Implies the ability to transmit and receive information clearly and communicate effectively with others, and respond appropriately using **tact, diplomacy and persuasiveness** in an insolvency or a restructuring context.

A candidate response that demonstrates the ability to communicate orally may include the following proficiency markers:

• Listening and responding appropriately by delivering information or facts in a logical, clear and coherent manner
• Adapting language to various audiences
• Demonstrating the capacity to understand the sensitivity of a particular situation
• Communicating effectively to achieve desired results
• Interpreting and reacting appropriately to complex or contradictory information
  [Office of the Superintendent of Bankruptcy Canada]

Case #01 [AECL] in 2015, when I was working with AECL as a Chemist. There were problems with the laboratory information management system (LIMS). We did not get the LIMS updated that year. I talked with my manager about reasons. Firstly, it slowed down data processing. Secondly, we paid annual service fee without getting benefit. Meanwhile, I leveraged the retired manager’s power to persuade the manager. I suggested having my manager seeking support from the IT manager at the corporate level. Finally, the LIMS issue became a top priority for the manager, and we got the LIMS updated.

[Two way communication] Case #02 [LifeLabs] identify aqueous residual issue - technologist with scientist.

Promotes the establishment, development and application of positive organizational values, ethics and standards of conduct.

Level 1

• Treats members of all groups equally and with respect.
• Takes pride in being trustworthy.
• Makes a conscious effort to ensure respectful, open, honest, and professional working interactions with colleagues.
• Expresses what he/she is thinking even if it may be risky to do so.

Level 2

• Listens to and considers diverse perspectives respectfully.
• Recognizes that prejudices and systemic barriers may exist within the current environment.
• Discusses and invites conversations around organizational values, ethics and conduct standards to develop understanding.
• Recognizes and avoids situations that may lead to a conflict of interest.

Level 3

• Sets a good example by modeling desired behaviour.
• Monitors and evaluates own beliefs and behaviours with regard to prejudices and personal biases and works to ensure that these do not impact actions.
• Creates a working environment conducive to discussing ethical matters.
• Monitors team activities to ensure consistency with organizational values and ethics.

Level 4

• Sets an example by modelling desired behaviour in relation to the vision and goals.
• Adapts own leadership practices to encourage diversity, prevent intolerance, and ensure that members of different demographic groups are heard.
• Openly opposes and seeks to resolve unequal treatment in a resolute manner.

Level 5

• Promotes a climate of commitment to organization values, ethical and associated professional conduct.
• Personally behaves and ensures that others behave in a way that is compliant with appropriate corporate policies, ethics, and the values of the GNWT.
• Engages people in positions of power to act on organizational values.

Level 6

• Makes systemic changes to break down barriers between different groups.
• Fosters a climate that respects and values diversity.
• Ensures that organizational processes and procedures are in alignment with the organization’s values and commitment to ethical conduct.

[Level 1, Take pride in being trustworthy]

Case #01: [AECL] finish the process revised even though we closed off the business in a couple of months.
Case #02: [AECL] trust-based relationship with Karen Ross

[Level 2, Listen to and consider diverse perspective]
Case #01: [AECL] 6-port valve on GC/MS

[Level 3, Monitors team activities to ensure consistency with organizational values and ethics]
Case #01: [LifeLabs] Shiny app, searchable system.

[Level 4, Set a good example]
Case #01: [AECL] execute unfavorable policy about taking sick leave.
Case #02: [AECL] Safety practice.

**Initiative** involves identifying a problem, obstacle or opportunity and taking appropriate action to address current or future problems or opportunities. As such, initiative can be seen in the context of proactively doing things and not simply thinking about future actions. Formal strategic planning is not included in this competency.

Level 1

• Recognizes and reacts to present opportunities
• Reacts to present problems, including overcoming obstacles

Level 2

• Acts quickly and decisively in a crisis or other time-sensitive situation
• Acts with a sense of urgency when the norm is to wait, study the situation, and hope the problem will resolve itself

Level 3

• Creates opportunities or minimizes potential problems by a unique extra effort (new program, special travel, etc.) occurring within a 1-3 month time frame.

Level 4

• Anticipates and prepares for a specific opportunity or problem that is not obvious to others.
• Takes action to create an opportunity or avoid future crisis, looking ahead 4–12 months.

Level 5

• Anticipates situations 1 - 2 years ahead or more
• Acts to create opportunities or avoid problems that are not obvious to others.

Level 6

• Proactively identifies areas that are in the long-term interests of the organization.
• Develop plans to address these areas (which will typically be multi-year plans).

[Level 1, 2]

Case #01: [AEL] LIMS implementation at AEL. reluctant, bugs, my role is a coach. be patient.

[Level 6, Proactively identifies areas that are in the long-term interests of the organization.]
Case #01: [AECL] work-around solution, VBA automate data population.

1. empathy 2. consensus building 3. networking 4. persuasiveness 5. negotiating 6. diplomacy 7. conflict management (resolving conflict) 8. respecting others 9. being a team player [Public service commission]

[Persuasiveness] Case #01: [LifeLabs] George Gillson, 2021: error in calibration setting. ran one compound at different concentration. Case #02 [AECL] in 2015, when I was working with AECL as a Chemist. There were problems with the laboratory information management system (LIMS). We did not get the LIMS updated that year. I talked with my manager about reasons. Firstly, it slowed down data processing. Secondly, we paid annual service fee without getting benefit. Meanwhile, I leveraged the retired manager’s power to persuade the manager. I suggested having my manager seeking support from the IT manager at the corporate level. Finally, the LIMS issue became a top priority for the manager, and we got the LIMS updated.

**Junior evaluator**

• Understands the organization’s Departmental Results Framework, program inventory and priorities, and applies this knowledge to [evaluation] work
• Supports departmental [evaluation] planning by contributing to the analysis of program risks and performance-information needs
• Accurately assesses [evaluation] challenges and identifies potential solutions
• Considers issues, data and context from diverse perspectives to help identify trends and patterns in performance
• Understands the roles and responsibilities for generating and using performance measurement and [evaluation] in the department, including its sources and how to access them
• Accepts and provides constructive feedback, and engages in self-reflection to learn from successes and failures in [evaluation]
• Identifies changing conditions and emerging challenges that may require adaptation in [evaluation] strategies
• Integrates lessons learned into [evaluation] work

Intermediate evaluator

• Understands the organization’s Departmental Results Framework, program inventory, priorities and broader environment, including linkages to stakeholders outside of their department, and applies this knowledge to [evaluation] work
• Supports departmental [evaluation] planning by analyzing program risks and assessing performance information needs
• Accurately assesses [evaluation] challenges and identifies solutions for addressing challenges
• Insightfully considers issues, data, and context from diverse perspectives to identify trends and patterns in, and explanations for, performance
• Understands the roles and responsibilities for generating and using performance measurement and [evaluation] in the department – including its sources, how to access them and their quality – and applies this knowledge to evaluation work
• Accepts and provides constructive feedback, engages in self-reflection, and participates in reflection as a team to learn from successes and failures in [evaluation]
• Proposes adaptations in [evaluation] strategies in response to changing conditions and emerging challenges
• Integrates lessons learned into [evaluation] work

Senior evaluator

• Understands the organization’s Departmental Results Framework, program inventory, priorities and broader environment, including linkages to stakeholders outside of their department, and applies this knowledge to [evaluation] work
• Supports departmental [evaluation] planning by:
  • analyzing program and departmental risks and assessing performance information needs
  • proposing rationales for [evaluation] coverage choices
• Accurately assesses [evaluation] challenges, and identifies and implements solutions
• Experiments with innovative solutions to [evaluation] challenges, and shares the solutions with the [evaluation] community
• Insightfully makes and assesses observations on issues, data and context from all relevant perspectives to identify trends and patterns in, and explanations for, performance
• Understands the roles and responsibilities for generating and using performance measurement and [evaluation] in the department, including its sources, how to access it and its quality, and applies this knowledge to evaluation work; advises evaluation teams in this regard
• Accepts and provides constructive feedback, engages in self-reflection, and participates in reflection as a team to learn from successes and failures in [evaluation]
• Adapts [evaluation] strategies in response to changing conditions and emerging challenges, including managing expectations and reactions to change by stakeholders
• Monitors and follows up on the usefulness of [evaluation] projects in meeting the needs of clients, and integrates lessons learned into the work of [evaluation] teams

[Contribute to the analysis of risks and needs]

Junior: case #1: [LifeLabs] Jan Koskala - told me her observation on aqueous residue (spots on a 96-well plate, process, equipment).

[Analyze risks]
Intermediate: Case #1: [LifeLabs] Lenny designed (SPE) experiments to solve the problem of aqueous residue. Conclusion: problem was located at SPEware. Watch for the eluting speed at the SPE process every time.
Case #02: [AECL] business analysis for the result to lack of staff.

[Learn from success and failure]

• case #1: [AECL] implement safety culture
• case #2: troubleshooting
• case #3: brainstorming
• case #4: preventive action

**Attention to Detail** is the ability to accomplish/complete a task while demonstrating a through concern for all the areas involved, no matter how small. This means monitoring and checking work or information, while organizing time and resources efficiently. It includes the ability to bring together different elements in order to achieve results or accomplish tasks. This means ensuring information is complete and accurate; and following up with others (on own work or that of others) to ensure that commitments have been fulfilled.

Behavioural Scales

Level 1

• Maintains a checklist, schedule, calendar, etc. to ensure that small details are not overlooked.
• Completes work according to procedures and standards
• Follows process steps as outlined in standard operating procedures.
• Shows a general concern for monitoring and checking work.
• Catches and corrects own errors or omissions.

Level 2

• Follows up to ensure quality of work product and/or actions are completed.
• Double-checks the accuracy of information and work product to provide accurate and consistent work.
• Accurately completes tasks with close attention to all aspects of work and carefully controls for errors.
• Concerned with maintaining accuracy and checks others work for errors.

Level 3

• Carefully supervises the details and quality of own and others' work.
• Provides information on a timely basis and in a usable form to others who need to act on it.
• Effectively supervises multiple activities and pays attention to how those activities relate to others in their unit.
• Attentive to detail and brings order to an array of information.

Level 4

• Manages the general quality of the work for unit/department and recommends improvements within area of responsibility.
• Ensures that department procedures are followed and ensures clear, detailed records are kept.
• Uses attention to detail to suggest improvements in other areas.

Level 5

• Readily points attention toward systems, projects or broad information.
• Attends to the progress of a project or the efficiency of a system.
• Pays close attention to data, in order to pinpoint flaws or missing data, and seeks out information to maintain or even improve department (e.g. obtains progress reports from employees and other leaders).

Level 6

• Able to direct attention toward functions which are diverse in nature and objective or critical to the achievement of strategic department goals.
• Conveys the importance of accurate and complete data and analysis.

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1. not support negative conversations about a person's or group of people's visible or invisible diversity traits 2. receptive to new ideas 3. can hold criticisms and comments to hear different views (respect, understand, value) before making decisions 4. verbalizes appreciation of the diverse nature of workforce and utilizes employee talents and ideas 5. supports diversity framework and associated goals 6. encourages new ideas from people on ways to expand diversity and inclusion in the workplace [Scotts Daleaz]

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case #1: [AECL, 2015] I used to use four quadrants of time management organize my works. They are important and urgent; important but not urgent, not important but urgent; not important and not urgent. Routine analysis and troubleshooting are in important and urgent. They got my first attention. Some times I dealt with it during the day. I also wanted to develop a macro-enabled spreadsheets to automate data-population process. It went under important but not urgent. It was my initiative to save time and money in order to meet reporting due date. I spent time on such things for the long run. ab accreditation audit. I checked reports, I revised quality manual, I signed operating procedure. case #2: [LifeLabs, 2021] I used to use four quadrants of time management organize my works when I joined in LifeLabs.