation from, or accepted by, a recognized Canadian educational institution. Formal training from government departments, agencies or other institutions considered appropriate by the manager of the position being staffed is also acceptable.

For example, for Communications Professionals, education may include Bachelors or Masters degrees, diplomas, certificates or formal post-secondary coursework or training in related areas such as communications, applied communications, communications management, public relations, journalism, political science, rhetoric and professional writing, English or equivalent.

Well-defined qualifications do not introduce barriers created by credentials that are not bona-fide job requirements. It may be determined that there is no bona-fide requirement for a specific education or training credential. However, where it is determined that essential competencies can only be reasonably acquired through the attainment of a particular credential, this is reflected in qualifications. Even where not specified as a requirement, consideration may still be given to an applicant’s credentials as one option within the range of equivalent combinations of experience, education and training.

Where education or training is required and a decision to hire would be made or not on the basis of the attainment of these, request certified true copies of these credentials for the human resources file at the time of documenting the new employee.

Experience

Experience refers to the practice of activities (work, life and/or volunteer) that provide a background related to the duties of the position. Experience may be expressed in terms of its relevance, breadth or other aspects as they relate to the duties and responsibilities or the position.  Examples:

• recording and analyzing field study data such as wildlife habitat inventory, resource management, and conservation;

• co-coordinating and/or supervising broad complex research and development projects in environmental assessment;

• planning and delivery of customer support services at the point of computer user/specialist interface, including installation, configuration, troubleshooting, customer assistance, and/or training; 

• interviewing clients or conducting research to make assessments or determining eligibility for government social programs;

• a combination of 3 years of clerical / administrative support experience, education and/or training, including 1 year in a financial function (e.g. payroll, accounts payable, accounts receivable, bookkeeping, etc.) preferably including 6 months in a payroll function; and experience/training in keyboarding, database, the internet and other standard computer applications. 

• composing analytical correspondence/reports using computerized systems; resolving complex issues between disputing individuals or groups; conducting investigations including investigative interviews; and interpreting and applying legislation and/or policies.

Aptitude

Aptitudes refer to the potential or capacity to acquire skills or abilities i.e. what a person can learn to do given training or exposure to the appropriate environment. They are distinct from skills and abilities because they are used to infer potential as opposed to actual competencies. They can include verbal, numerical, spatial, physical, mechanical, artistic, business or technical aptitudes. The development of a specific skill or ability may require a related aptitude but the two are not equivalent. Aptitudes are primarily used for making career or educational decisions. In staffing, if aptitudes are included in qualifications, it would generally be in the context of hiring for an entry-level position to a particular job stream where previous experience, education or training to develop a competency, skill or ability was not available.

Occupational Certification

Refers to the possession of, or eligibility for, credentials such as a license, certificate, registration, letter, paper(s), or other documents that constitute acceptable evidence of occupational competence and that are normally granted by an organization legally established by federal, provincial or territorial law as a certifying or licensing body of Canada.  These would only be used in qualifications where it is a bona fide occupational requirement (BFOR). Examples include:

Where occupational certification is required and a decision to hire would be made or not on the basis of the possession of these, request certified true copies of these credentials for the human resources file at the time of documenting the new employee.

Professional Designations

Some positions have a requirement for a particular professional designation. Sometimes, there are no alternatives to educational credentials because of legislative or policy requirements for licensing or where a single educational credential is the only practical means by which a given knowledge or skill can be obtained. For example, an engineering position responsible for final sign off for bridge construction engineering plans would require an appropriate Professional Engineer designation.  Examples include either registration or membership or eligibility for, or a license to practice in British Columbia and/or Canada by the relevant association or college such as:

Where professional licensing or registration is required and a decision to hire would be made or not on the basis of the possession of these, request certified true copies of these credentials for the human resources file at the time of documenting the new employee.

Police Record Checks

Police record checks (PRC) are required when filling positions designated as positions of trust. These positions are characterized by:

• activities involving the care, custody, counseling or legal responsibility for clients or residents in the government’s care; or

• duties associated with the work of law enforcement.

See Policy Directive 3.6 Police Records Check for more information. 

Please note that the PRC is distinct and separate from the Criminal Record Review (CRRA) as required under the Criminal Records Review Act. The nature of some positions (i.e. those involved in the care and custody of children) may require an applicant to undertake the CRRA review as well as the PRC. There are slight differences between the records that are checked that could yield different results. 

Criminal Records Review

Criminal record reviews (CRRA) may be necessary if the position is in an area or function that meets the criteria in the Criminal Records Review Act. This act applies to “anyone who works with children” or “who may have unsupervised access to children in the ordinary course of their employment”. 

Please note that the CRRA review is separate and distinct from the PRC required under public service policy. The nature of some positions may require an applicant to undertake both reviews. There are slight differences between the records that are checked that could yield different results.

Driver’s or Other Licenses

The duties of some positions create a requirement for specific types of licenses (e.g. Firearms Certificates, or Class 3, 4 or 5 BC Driver’s License with Air Brakes Endorsement). Typically, the candidate is required to provide proof of this particular license, either with the initial application, or at some point during the assessment process and before an offer of employment is made.

As with any type of credential you require, it is important to ensure that this requirement is absolutely necessary in order to work in the position. Asking for credentials without a bona fide occupational requirement (BFOR) can create barriers to otherwise qualified candidates. For example, possession of a valid driver’s license may be helpful in many jobs, but a candidate may have an alternate method of traveling to various work sites.

Where driver's of other licenses are required and a decision to hire would be made or not on the basis of the possession of these, request certified true copies of these credentials for the human resources file at the time of documenting the new employee.

Physical or Medical Requirements

This refers to the physical and/or emotional health of a person to perform the duties of the position without hazard or injury to himself/herself or others. Physical competencies are related to: 

• movement: physical proficiencies such as strength, coordination, equilibrium, dexterity, flexibility, precision, stature, reaction time or endurance;

• the senses: such as visual, auditory, or tactile acuity; and

• psycho-physical attributes: such as stamina, resistance to stress, energy, health, vigilance and selective attention.

Generally, one thinks of these competencies when considering physically demanding jobs such as forest fire fighters, correctional officers or sheriffs,  There are also less physical jobs that require certain physical competencies (e.g. office work may require a high degree of manual dexterity to do data entry or physical tolerance to sit for long periods of time). Qualifications would only include physical or medical requirements where there is a bona fide occupational requirement to do so. Examples of qualifications related to physical competencies include:

• must pass the Sheriff Officer’s physical aptitude test including medical clearance;

• a valid Medical Examination Certificate issued under the authority of the Transport Canada Crewing Regulations;

• able to carry boxes weighing up to 15 kilograms for distances up to 20 feet and to manipulate them from heights that may require the use of a foot-stool;

• high degree of manual dexterity and ability to meet the heavy physical demands of the work, outdoors, in all weather;

• able to meet the physical demands of the work which requires strength, endurance, manual dexterity and co-ordination; or

• physical capability and mobility as consistent with the practice of the trade.

Willingness Statements

Willingness statements reflect aspects of the job that an applicant should be aware of when deciding to apply. They include information on working conditions such as travel or over-time requirements, working in confined or dusty places. These are included in vacancy notices or applicant packages particularly if this information might influence an individual's decision to apply. Examples include willingness to:

• travel to various locations throughout the province as required several times per month often on short notice;

• work overtime in emergency and scheduled situations;

• work shift work in a 24 hour operation;

• deal with a large volume of complaints from clients;

• deal with dusty records and work in confined, dusty and dirty spaces;

• work out of doors in all weather; or

• work in a teamwork environment where the life of one member can be very much dependent on the actions and skills or the others.

Bona Fide Occupational Requirement (BFOR)

An employer can require that job applicants possess particular qualifications for a position.  However, they must be bona fide occupational requirements that are:

• objectively related to the performance of the job;

• imposed in good faith; and

• reasonably necessary to accomplish the job.

There may be situations where a person applying for a position requests that a qualification or job requirement be modified to accommodate a need relating to one or more of the protected grounds under the Code.

Even where a job requirement is valid as a bona fide occupational requirement, the employer must show that the applicant cannot be accommodated without the organization experiencing undue hardship.

The physical demands of certain jobs make the absence of at least some kinds of chronic physical conditions or disabilities a bona fide occupational requirement.  Additionally, employers have a duty to provide a reasonable level of safety in the workplace.  This includes a duty to ensure that an employee is not a danger to themselves or others.  That being said, it is contrary to the Code to refuse to employ a person because of disability, except where there is a bona fide occupational requirement that they possess certain physical or mental capabilities and where these limitations cannot be accommodated in the workplace. See the Manager's Guide to Reasonable Accommodation for further information.