Talent Management, SPEC Kit 344 (November 2014)

Taylor, Meredith A.; Lee, Elida

82 · Representative Documents: Competency Models
UNIVERSITY OF CALGARY
Core Competency Descriptors
http://www.ucalgary.ca/hr/system/files/Core-Competency-Descriptors.pdf
9
• PERSONAL COPING/WELLNESS STRATEGIES
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Demonstrates the ability to deal with pressure and other workplace stressors appropriately.
Phase II -Handles pressure and stressful situations effectively so productivity is not affected identifies and
negotiates personal boundaries requests assistance as needed.
Phase III -Handles complex, stressful situations with diplomacy, calmness and good judgement helps
reduce workplace stressors for self and others coaches and assists others as appropriate.
• GROWTH AND DEVELOPMENT
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Accepts constructive feedback sets learning goals and develops skills.
Phase II -Takes responsibility for own learning and development. Uses self assessment, reflection on
events, feedback and other information in developing capabilities or modifying behaviour.
Phase III -Manages own learning and development and personal career development fosters and supports
this in others.

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82 · Representative Documents: Competency Models
UNIVERSITY OF CALGARY
Core Competency Descriptors
http://www.ucalgary.ca/hr/system/files/Core-Competency-Descriptors.pdf
9
• PERSONAL COPING/WELLNESS STRATEGIES
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Demonstrates the ability to deal with pressure and other workplace stressors appropriately.
Phase II -Handles pressure and stressful situations effectively so productivity is not affected identifies and
negotiates personal boundaries requests assistance as needed.
Phase III -Handles complex, stressful situations with diplomacy, calmness and good judgement helps
reduce workplace stressors for self and others coaches and assists others as appropriate.
• GROWTH AND DEVELOPMENT
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Accepts constructive feedback sets learning goals and develops skills.
Phase II -Takes responsibility for own learning and development. Uses self assessment, reflection on
events, feedback and other information in developing capabilities or modifying behaviour.
Phase III -Manages own learning and development and personal career development fosters and supports
this in others.

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SPEC Kit 344: Talent Management · 81
UNIVERSITY OF CALGARY
Core Competency Descriptors
http://www.ucalgary.ca/hr/system/files/Core-Competency-Descriptors.pdf
8
PERSONAL EFFECTIVENESS (Ability to demonstrate respect, dignity and integrity in interpersonal
relationships and to demonstrate positive personal coping and wellness strategies)
• INTERPERSONAL RELATIONSHIPS: Interactions
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Is approachable, personable and helpful when dealing with others.
Phase II -Interacts with others effectively demonstrates consideration and respect. Aware of the
impact of behaviour on others and able to modify approaches appropriately.
Phase III -Demonstrates highly developed interpersonal relations expertise in dealing with a
range of situations which may include complex, sensitive and/or confidential issues.
• INTERPERSONAL RELATIONS: Ethics and Standards
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Demonstrates honesty and fairness meets workplace expectations and commitments.
Phase II -Follows, and encourages others to follow ethical practices, workplace codes, standards,
procedures and expectations, including the boundaries of confidentiality.
Phase III -Has a well-developed sensitivity to and understanding of professional ethics and workplace
standards and expectations and is able to both set and follow them coaches or acts on behalf of others.
• INTERPERSONAL RELATIONS: Accomplishing Results
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Carries out tasks to accomplish expected results and interacts with others appropriately.
Phase II -Achieves productive results through balancing completing tasks with maintaining effective
relations with others.
Phase III -Successfully balances results oriented focus with interpersonal relations considerations in
complex, challenging situations assists others in developing their skills in this area.
• PERSONAL ORGANIZATIONAL SKILLS/TIME MANAGEMENT
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Follows the work schedule and/or completes assigned tasks within timelines.
Phase II -Sets and/or negotiates priorities and accomplishes activities or processes within timelines.
Phase III -Applies a variety of time management strategies when dealing with a range of issues and
problems while carrying out diverse roles and responsibilities.
• PERSEVERANCE AND FOLLOW THROUGH
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Follows through on tasks and assignments despite obstacles.
Phase II -Positively motivates self to persevere with activities and projects despite setbacks and challenges.
Encourages others.
Phase III -Perseveres with complex, challenging situations positively motivates and coaches others seeks
resources, supports and pursues alternatives as appropriate.

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SPEC Kit 344: Talent Management (November 2014) resources

SPEC Kit 344: Talent Management · 83
UNIVERSITY OF CALGARY
Core Competency Descriptors
http://www.ucalgary.ca/hr/system/files/Core-Competency-Descriptors.pdf
10
UNIVERSITY UNDERSTANDING (Ability to demonstrate effectiveness within the University environment
and demonstrate an understanding of the University context)
• EFFECTIVENESS WITHIN THE UNIVERSITY: Operations
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Applies knowledge of own unit and/or relevant aspects of the University to carrying out tasks and
responsibilities effectively.
Phase II -Applies a well developed understanding of the unit and/or relevant aspects of the University to
carrying out responsibilities and developing and improving programs, policies, procedures and services.
Phase III -Understands the roles and functions of own and various other units works beyond the unit and/or
across the University to enable improvement and benefit for the University.
• EFFECTIVENESS WITHIN THE UNIVERSITY: Facilities, Services, Resources
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Demonstrates general knowledge of the University layout, buildings, services and contact people.
Phase II -Demonstrates detailed knowledge of University buildings, facilities, services, departments,
resources and contact people.
Phase III -Applies well developed understanding of University facilities, services, people and resources to
carrying out responsibilities, sponsoring improvements, and acting as a key resource to others.
• EFFECTIVENESS WITHIN THE UNIVERSITY: Policies, Processes, Technology, Systems
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Demonstrates awareness of the policies, procedures, technology, programs and/or systems
needed to do the job and uses them effectively.
Phase II -Understands and effectively uses University policies, procedures, technology, equipment,
programs, and/or systems needed to do the job interprets or explains these to others contributes to
improvement processes.
Phase III -Applies comprehensive knowledge of University policies, procedures, technology, equipment,
programs, and/or systems to roles and responsibilities which may include acting as a key resource,
forecasting trends and impacts, facilitating improvements and changes.
• THE UNIVERSITY CONTEXT/CULTURE: University Context
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:
Phase I -Demonstrates appreciation and respect for the values and culture of the University.
Phase II -Demonstrates a good overall understanding of the mission, values, culture, context and/or
terminology of the University and successfully applies this on the job.
Phase III -Demonstrates a well developed understanding and ability to work within the mission, values and
context of the University provide interpretation and advice to others.
• THE UNIVERSITY CONTEXT/CULTURE: Structures, Channels, Relationships
The person performing this job is typically or frequently expected to demonstrate the following behaviours,
skills, knowledge:

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Page 7Survey Results click to expand contents

Page 71Representative Documents click to expand contents

Page 73Competency Models click to expand contents

Page 109Staff Development Plans click to expand contents

Page 115Performance Assessment click to expand contents

Page 179Selected Resources click to expand contents

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