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					CUSTOMER SERVICE REPRESENTATIVE
      COMPETENCY PROFILE




       Government Agents Branch
       Final Draft (March 4, 2004)
Introduction
The British Columbia government has commenced a Public Service Renewal initiative which
will translate into significant change in the way that people and technology are managed. The
introduction of competency models in the BC Public Service is a cornerstone to promoting the
government's renewal agenda and to contributing to the strengthening of a professional public
service. Competencies help provide the direction and the goals for many types of human
resource programs including recruitment, development, performance management, and
succession management.
The term ‘competency’ is used to describe a cluster of related knowledge, skills, and personal
attributes that contributes to successful job performance and, ultimately, to the goals and
priorities of the government of British Columbia. Competencies are typically expressed in terms
of observable, on-the-job, behaviors.

In the summer of 2002, the Government Agents Branch completed a Competency Profile for the
Government Agent position which details the key skills, knowledge and behaviors expected of a
manager in this role. Last year the Government Agent Service Plan included a commitment to
complete a similar profile for Customer Service Representatives. In the fall of 2003, with the
help of the Public Service Agency, a team made up of two GA’s and 5 CSR’s began work on this
project. Upon completion of a draft version of the profile 2 focus groups with approximately 12
GA’s and CSR’s in each were formed and meetings were held in Kamloops and Prince George.
Focus group participants reviewed the drafts for appropriateness and clarity, providing
recommendations for improvement.

In developing and selecting the competencies outlined in this profile the project team considered
not only the current role but also the evolving role of the CSR. As such, this profile supports the
Government Agents Branch vision, mission, values and strategies, as well as, the provincial
government's client-centered service agenda.




                                                                                                  1
Introduction
Why Develop A Competency Profile for CSR’s?
The competencies defined in the Customer Service Representative profile form a database that
links together various human resource activities. In the Government Agents Branch the activities
linked to this profile include training, career development, performance management and
recruitment and selection.
Training:
The CSR Competency Profile will assist Government Agents and CSR’s determine training and
development needs by allowing them to identify precisely what skills, knowledge and behaviors
the Branch values and expects of staff. Branch training coordinators can also use competency
data to develop and /or evaluate training programs to determine if the content of selected courses
is appropriate and consistent with the work environment and culture we are developing. If
managers and staff responsible for coordinating training understand which competencies the
Branch as a whole is strong in and which ones need further development, competencies can be
rank ordered from those in greatest need of development to those in least need and training
priorities can be established.
Career Development:
For career planning to be effective, employees need job information. While the CSR job
description, stating desired education and experience as well as the general functions of the job is
helpful, it does not tell the employee what they do on the job – what they need to be competent
at. Since competencies are behavioral descriptions, self-assessment becomes easier. CSR’s can
ask themselves, “Do I have these competencies?” “Do I use them on a regular basis?” By
answering such questions, employees can steer their own development in the right direction.
When project team assignments become available, Government Agents and other branch
managers can use Employee Performance and Development Plans to review which employees
have the desired competencies, then contact the employee to determine their interest in the
project.
Performance Management:
Since competencies are specific and behavioral they are ideal for performance measurement.
The Behavioral Indicators for each of the competencies describes various levels of competency
from the lowest level, generally indicating “learning the competency” to the highest level
indicating “highly competent”. Under each are specific behaviors that demonstrate the various
levels of competency.
The competencies and the behavior indicators described in this profile are an integral part of the
Employee Performance and Development Plan as they illustrate the competencies that support
the Government Agents Branch vision, mission and values. These competencies help the CSR
and the GA focus on specific goals for performance improvement and personal development by
getting the employee involved in training and other events that build the right behaviors.



                                                                                                     2
Introduction
Recruitment and Selection:
The competency profile is also used in the recruitment and selection process by emphasizing
broad-based skills and abilities when establishing qualifications assessing past behaviors. The
BC Public Service is increasingly using behavioral interviewing techniques in the selection
process and having a competency profile is critical to using this method effectively. Behavioral
interview questions focused on assessing competencies most important for superior performance
in the CSR position will significantly improve the selection process.

Understanding the Competency Profile
The competencies in this profile have been grouped into the following three clusters: BC Public
Service Core Competencies; CSR Functional Competencies; and, CSR Technical Competencies.
BC Public Service Core Competencies are used to describe elements of behavior that are
important for all employees of the BC Public Service. These competencies have been identified
by a government wide focus group of senior managers and are linked to the current vision and
value of the BC Government Renewal Initiative.
CSR Functional Competencies describe the more specialized skills, knowledge and behaviors
for the role of Customer Service Representative in the Government Agents Branch. These
competencies describe the specific capabilities and characteristics consistent with superior
performance in this position.
CSR Technical Competencies describe the specific technical skills and abilities deemed most
critical to successful performance in this position.
Important to Note: This profile does not include every competency that a CSR uses in the
performance of their duties; in fact this profile includes only 13 competencies. Extensive
research into competency development clearly shows that, to be of value, competency profiles
cannot be too large. In developing the CSR competency profile the intent was to focus on the
20% of competencies that make 80% of the difference in terms of job performance.

Each of the 13 competencies defined on the following pages contains a competency definition
and a behavioral scale. The definition describes the competency in terms that are observable and
measurable. The behavioral scale provides a description of what the competency looks like at
different levels of demonstration – the scales are incremental so that a higher level includes all
the lower levels as well. The scales describe positive demonstrations of the competency and the
issue is how much of the positive behavior is required / demonstrated.

These scales have no particular linkage to classification and there is no attempt to place a value
on one competency relative to another.
The Competency Assessment table suggests the target level for each competency a new
employee should bring to the job and helps the Manager and CSR establish developmental
targets.


                                                                                                     3
Public Service Core Competencies
                          RESULTS ORIENTATION
Results Orientation is a concern for surpassing a standard of excellence. The standard may be
one's own past performance (striving for improvement); an objective measure (achievement
orientation); challenging goals that one has set; or even improving or surpassing what has
already been done (continuous improvement). Thus, a unique accomplishment also indicates a
Results Orientation.
Behavioural Indicators
1. Wants to Do Job Well:
     Strives to do the job well or correctly.
     Willing to express opinion at waste or inefficiency in a constructive manner.
     Able to work independently at times without supervision.
2. Creates Own Measures of Excellence:
     Uses own specific methods of measuring outcomes against a standard of excellence.
     May focus on new or more precise ways of meeting goals set by management.
     Achieves results through resourcefulness and persistence.
3. Improves Personal Performance:
      Makes specific changes in the system or in own work methods to improve performance
       (e.g., does something better, faster, at lower cost, more efficiently; improves quality,
       customer satisfaction, morale).
4. Meets Challenging Goals:
     "Challenging" means it is a definite stretch, but not unrealistic or impossible.
     Delivers to specific goals and improves performance.




                                                                                                  4
Public Service Core Competencies
                           SERVICE ORIENTATION
Service Orientation implies a desire to identify and serve customers/clients, who may include
the public, colleagues, partners (e.g. educational institutes, non-government organizations, etc.),
co-workers, peers, branches, ministries/agencies and other government organizations. It means
focusing one's efforts on discovering and meeting the needs of the customer/client and meeting
or exceeding all GAB service standards.
Behavioral Indicators
1. Follows Up:
     Follows through on customer/client inquiries, requests, and complaints.
     Keeps customers/clients up-to-date about progress of projects.
2. Maintains Clear Communication:
     Maintains clear communication with customers/clients regarding mutual expectations,
       monitors client satisfaction.
     Distributes helpful information to clients/customers.
     Ensures professional and courteous service.
     Projects self confidence.
3. Takes Personal Responsibility:
     Takes personal responsibility for correcting customer/client-service problems.
     Corrects problems promptly and undefensively.
     Identifies and promotes the use of other products and service options.
4. Takes Action for the Customer/Client:
     Makes self fully available, especially when the client/customer is going through a critical
       period.
     Takes actions to consistently exceed customer expectations to ensure accessibility to
       information or assistance.
5. Addresses Underlying Customer/Client Needs:
     Investigates the customer's/client's issues and/or seeks information about the real
      underlying needs of the customer/client, beyond those expressed initially.
     Matches these to available (or customized) services.




                                                                                                      5
Public Service Core Competencies
                 TEAMWORK AND CO-OPERATION
Teamwork and Cooperation is the ability to work co-operatively within diverse teams, work
groups and across the organization to achieve group and organizational goals.
Behavioural Indicators
1. Co-operates:
    Participates willingly, is a "good team player," does his/her share of the work.
    Supports team decisions.
    As a member of a team, keeps other team members informed and up-to-date about group
      processes and individual actions; shares all relevant or useful information.
    Recognizes and values the diversity in our workplace.
    Reconciles and lets go of past differences
2. Solicits Input:
    Genuinely values others' input and expertise, is willing to learn from others (including
       subordinates and peers).
    Solicits ideas and opinions to help form specific decisions or plans.
    Promotes team cooperation
3. Encourages Others:
    Openly credits others who have performed well.
    Encourages and empowers others, makes them feel strong and important.
    Maintains the self-confidence and self-esteem of others.
    Works with team members to resolve conflicts quickly and constructively.
4. Creates Opportunities to Initiate Relationships:
    Identifies significant opportunities for contribution and finds ways to make personal
      connections.
    Nurtures relationships over time to build rapport and trust.
5. Promotes Team Commitment:
    Can positively influence and/or motivate others in either a quite or open manner.
    Acts to promote and contribute to a welcoming, productive climate, with good morale
      and cooperation.
    Protects/promotes group reputation with outsiders.
    Leads by example.




                                                                                                6
CSR Functional Competencies
      PROBLEM SOLVING / ANALYTICAL THINKING
Analytical Thinking is the ability to comprehend a situation by breaking it down into its
components and identifying key or underlying complex issues. It implies the ability to
systematically organize and compare the various aspects of a problem or situation, and determine
cause-and-effect relationships ("if...then…") to resolve problems in a sound, decisive manner.
Checks to ensure the validity or accuracy of all information.
Behavioural Indicators
1. Identifies and Breaks Down Problems:
    Asks questions to identify problems and issues.
    Breaks a problem into lists of tasks or activities, without assigning values.
    Makes a list of items with no particular order or set of priorities.
    Requires some guidance or support to determine if and what action is required.
2. Sees Basic Relationships:
    Separates problems into pieces.
    Links together pieces with a single link: A leads to B; can separate into two parts: pro and
      con.
    Sorts out a list of tasks in order of importance
3. Asks Questions:
    Asks direct questions of the people who are there, or who are supposed to answer
      questions about the situation.
    Uses visible information, or consults other available resources
    Identifies risk factors and seeks appropriate feedback and direction.
4. Does Research and Digs Deeper:
    Asks a series of probing questions to get at the root of a situation or a problem, or
      potential opportunity below the surface issues presented.
    Calls on others, who are not personally involved, to get their perspective, background
      information, experience, etc.
    Does not stop with the first answer, finds out why something happened.
    Makes a systematic effort over a limited period of time to obtain needed data or feedback,
      through computer search systems, or other available resources.
    Reviews risk factors and identifies mitigation steps.
5. Sees Multiple Relationships:
    Breaks down a problem into smaller parts.
    Makes multiple causal links: several potential causes of events, several consequences of
      actions, or multiple-part chains of events (A leads to B leads to C leads to D).
    Analyzes relationships among several parts of a problem or situation.
    Anticipates obstacles and thinks ahead about next steps.

6.   Resolves problems
                                                                                                7
CSR Functional Competencies
     Presents well thought out solutions with supporting rationale.
     Able to define possible alternative solutions and considers Pros/cons of each.
     Ensures decisions and risks are assessed and clearly communicated.




                                                                                       8
CSR Functional Competencies
                                      INTEGRITY
Integrity refers to actions that are consistent with what one says are important. People with
integrity "walk the talk" by communicating intentions, ideas and feelings openly and directly,
and welcoming openness and honesty even in difficult negotiations.
Behavioural Indicators
1. Acts in a Professional Manner:
    Acts in accordance with BC Public Service Standards of Conduct and respects the
      Ministry, Branch and clients business agenda.
    Fulfills job description requirements.
    Recognizes and acknowledges own negative feelings (apprehension, uncertainty, fear,
      etc.) or mistakes.
    Takes responsibility for own mistakes.
2. Takes Actions That are Consistent with Organizational Values:
    Operates consistently with value base, for example, takes pride in being trustworthy.
    Expresses what one is thinking in a professional manner even when it would be easy to
      refrain from being open about the situation.
3. Actively Supports the Organization:
    Actively supports the organization's missions, values and goals.
    Makes choices and sets priorities to meet organization's needs and fit with the
      organizational mission.
    Co-operates with others to achieve organizational objectives.
    Publicly supports the mission and promotes a positive image of the organization.
4. Acts on Values When It Is Not Easy to Do So:
    Openly admits having made a mistake.
    Is prepared to take a stand on issues based on what is good for the organization, even if it
      is not an accepted or appreciated stand.
    Approaches higher authorities for action on espoused values.




                                                                                                 9
CSR Functional Competencies
           FLEXIBILE and ADAPTABLE TO CHANGE
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 Indicators
1. Values Needed for Flexibility:
    Accepts that other people's points of view are reasonable or valid.
    Acknowledges that people are entitled to their opinions, and accepts that they are
      different.
    Offers support of coworker’s task when needed or required.
    Supports mandated change initiatives.
    Can self assess own abilities and needs to adapt successfully.
2. Demonstrates Flexibility:
    Works creatively within standard procedures to fit a specific situation.
    Understands policies and can work within them to meet branch, work group, team or
     individual goals.
    Helps others understand how change will affect work processes or structures in general.
3. Adapts Approach:
    Changes one's approach as required to achieve intended outcomes.
    Prioritizes actions effectively in order to respond to numerous, diverse challenges and
     demands.
4. Follows Through on Change Initiative:
    Takes specific and sustained action to support the successful implementation of the
      change program.
    Reinforces the change message with own actions and attitudes.
    Takes action and demonstrates behaviors consistent with the desired change.




                                                                                                    10
CSR Functional Competencies
        COMMITMENT TO CONTINUOUS LEARNING
Commitment to Continuous Learning involves a commitment to think about the ongoing and
evolving needs of the organization and to learn how new and different solutions can be utilized
to ensure success and move the organization forward.
Behavioural Indicators
1. Uses Current Knowledge:
    Uses previously learned approaches to generate solutions within own discipline.
2. Has Interest in Own Field of Expertise:
    Shows curiosity or interest about new approaches, tools, methods and/or technologies in
      own field of expertise on the job.
3.    Initiates Self-Development:
      Analyzes own performance to understand positive experiences and setbacks and takes
         specific short-term action to improve performance in current job.
      Applies learning on the job.
      Analyses and proceeds on own path of personal development.
4. Keeps Current in Own Field of Expertise:
    Seeks out new approaches, tools, methods, techniques and/or technologies in own field of
      expertise by reading, talking to others, attending industry seminars/conferences, courses
      and/or by experimentation on the job.
5. Keeps Current with Business/Organizational Changes:
    Stays current in a demanding and changing business/organizational environment with
      new approaches, tools, methods and/or technologies that may impact the business.
    Quickly assimilates and understands a constant stream of new information.
6. Links Knowledge to Current Business Needs:
    Takes steps to maintain an in-depth understanding of key business issues and
      implications.
    Demonstrates an in-depth understanding of potential solutions in areas of expertise that
      could impact the business.
    Sees applicability of current or emerging approaches, tools, methods and/or technologies
      to the future needs of the business.
7. Maintains Broad Learning Perspective:
    Uses knowledge of own and/or other areas of expertise in addition to learning the
     application of new or emerging approaches, tools, methods and/or technologies.




                                                                                              11
CSR Functional Competencies
                                   SELF CONTROL
Self-Control is the ability to keep one's emotions under control and restrain negative actions
when provoked, faced with opposition or hostility from others, or when working under stress. It
also includes the ability to maintain stamina under continuing stress.
Behavioural Indicators
1. Restrains Emotional Impulses:
    Feels an impulse to do something that may be inappropriate and resists it.
    In difficult and/or stressful situations, resists temptation to act out without thinking
      through consequences of actions; or, feels strong emotions (such as anger, extreme
      frustration, or high stress) and holds them back.
    Recognizes personal limits and disengages when necessary.
2. Responds Calmly:
    When feeling strong emotions such as anger, extreme frustration, or high stress, is able to
      hold back emotions and continue to talk and act in a calm and controlled manner.
    Makes conscious decisions not to react to angry actions of others.
    May leave temporarily to withhold emotions, then return immediately to continue.
    Uses appropriate language and other techniques to defuse tense situations.
    Can maintain confidence and self-image in the face of stress or difficulty.
3. Calms Others:
    Identifies sources of stress in self and others.
    Not only controls own emotions, but also acts to defuse the situation and calm others.
    May remove others from a stressful situation to allow them to regain their composure.
4. Manages Stress Effectively:
    Withholds effects of strong emotions or stress over time; keeps functioning or responds
     constructively despite ongoing stress.
    May apply special techniques or plan activities ahead of time to manage emotions or
     stress.
    Deals positively with situations that are stressful or threatening.
    Seldom gives up before finishing, especially in the face of resistance or setbacks.




                                                                                                12
CSR Functional Competencies
                         CONFLICT RESOLUTION
Conflict Resolution is the process of resolving a dispute or a conflict permanently, by providing
each side’s needs, and adequately addressing their interests so that they are satisfied with the
outcome.
Behavioral Indicators

1. Identifies and Resolves Basic Conflicts:
    Shows concern and empathy for others point of view.
    Remains non-judgmental and non-defensive.
    Takes steps to communicate with the individual with whom conflict occurs.
    Maintains focus on the situation, issue or behavior, not the person.
    Keeps emotions in check.
2. Resolves More Complex Conflicts:
    Clarifies assumptions and expectations.
    Checks interpretation of information.
    Looks for common goals or values.
    Seek and offer information about the underlying issues.
3. Helps Other Resolve Conflicts and Interpersonal Issues:
    Acknowledges value differences and tries to resolve conflict in ways that respect
      differing value systems.
    Designs a process to satisfy both parties.
    Analyze context within which conflict occurs.
    Collaborate when differences can be accommodated and compromise when differences
      are incompatible.
    Uses knowledge of the process to develop and assist other staff members dealing with
      conflict.




                                                                                               13
CSR Functional Competencies
   LISTENING, UNDERSTANDING AND RESPONDING
Listening, Understanding and Responding is the desire and ability to understand and respond
effectively to 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 and socio-economic sensitivity.
Behavioural Indicators
1. Listens and Responds to Expressed Emotions:
    Understands what people say and responds accordingly in a clear manner.
    Asks questions to clarify what is expressed.
    Uses appropriate tone, volume and cadence when responding.
2. Understands and Responds to Unexpressed Emotions:
    Reads body language and other non-verbal cues accurately and uses that understanding to
     structure and give an appropriate response.
    Reiterates information to check understanding before drawing conclusions.
    Demonstrates the ability to see things from another's perspective.
3. Understands and Responds to Underlying Issues:
    Understands why people behave in a certain way in given situations; accurately assesses
     root causes of individual's behaviors.
    Responds to people's concerns in a proactive manner that promotes long term solutions.
    In one-on-one and group settings, uses various media to share ideas, convey information
     and obtain feedback clearly and concisely.
4. Anticipates and Plans for Future Interactions:
    Anticipates and understands people's likely reactions to events or situations.
    Uses that understanding to plan for effective interactions and to foster long-term positive
      relationships.




                                                                                               14
CSR Technical Competencies
                    WRITTEN COMMUNICATIONS
Written Communications is the ability to express ideas, request actions, summarize events and
formulate plans by means of clear and effective writing.

Behavioural Indicators
1. Demonstrates Basic Writing Skills:
    Can identify, prepare and organize material.
    Understands correct use of punctuation.
    Can construct effective sentences and paragraphs.
2. Prepares Basic Documents:
    Can organize material and write simple, clear and concise letters and memos.
    Correctly formats letters, memos, reports, and electronic mail.
    Writes in a style and level appropriate to the audience.
    Effectively uses appropriate word processing and other software tools.
3. Ability To Proof Read And Edit Others Writing:
    Edit others work for appropriate language, composition, structure, and layout.
4. Prepare Complex Documents:
    Writes clearly, concisely and persuasively.
    Create rapport with reader.
    Persuade the reader that the information provided is accurate, relevant and important.
    Write for others signature.




                                                                                              15
CSR Technical Competencies
                           USE OF TECHNOLOGY
Use of Technology is the knowledge of and the ability to use the technology that supports the
client ministry and Government Agents Branch products, services and administrative functions.
Behavioural Indicators

1. Effective Use Of Office Technology:
    Can use basic functions in word processing and spreadsheet programs to produce reports,
      letters, etc..
    Can use basic electronic mail functions.
    Basic Internet search capabilities.
    Can use standard office equipment efficiently.
2. Uses Available On-Line Resources:
    Can access and use on-line manuals and other information sources available including
      Extranet access.
    Creates appropriate Internet favorites.
    Comprehensive knowledge and use of electronic mail systems.
    Accesses and effectively uses various kinds of database information.
    Fully understands use of multi-channel approach to government service delivery.
    Ability to promote and migrate customers to appropriate service channels and assist them
      in gaining understanding and working knowledge of service channel technologies, etc.
3. Advanced Use Of Internet:
    Fully understands and uses advanced search techniques.
    Understands and uses most appropriate search engines.
4. Expert Knowledge
    Uses specialist knowledge to create databases and other technology tools to improve
      office productivity.
    Assists in developing technical skills and knowledge in others.
    Provides guidance and assistance to others with technology related issues.
    Able to resolve problems and issues with various technologies and applications.




                                                                                            16
CSR Technical Competencies
           KNOWLEDGE OF CLIENT SERVICES AND
                    PROCEDURES
Knowledge of Client Services and Procedures is the ability to demonstrate a technical
understanding of the organizations, programs, services and processes required to perform a role
or function.
Behavioural Indicators
1. Basic Knowledge Of Programs, Services And Procedures Delivered By The GAB:
      Can provide general information and perform basic tasks and transactions related to the
       common programs and services.
      With assistance can provide detailed information and perform higher complexity tasks
       and transactions related to programs and services delivered by GAB.
2. Working Knowledge Of Programs Services And Procedures Delivered By The GAB:
    Can independently handle most tasks and transactions related to GAB services with
     minimal direction.
    Can use knowledge of selected client ministry services to help customers resolve and
     understand issues.
    Can provide specific information and perform required tasks and transactions related to
     common programs and services.
   
3. In-Depth Knowledge Of Programs, Services and Procedures Delivered By The GAB:
    Technically experienced and fully competent in most client ministry services and
      programs.
    Provides valuable feedback to GAB client ministry liaison staff and or GA regarding
      program delivery and customer needs.
    Acts as a specialist resource for colleagues in specific program / service area.
    Actively encourages and assists public in learning and using other service channel
      options.
4. Acts To Transfer Specific Skills And Knowledge To Others:
    Understands how a specific area of knowledge relates to broader organizational goals and
      communicates the knowledge and skills to others.
    Possesses a sound knowledge of the environment, culture and products or services and
      can determine which aspects of a specific knowledge or skill needs to be transferred to
      others in order to achieve organizational goals.
    Plays a key role in developing the skills and knowledge of others.




                                                                                                 17
Competency Assessment

COMPETENCY GOALS – to be developed by the Manager and the employee at the beginning of the employment
period based on a discussion of the job requirements and the CSR’s assessment of where they currently are in the
competency levels. The Entry Level Target is expected to be the minimum level of behavior of an individual being
considered for employment as a Customer Service Representative in the Government Agent Branch. It is expected
that all staff in this position should strive to achieve at least the CSR Target Level.
      Competencies                 Entry          CSR          CSR          GA                    Comments
                                   Level         Target        Self        Rating
                                   Target        Level        Rating

Results Orientation                   Level 1       Level 1     Level 1      Level 1
                                     Level 2       Level 2     Level 2      Level 2
                                      Level 3      Level 3     Level 3      Level 3
                                      Level 4       Level 4     Level 4      Level 4
Service Orientation                   Level 1       Level 1     Level 1      Level 1
                                      Level 2       Level 2     Level 2      Level 2
                                     Level 3       Level 3     Level 3      Level 3
                                      Level 4      Level 4     Level 4      Level 4
                                      Level 5       Level 5     Level 5      Level 5

Teamwork and Cooperation              Level 1       Level 1     Level 1      Level 1
                                      Level 2       Level 2     Level 2      Level 2
                                     Level 3      Level 3     Level 3      Level 3
                                      Level 4       Level 4     Level 4      Level 4
                                      Level 5       Level 5     Level 5      Level 5

Problem Solving and                   Level 1       Level 1     Level 1      Level 1
Analytical Thinking                   Level 2       Level 2     Level 2      Level 2
                                     Level 3       Level 3     Level 3      Level 3
                                      Level 4      Level 4     Level 4      Level 4
                                      Level 5       Level 5     Level 5      Level 5
                                      Level 6       Level 6     Level 6      Level 6

Integrity                             Level 1       Level 1     Level 1      Level 1
                                      Level 2       Level 2     Level 2      Level 2
                                     Level 3      Level 3     Level 3      Level 3
                                      Level 4       Level 4     Level 4      Level 4

Flexibility and Adaptable To          Level 1       Level 1     Level 1      Level 1
Change                                Level 2       Level 2     Level 2      Level 2
                                     Level 3       Level 3     Level 3      Level 3
                                      Level 4      Level 4     Level 4      Level 4
Commitment to Continuous              Level 1       Level 1     Level 1      Level 1
Learning                              Level 2       Level 2     Level 2      Level 2
                                      Level 3       Level 3     Level 3      Level 3
                                     Level 4       Level 4     Level 4      Level 4
                                      Level 5      Level 5     Level 5      Level 5
                                      Level 6       Level 6     Level 6      Level 6
                                      Level 7       Level 7     Level 7      Level 7
Self-Control                          Level 1       Level 1     Level 1      Level 1
                                     Level 2       Level 2     Level 2      Level 2
                                      Level 3      Level 3     Level 3      Level 3
                                      Level 4       Level 4     Level 4      Level 4

                                                                                                               18
Competency Assessment

Conflict Resolution
                                  Level 1       Level 1   Level 1   Level 1
                                   Level 2      Level 2   Level 2   Level 2
                                   Level 3       Level 3   Level 3   Level 3

Listen/Understand/Respond          Level 1       Level 1   Level 1   Level 1
                                  Level 2      Level 2   Level 2   Level 2
                                   Level 3       Level 3   Level 3   Level 3
                                   Level 4       Level 4   Level 4   Level 4

Written Communications             Level 1       Level 1   Level 1   Level 1
                                  Level 2      Level 2   Level 2   Level 2
                                   Level 3       Level 3   Level 3   Level 3
                                   Level 4       Level 4   Level 4   Level 4

Use of Technology                  Level 1       Level 1   Level 1   Level 1
                                  Level 2       Level 2   Level 2   Level 2
                                   Level 3      Level 3   Level 3   Level 3
                                   Level 4       Level 4   Level 4   Level 4

Knowledge of Client Services      Level 1       Level 1   Level 1   Level 1
and Procedures                     Level 2       Level 2   Level 2   Level 2
                                   Level 3      Level 3   Level 3   Level 3
                                   Level 4       Level 4   Level 4   Level 4




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