competencies for canada’s substance abuse workforce: section … · 2019-05-10 · competencies...
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Competenciesfor Canada’s Substance Abuse Workforce
SECTION VIPERFORMANCE MANAGEMENT TOOLS FOR COMMON
JOB CLUSTERS FOR THE BEHAVIOURAL COMPETENCIES
This package was published by the Canadian Centreon Substance Abuse (CCSA).
Suggested citation: Canadian Centre on Substance Abuse. (2014). Competencies for Canada’s substance abuse workforce.
Ottawa, ON: Canadian Centre on Substance Abuse.
This is a living document, which CCSA may revise and update to reflect the latest evidence and research.
© Canadian Centre on Substance Abuse, 2014
For additional copies, contactCCSA, 75 Albert St., Suite 500
Ottawa, ON K1P 5E7Tel.: 613-235-4048
Email: [email protected]
ISBN 978-1-77178-192-3
SECTION VIPERFORMANCE MANAGEMENT TOOLS FOR COMMONJOB CLUSTERS FOR THE BEHAVIOURAL COMPETENCIES
TABLE OF CONTENTS
ADMINISTRATIVE SUPPORT
COUNSELLING
HEALTH PROMOTION
SENIOR MANAGEMENT
SUPERVISION
SUPPORT AND OUTREACH
WITHDRAWAL MANAGEMENT
IV–1
IV–9
IV–17
IV–25
IV–33
IV–41
IV–49
ACKNOWLEDGEMENTS
The Canadian Centre on Substance Abuse (CCSA) gratefully acknowledges the significant contributions and support
received from people working in the field who participated in focus groups across Canada.
CCSA especially thanks all its partners who so graciously allowed and encouraged staff to participate in the focus
groups. The research means nothing if the end result is not meaningful to the people for whom it is intended and CCSA
could not produce a meaningful report without the input from the focus groups.
CCSA also thanks members of the National Advisory Group on Workforce Development (comprised of representatives
from key national organizations and provincial/territorial governments) and other experienced directors and managers
who participated in reviews of both sets of competencies.
These documents can also be downloaded as a PDF at www.ccsa.ca
Ce document est également disponible en français sous le titre :Compétences pour les intervenants canadiens en toxicomanie
VI–1
Competencies for Canada’s Substance Abuse Workforce
PERFORMANCE MANAGEMENT TOOLS FOR COMMON JOB CLUSTERS FOR THE BEHAVIOURAL COMPETENCIES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
ADMINISTRATIVE SUPPORTThis performance management tool provides you with a process and template for conducting employee performance reviews within the Administration Support occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Performance Management Tools for Common Job Clusters for the Behavioural CompetenciesADMINISTRATIVE SUPPORT
VI–2
**CONFIDENTIAL WHEN COMPLETED**
Competency Required Proficiency
Levels
Adaptability/Flexibility 1
Analytical Thinking and Decision Making 1
Client Service Orientation 1
Continuous Learning 2
Diversity and Cultural Responsiveness 1
Effective Communication 2
Ethical Conduct and Professionalism 1
Interpersonal Rapport/Savvy 2
Planning and Organizing 2
Self Care 2
Self Management 2
Teamwork and Cooperation 2
Job Cluster Example Job Titles
Administrative Support Administrative Assistant, Administrator, Regional Administrator, Clinic Technician
Preparation ChecklistReview job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Administrative Support
Position Title:
Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–3
Performance Management Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT
How to Use this Form
INITIAL PLANNING: At the beginning of the performance cycle (e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–4
Performance Management Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved. This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–5
Performance Management Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT
PA
RT
A: P
erfo
rman
ce P
lann
ing
and
Rev
iew
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Ad
apta
bili
ty/F
lexi
bili
ty
Team
wo
rk a
nd C
oo
per
atio
n
1. P
rovi
de a
dmin
istra
tive
cove
rage
/sup
port
for o
ther
se
ctio
ns d
urin
g pe
riods
of
abse
nce
of o
ther
adm
inis
trativ
e st
aff a
nd w
hen
nece
ssar
y.
Ana
lytic
al T
hink
ing
and
D
ecis
ion
Mak
ing
2. P
rovi
de ti
mel
y in
form
atio
n on
us
er a
ctiv
ity b
ased
on
an a
naly
sis
of a
vaila
ble
data
.
Clie
nt S
ervi
ce O
rien
tatio
n
Inte
rper
sona
l Sav
vy/R
app
ort
Eth
ical
Co
nduc
t an
d
P
rofe
ssio
nalis
m
3. P
rovi
de n
eces
sary
info
rmat
ion
to c
lient
s w
ithin
the
boun
darie
s of
con
fiden
tialit
y po
licie
s an
d/or
co
ntac
t app
ropr
iate
sta
ff to
pas
s in
form
atio
n as
app
ropr
iate
.
Co
ntin
uous
Lea
rnin
g
Sel
f C
are
4. U
nder
take
trai
ning
as
iden
tified
by
sup
ervi
sor a
nd le
arni
ng p
lan.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–6
Performance Management Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Eff
ectiv
e C
om
mun
icat
ion
Sel
f M
anag
emen
t
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
5. E
nsur
e ef
fect
ive
com
mun
icat
ion
is m
aint
aine
d be
twee
n se
rvic
e us
ers
and
colle
ague
s at
all
leve
ls, b
oth
verb
ally
and
in w
ritin
g.
Pla
nnin
g a
nd O
rgan
izin
g
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
6. M
aint
ain
and
crea
te e
ffici
ent
filing
sys
tem
s (e
lect
roni
c an
d ha
rd-c
opy)
to fa
cilit
ate
data
retri
eval
and
ens
ure
that
co
nfide
ntia
lity
is p
rese
rved
.
Sel
f C
are
Team
wo
rk a
nd C
oo
per
atio
n
Ad
apta
bili
ty/F
lexi
bili
ty
7. S
eek
assi
stan
ce fr
om o
ther
s to
reso
lve
issu
es o
r mee
t de
man
ds o
f the
wor
kloa
d, a
s ap
prop
riate
.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–7
Performance Management Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT
PAR
T B
: Lea
rnin
g a
nd D
evel
op
men
t
Are
as f
or
Dev
elo
pm
ent
Act
ion
Pla
n/D
evel
op
men
t O
pti
ons
Targ
et C
om
ple
tio
n D
ates
Res
ults
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–8
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4Exceeds ExpectationsExceeded requirements on most of all important elements of the objective(s).
3Meets ExpectationsFulfilled requirements and met performance objective(s) within the standards for the position assessed.
2Progressing Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1Needs Improvement Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
OverallEvaluation Needs Improvement Progressing Meets Expectations Exceeds Expectations
Manager Comments/ Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
Performance Management Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING
VI–9
COUNSELLINGThis performance management tool provides you with a process and template for conducting employee performance reviews within the Counselling occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–10
Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Counselling Addictions Counsellor, Alcohol & Drug Counsellor, Substance Abuse Counsellor, Intake Counsellor
Preparation ChecklistReview job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Counselling
Position Title:
Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 3
Client-centred Change 3
Client Service Orientation 2
Continuous Learning 2
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 2
Interpersonal Rapport/Savvy 3
Self Care 2
Self Management 2
Teamwork and Cooperation 2
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING
VI–11
How to Use this Form
INITIAL PLANNING: At the beginning of the performance cycle (e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–12
Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved. This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING
VI–13
PA
RT
A: P
erfo
rman
ce P
lann
ing
and
Rev
iew
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Inte
rper
sona
l Sav
vy/R
app
ort
Eff
ectiv
e C
om
mun
icat
ion
1. P
rovi
de in
divi
dual
and
gro
up
coun
sellin
g se
ssio
ns to
clie
nts
in
a sa
fe e
nviro
nmen
t.
Clie
nt S
ervi
ce O
rien
tatio
n
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
2. N
egot
iate
and
sus
tain
goa
l-di
rect
ed c
ouns
ellin
g re
latio
nshi
ps
that
hon
our i
ndiv
idua
l, cu
ltura
lan
d si
tuat
iona
l div
ersi
ty.
Eff
ectiv
e C
om
mun
icat
ion
Inte
rper
sona
l Sav
vy/R
app
ort
Sel
f M
anag
emen
t
3. D
emon
stra
te a
ppro
pria
te
awar
enes
s of
sel
f thr
ough
re
cogn
ition
of i
mpa
ct o
n ot
hers
, man
agin
g bi
as, a
nd th
e id
entifi
catio
n of
stre
ngth
s an
d lim
itatio
ns.
Clie
nt S
ervi
ce O
rien
tatio
n4.
Ass
ist i
ndiv
idua
ls, g
roup
s an
d th
e co
mm
unity
to a
ttain
kn
owle
dge
and
skills
in
addr
essi
ng s
ubst
ance
use
is
sues
.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–14
Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Team
wo
rk a
nd C
oo
per
atio
n
Co
ntin
uous
Lea
rnin
g
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
5. E
ngag
e in
reci
proc
al
rela
tions
hips
of l
earn
ing
with
co
lleag
ues.
Clie
nt-c
ente
red
Cha
nge
Clie
nt S
ervi
ce O
rien
tatio
n
Ad
apta
bili
ty a
nd F
lexi
bili
ty
Eff
ectiv
e C
om
mun
icat
ion
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
6. C
olla
bora
te w
ith c
lient
s to
id
entif
y ap
prop
riate
trea
tmen
t op
tions
and
/or s
uppo
rts.
Sel
f M
anag
emen
t
Sel
f C
are
Co
ntin
uous
Lea
rnin
g
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
7. D
evel
op p
erso
nal a
nd
prof
essi
onal
resi
lienc
e an
d pr
omot
e he
alth
thro
ugh
the
deve
lopm
ent a
nd im
plem
enta
tion
of a
per
sona
l wel
lnes
s pl
an.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING
VI–15
PAR
T B
: Lea
rnin
g a
nd D
evel
op
men
t
Are
as f
or
Dev
elo
pm
ent
Act
ion
Pla
n/D
evel
op
men
t O
pti
ons
Targ
et C
om
ple
tio
n D
ates
Res
ults
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–16
Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4Exceeds ExpectationsExceeded requirements on most of all important elements of the objective(s).
3Meets ExpectationsFulfilled requirements and met performance objective(s) within the standards for the position assessed.
2Progressing Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1Needs Improvement Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
OverallEvaluation Needs Improvement Progressing Meets Expectations Exceeds Expectations
Manager Comments/ Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Interview Tools for Common Job Clusters for the Behavioural Competencies HEALTH PROMOTION
VI–17
HEALTH PROMOTIONThis performance management tool provides you with a process and template for conducting employee performance reviews within the Health Promotion occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–18
Interview Tools for Common Job Clusters for the Behavioural Competencies HEALTH PROMOTION
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Health Promotion Health Promotion Specialist, Health Education Specialist, Prevention Coordinator, Health Educator, Health Promotion & Protection Specialist/Worker
Preparation ChecklistReview job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Health Promotion
Position Title:
Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 2
Collaboration and Network Building 3
Continuous Learning 3
Creativity and Innovation 3
Developing Others 3
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 2
Interpersonal Rapport/Savvy 3
Planning and Organizing 3
Self Care 2
Self Motivation and Drive 2
Teamwork and Cooperation 2
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Interview Tools for Common Job Clusters for the Behavioural Competencies HEALTH PROMOTION
VI–19
How to Use this Form
INITIAL PLANNING: At the beginning of the performance cycle (e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–20
Interview Tools for Common Job Clusters for the Behavioural Competencies HEALTH PROMOTION
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved. This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–21
Interview Tools for Common Job Clusters for the Behavioural Competencies HEALTH PROMOTION
PA
RT
A: P
erfo
rman
ce P
lann
ing
and
Rev
iew
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Ad
apta
bili
ty/F
lexi
bili
ty
Co
ntin
uous
Lea
rnin
g
Cre
ativ
ity a
nd In
nova
tion
Co
llab
ora
tion
and
Net
wo
rk
Bui
ldin
g
1. A
ssis
t the
sch
ool d
istri
ct in
im
plem
entin
g a
com
preh
ensi
ve
scho
ol h
ealth
app
roac
h by
pr
ovid
ing
acce
ss to
up-
to-d
ate
info
rmat
ion
on h
ealth
pro
mot
ion
theo
ry a
nd e
vide
nce-
base
d pr
actic
e.
Co
llab
ora
tion
and
Net
wo
rk
Bui
ldin
g
Eff
ectiv
e C
om
mun
icat
ion
2. E
stab
lish
and
mai
ntai
n lin
ks
with
com
mun
ity le
ader
s an
d ot
her k
ey h
ealth
pro
mot
ion
stak
ehol
ders
(e.g
., sc
hool
s,
busi
ness
es, c
hurc
hes,
co
mm
unity
ass
ocia
tions
, lab
our
unio
ns).
Eff
ectiv
e C
om
mun
icat
ion
Inte
rper
sona
l Sav
vy/R
app
ort
Cre
ativ
ity a
nd In
nova
tion
Co
llab
ora
tion
and
Net
wo
rk
Bui
ldin
g
3. F
acilit
ate
a he
alth
edu
catio
n pr
ogra
m to
add
ress
bin
ge
drin
king
am
ong
youn
g ad
ults
.
Cre
ativ
ity a
nd In
nova
tion
Eff
ectiv
e C
om
mun
icat
ion
Co
llab
ora
tion
and
Net
wo
rk
Bui
ldin
g
4. D
evel
op a
soc
ial m
arke
ting
cam
paig
n in
clud
ing
mul
tiple
ch
anne
ls (l
eafle
ts, p
oste
rs,
broc
hure
s, P
SA
s, e
tc.)
to ra
ise
awar
enes
s of
low
-ris
k dr
inki
ng.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–22
Interview Tools for Common Job Clusters for the Behavioural Competencies HEALTH PROMOTION
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
Inte
rper
sona
l Sav
vy/R
app
ort
Ad
apta
bili
ty/F
lexi
bili
ty
5. F
acilit
ate
deve
lopm
ent o
f a
com
mun
icat
ion
coal
ition
to
advo
cate
for a
ddre
ssin
g he
alth
in
equi
ties
impa
ctin
g so
cio-
ethn
ic
min
oriti
es in
the
com
mun
ity.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–23
Interview Tools for Common Job Clusters for the Behavioural Competencies HEALTH PROMOTION
PAR
T B
: Lea
rnin
g a
nd D
evel
op
men
t
Are
as f
or
Dev
elo
pm
ent
Act
ion
Pla
n/D
evel
op
men
t O
pti
ons
Targ
et C
om
ple
tio
n D
ates
Res
ults
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4Exceeds ExpectationsExceeded requirements on most of all important elements of the objective(s).
3Meets ExpectationsFulfilled requirements and met performance objective(s) within the standards for the position assessed.
2Progressing Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1Needs Improvement Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
VI–24
Interview Tools for Common Job Clusters for the Behavioural Competencies HEALTH PROMOTION
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
OverallEvaluation Needs Improvement Progressing Meets Expectations Exceeds Expectations
Manager Comments/ Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
SENIOR MANAGEMENTThis performance management tool provides you with a process and template for conducting employee performance reviews within the Senior Management occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
VI–25
Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–26
Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Senior Management Executive Director, Clinical Director, Program Director, Program Manager, Controller, Office Manager
Preparation ChecklistReview job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Senior Management
Position Title:
Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 4
Analytical Thinking and Decision Making 4
Collaboration and Network Building 4
Continuous Learning 4
Creativity and Innovation 4
Developing Others 4
Diversity and Cultural Responsiveness 4
Effective Communication 4
Ethical Conduct and Professionalism 4
Leadership 4
Planning and Organizing 4
Self Care 4
Teamwork and Cooperation 4
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–27
Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT
INITIAL PLANNING: At the beginning of the performance cycle (e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
How to Use this Form
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–28
Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved. This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–29
Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT
PA
RT
A: P
erfo
rman
ce P
lann
ing
and
Rev
iew
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Pla
nnin
g a
nd O
rgan
izin
g
Ana
lytic
al T
hink
ing
and
Dec
isio
n M
akin
g
Lead
ersh
ip
1. D
evel
op a
nd a
dmin
iste
r th
e re
gion
’s c
ompr
ehen
sive
su
bsta
nce
abus
e pr
ogra
m—
invo
lvin
g th
e al
loca
tion
of
fede
ral,
prov
inci
al a
nd m
unic
ipal
re
sour
ces
to a
genc
ies
that
pr
ovid
e su
bsta
nce
abus
e pr
even
tion,
on
or b
efor
e al
l su
bmis
sion
dat
es a
nd w
ithin
1%
of b
udge
t (or
with
app
rova
l ex
plan
atio
ns fo
r ove
rage
).
Co
llab
ora
tion
and
Net
wo
rk
Bui
ldin
g
Dev
elo
pin
g O
ther
s
Cre
ativ
ity a
nd In
nova
tion
Eff
ectiv
e C
om
mun
icat
ion
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
2. P
rom
ote
com
mun
ity u
se o
f su
bsta
nce
abus
e an
d ot
her
publ
ic s
ervi
ce p
rogr
ams
thro
ugh
enha
ncin
g an
d de
velo
ping
co
mm
unity
nee
ds-b
ased
ed
ucat
ion
and
reso
urce
s.
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
Team
wo
rk a
nd C
oo
per
atio
n
Eff
ectiv
e C
om
mun
icat
ion
3. D
evel
op a
pol
icy
for c
onflic
ts
of in
tere
st fo
r the
org
aniz
atio
n.
Lead
ersh
ip
Cre
ativ
ity a
nd In
nova
tion
Ana
lytic
al T
hink
ing
and
Dec
isio
n M
akin
g
4. Id
entif
y a
new
or e
nhan
ced
mis
sion
sta
tem
ent,
goal
s, v
alue
s an
d vi
sion
thro
ugh
a co
llabo
rativ
e pr
oces
s, p
ositi
vely
eva
luat
ed
and
supp
orte
d by
the
boar
d an
d ot
her s
take
hold
ers,
whi
ch
esta
blis
hes
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–30
Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Team
wo
rk a
nd C
oo
per
atio
n
Dev
elo
pin
g O
ther
s
5. F
acilit
ate
colla
bora
tion
and
deve
lopm
ent w
ithin
the
seni
or
man
agem
ent t
eam
by
prov
idin
g:•
One
-to-
one
coac
hing
• M
ento
ring
• T
each
ing
cons
ensu
s-
b
ased
dec
isio
n m
akin
g
Co
ntin
uous
Lea
rnin
g
Cre
ativ
ity a
nd In
nova
tion
Ad
apta
bili
ty/F
lexi
bili
ty
Pla
nnin
g a
nd O
rgan
izin
g
6. C
ondu
ct a
revi
ew o
f bes
t pr
actic
es in
sub
stan
ce a
buse
pr
even
tion
and/
or tr
eatm
ent
and
deve
lop
a st
rate
gy o
n ho
w
to im
plem
ent t
hose
pra
ctic
es
into
exi
stin
g pr
ogra
ms
to g
ain
mea
sura
ble
enha
ncem
ents
.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–31
Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT
PAR
T B
: Lea
rnin
g a
nd D
evel
op
men
t
Are
as f
or
Dev
elo
pm
ent
Act
ion
Pla
n/D
evel
op
men
t O
pti
ons
Targ
et C
om
ple
tio
n D
ates
Res
ults
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4Exceeds ExpectationsExceeded requirements on most of all important elements of the objective(s).
3Meets ExpectationsFulfilled requirements and met performance objective(s) within the standards for the position assessed.
2Progressing Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1Needs Improvement Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
VI–32
Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
OverallEvaluation Needs Improvement Progressing Meets Expectations Exceeds Expectations
Manager Comments/ Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
SUPERVISIONThis performance management tool provides you with a process and template for conducting employee performance reviews within the Supervision occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
VI–33
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Supervision Clinical Supervisor, Non-Clinical Supervisor, Senior Counsellor, Lead Clinician, Manager, Coordinator
Preparation ChecklistReview job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Supervision
Position Title:
Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 3
Client Service Orientation 3
Continuous Learning 3
Creativity and Innovation 3
Developing Others 3
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 3
Interpersonal Rapport/Savvy 3
Leadership 3
Planning and Organizing 3
Self Care 3
Teamwork and Cooperation 3
VI–34
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
How to Use this Form
VI–35
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
INITIAL PLANNING: At the beginning of the performance cycle (e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–36
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved. This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–37
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
PA
RT
A: P
erfo
rman
ce P
lann
ing
and
Rev
iew
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Pla
nnin
g a
nd O
rgan
izin
g
Inte
rper
sona
l Rap
po
rt/S
avvy
1. M
anag
e an
agr
eed-
upon
ca
selo
ad a
nd p
rovi
de s
peci
alis
t as
sess
men
t and
inte
rven
tion
serv
ices
to a
ddre
ss th
e su
bsta
nce
abus
e tre
atm
ent
need
s of
you
th a
ges
14–1
8 ye
ars.
Sub
mit
case
load
repo
rt m
onth
ly.
Dev
elo
pin
g O
ther
s
Co
ntin
uous
Lea
rnin
g
Sel
f C
are
2. Id
entif
y, o
rgan
ize
and
parti
cipa
te in
the
deve
lopm
ent
of m
etha
done
trea
tmen
t tra
inin
g pr
ogra
ms
with
in n
ext 1
2 m
onth
s.
Clie
nt S
ervi
ce O
rien
tatio
n
Ana
lytic
al T
hink
ing
and
Dec
isio
n M
akin
g
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
3. M
onito
r, ev
alua
te a
nd im
prov
e th
e st
anda
rd o
f ser
vice
del
iver
y of
the
alco
hol a
nd d
rug
treat
men
t pr
ogra
m to
mee
t agr
eed-
upon
st
anda
rds
of c
are,
as
stat
ed in
po
licy
man
ual.
Sub
mit
eval
uatio
ns
to s
uper
viso
r at e
nd o
f eac
h co
urse
.
Ana
lytic
al T
hink
ing
and
Dec
isio
n M
akin
g4.
Rev
iew
clie
nt s
atis
fact
ion
surv
eys
mon
thly.
Inco
rpor
ate
and
cons
ider
reco
mm
enda
tions
fo
r im
prov
ing
prog
ram
—af
ter
revi
ewin
g w
ith th
e te
am.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–38
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Lead
ersh
ip
Team
wo
rk a
nd C
oo
per
atio
n
Inte
rper
sona
l Rap
po
rt/S
avvy
Eff
ectiv
e C
om
mun
icat
ion
5. H
old
mon
thly
clin
ical
su
perv
isio
n m
eetin
gs w
ith
indi
vidu
al s
taff
and
revi
ew
case
load
s. F
acilit
ate
mon
thly
te
am m
eetin
gs.
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
Eff
ectiv
e C
om
mun
icat
ion
6. O
rgan
ize
quar
terly
mee
tings
be
twee
n st
aff a
nd A
borig
inal
he
aler
/eld
er to
enh
ance
cul
tura
l se
nsiti
vity
and
ser
vice
del
iver
y.
Eff
ectiv
e C
om
mun
icat
ion
Pla
nnin
g a
nd O
rgan
izin
g
Dev
elo
pin
g O
ther
s
Co
ntin
uous
Lea
rnin
g
7. D
evel
op a
lunc
h-an
d-le
arn
sess
ion
on “
man
agin
g e-
mai
l” by
end
of M
ay to
lear
n ef
fect
ive
e-m
ail a
nd fi
le m
anag
emen
t.
Ad
apta
bili
ty/F
lexi
bili
ty
Clie
nt S
ervi
ce O
rien
tatio
n
Cre
ativ
ity a
nd In
nova
tion
Eff
ectiv
e C
om
mun
icat
ion
8. M
anag
e sh
ift s
ched
ule
to
ensu
re c
ontin
uous
clie
nt s
ervi
ce
deliv
ery
thro
ugho
ut th
e ye
ar.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–39
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
Dev
elo
pin
g O
ther
s
Pla
nnin
g a
nd O
rgan
izin
g
9. O
rgan
ize
team
wor
ksho
p on
du
al re
latio
nshi
ps b
y Ju
ne 3
0.
Cre
ativ
ity a
nd In
nova
tion
Dev
elo
pin
g O
ther
s
Eff
ectiv
e C
om
mun
icat
ion
Inte
rper
sona
l Rap
po
rt/S
avvy
10. I
dent
ify is
sues
that
con
cern
th
e te
am a
nd e
ffect
ivel
y fa
cilit
ate
brai
nsto
rmin
g, ro
tatin
g fa
cilit
ator
ro
le to
dev
elop
sta
ff.
Sel
f C
are
Dev
elo
pin
g O
ther
s
Cre
ativ
ity a
nd In
nova
tion
Ad
apta
bili
ty/F
lexi
bili
ty
Inte
rper
sona
l Rap
po
rt/S
avvy
11. E
nsur
e th
at a
ll st
aff m
anag
e ov
ertim
e an
d ta
ke v
acat
ion
time
befo
re e
nd o
f yea
r.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–40
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
PAR
T B
: Lea
rnin
g a
nd D
evel
op
men
t
Are
as f
or
Dev
elo
pm
ent
Act
ion
Pla
n/D
evel
op
men
t O
pti
ons
Targ
et C
om
ple
tio
n D
ates
Res
ults
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–41
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPERVISION
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4Exceeds ExpectationsExceeded requirements on most of all important elements of the objective(s).
3Meets ExpectationsFulfilled requirements and met performance objective(s) within the standards for the position assessed.
2Progressing Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1Needs Improvement Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
OverallEvaluation Needs Improvement Progressing Meets Expectations Exceeds Expectations
Manager Comments/ Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–42
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPPORT AND OUTREACH
SUPPORT AND OUTREACHThis performance management tool provides you with a process and template for conducting employee performance reviews within the Support and Outreach occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–43
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPPORT AND OUTREACH
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Support and Outreach Support Worker, Outreach Worker, Alcohol Worker, Drug Worker, Substance Abuse Worker, Drug Outreach Worker, Substance Abuse Practitioner, Community Outreach Worker, Community Liaison Worker, Attendant
Preparation ChecklistReview job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Support and Outreach
Position Title:
Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 2
Client-centred Change 3
Collaboration and Network Building 2
Continuous Learning 2
Creativity and Innovation 2
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 2
Interpersonal Rapport/Savvy 3
Planning and Organizing 2
Self Care 3
Self Management 2
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–44
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPPORT AND OUTREACH
INITIAL PLANNING: At the beginning of the performance cycle (e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
How to Use this Form
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–45
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPPORT AND OUTREACH
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved. This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–46
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPPORT AND OUTREACH
PAR
T A
: Per
form
ance
Pla
nnin
g a
nd R
evie
w
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Clie
nt-c
entr
ed C
hang
e
Ana
lytic
al T
hink
ing
and
Dec
isio
n M
akin
g
1. D
evel
op c
lient
-cen
tred
serv
ice
deliv
ery
plan
s in
clud
ing
bio-
psyc
ho-s
ocia
l (ne
eds/
risk)
as
sess
men
t, tre
atm
ent p
lan,
an
d di
scha
rge
stra
tegy
, with
hig
h le
vels
of i
nput
and
ow
ners
hip
from
clie
nts
whe
n po
ssib
le.
Eff
ectiv
e C
om
mun
icat
ion
Co
llab
ora
tion
and
Net
wo
rk
Bui
ldin
g
2. P
rovi
de in
form
atio
n an
d su
ppor
t to
assi
st c
lient
s w
ith th
eir
hous
ing
need
s an
d m
aint
aini
ng
thei
r res
iden
ce.
Ana
lytic
al T
hink
ing
and
D
ecis
ion
Mak
ing
3. S
cree
n an
d as
sess
clie
nts
refe
rred
into
the
prev
entio
n/tre
atm
ent s
ervi
ce a
nd m
ake
reco
mm
enda
tions
for a
ppro
pria
te
treat
men
t whi
le m
aint
aini
ng
prof
essi
onal
inte
grity
.
Ad
apta
bili
ty/F
lexi
bili
ty
Pla
nnin
g a
nd O
rgan
izin
g
4. D
evel
op a
nd re
view
sho
rt-te
rm
care
pla
ns fo
r mul
tiple
clie
nts,
in
clud
ing
iden
tifyi
ng n
eede
d re
sour
ces
and
esta
blis
hing
tim
elin
es.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–47
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPPORT AND OUTREACH
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
Sel
f M
anag
emen
t
5. M
eet w
ith s
uper
viso
r mon
thly
to
revi
ew e
thic
al c
ondu
ct a
nd s
elf
man
agem
ent c
ompe
tenc
ies
as
part
of th
e su
perv
isio
n pl
an.
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s6.
Ens
ure
that
sub
stan
ce a
buse
ed
ucat
ion/
prev
entio
n/tre
atm
ent
prog
ram
con
tent
and
del
iver
y ar
e re
flect
ive
and
resp
onsi
ve to
di
vers
ity—
e.g.
, soc
io-p
oliti
cal a
nd
cultu
ral i
ssue
s.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–48
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPPORT AND OUTREACH
PAR
T B
: Lea
rnin
g a
nd D
evel
op
men
t
Are
as f
or
Dev
elo
pm
ent
Act
ion
Pla
n/D
evel
op
men
t O
pti
ons
Targ
et C
om
ple
tio
n D
ates
Res
ults
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–49
Interview Tools for Common Job Clusters for the Behavioural Competencies SUPPORT AND OUTREACH
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4Exceeds ExpectationsExceeded requirements on most of all important elements of the objective(s).
3Meets ExpectationsFulfilled requirements and met performance objective(s) within the standards for the position assessed.
2Progressing Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1Needs Improvement Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
OverallEvaluation Needs Improvement Progressing Meets Expectations Exceeds Expectations
Manager Comments/ Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–50
Interview Tools for Common Job Clusters for the Behavioural Competencies WITHDRAWAL MANAGEMENT
WITHDRAWAL MANAGEMENTThis performance management tool provides you with a process and template for conducting employee performance reviews within the Withdrawal Management occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VI–51
Interview Tools for Common Job Clusters for the Behavioural Competencies WITHDRAWAL MANAGEMENT
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Withdrawal Management Withdrawal Management (Detox) Worker, Detox Nurse, Specialty Nurse, Withdrawal Management (Detox) Counsellor, Attendant
Preparation ChecklistReview job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Withdrawal Management
Position Title:
Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 2
Client-centred Change 3
Continuous Learning 2
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 2
Interpersonal Rapport/Savvy 3
Planning and Organizing 3
Self Care 2
Self Management 3
Self Motivation and Drive 3
Teamwork and Cooperation 2
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
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Interview Tools for Common Job Clusters for the Behavioural Competencies WITHDRAWAL MANAGEMENT
INITIAL PLANNING: At the beginning of the performance cycle (e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
How to Use this Form
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
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Interview Tools for Common Job Clusters for the Behavioural Competencies WITHDRAWAL MANAGEMENT
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved. This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
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Interview Tools for Common Job Clusters for the Behavioural Competencies WITHDRAWAL MANAGEMENT
PAR
T A
: Per
form
ance
Pla
nnin
g a
nd R
evie
w
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Pla
nnin
g a
nd O
rgan
izin
g
Ana
lytic
al T
hink
ing
and
D
ecis
ion
Mak
ing
Ad
apta
bili
ty/F
lexi
bili
ty
Team
wo
rk a
nd C
olla
bo
ratio
n
Eff
ectiv
e C
om
mun
icat
ion
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
1. C
oord
inat
e w
ithdr
awal
m
anag
emen
t and
/or t
reat
men
t pl
an w
ith c
lient
s, c
lient
s’ fa
milie
s,
hosp
ital(s
), re
late
d se
rvic
es a
nd
colle
ague
s.
Eff
ectiv
e C
om
mun
icat
ion
Clie
nt-c
entr
ed C
hang
e
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
2. D
eliv
er e
duca
tion
sess
ions
to
smal
l gro
ups
of c
lient
s an
d th
eir
fam
ily m
embe
rs o
n w
ithdr
awal
/de
toxi
ficat
ion
proc
ess,
stre
ss
man
agem
ent,
wel
lnes
s, p
robl
em
solv
ing
and
copi
ng s
kills
.
Team
wo
rk a
nd C
oo
per
atio
n
Co
ntin
uous
Lea
rnin
g
Inte
rper
sona
l Rap
po
rt/S
avvy
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
3. C
onsu
lt an
d co
llabo
rate
with
in
terd
isci
plin
ary
team
mem
bers
an
d ot
her h
ealth
pro
fess
iona
ls
and
prov
ider
s in
the
iden
tifica
tion
and
reso
lutio
n of
a v
arie
ty o
f clie
nt
and
fam
ily is
sues
by
parti
cipa
ting
in c
lient
car
e co
nfer
ence
s an
d st
aff m
eetin
gs.
Sel
f C
are
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
Team
wo
rk a
nd C
oo
per
atio
n
4. D
evel
op p
erso
nal r
esilie
nce
and
emot
iona
l hea
lth b
y pa
rtici
patin
g in
wee
kly
team
su
ppor
t ses
sion
s.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
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Interview Tools for Common Job Clusters for the Behavioural Competencies WITHDRAWAL MANAGEMENT
Rel
ated
Co
mp
eten
cies
Sam
ple
Per
form
ance
O
bje
ctiv
esR
esul
ts A
chie
ved
Rat
ing
Sel
fM
gr
Clie
nt-c
entr
ed C
hang
e
Eth
ical
Co
nduc
t an
d
Pro
fess
iona
lism
Inte
rper
sona
l Rap
po
rt/S
avvy
5. M
onito
r clie
nts’
pro
gres
s an
d ef
fect
iven
ess
of in
terv
entio
ns
by m
eetin
g w
ith c
lient
s on
e-on
-on
e to
ass
ess
thei
r pro
gres
s,
iden
tify
prob
lem
s an
d im
plem
ent
esta
blis
hed
prot
ocol
for h
igh-
risk
clie
nts
in c
risis
.
Ana
lytic
al T
hink
ing
and
D
ecis
ion
Mak
ing
Ad
apta
bili
ty/F
lexi
bili
ty
Team
wo
rk a
nd C
oo
per
atio
n
Eff
ectiv
e C
om
mun
icat
ion
6. A
djus
t clie
nt tr
eatm
ent p
lans
ba
sed
on c
onsu
ltatio
n w
ith
mul
tidis
cipl
inar
y te
am.
Sel
f M
anag
emen
t
Ana
lytic
al T
hink
ing
and
D
ecis
ion
Mak
ing
Ad
apta
bili
ty/F
lexi
bili
ty
7. M
onito
r clie
nts’
inte
ract
ions
an
d be
havi
ours
and
pro
vide
cr
isis
inte
rven
tion,
suc
h as
firs
t re
spon
se to
sui
cide
thre
ats
and
med
ical
em
erge
ncie
s, m
anag
ing
the
situ
atio
ns a
s re
quire
d.
Inte
rper
sona
l Rap
po
rt/S
avvy
Div
ersi
ty a
nd C
ultu
ral
Res
po
nsiv
enes
s
Eff
ectiv
e C
om
mun
icat
ion
Inte
rper
sona
l Rap
po
rt/S
avvy
Ad
apta
bili
ty/F
lexi
bili
ty
Pla
nnin
g a
nd O
rgan
izin
g
8. F
acilit
ate
grou
p an
d in
divi
dual
se
ssio
ns a
nd d
iscu
ssio
ns,
prov
idin
g su
ppor
tive
coun
sellin
g an
d ed
ucat
ion
in a
reas
suc
h as
gui
ded
med
itatio
n/re
laxa
tion
tech
niqu
es, r
elap
se p
reve
ntio
n,
harm
redu
ctio
n an
d nu
tritio
n.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
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Interview Tools for Common Job Clusters for the Behavioural Competencies WITHDRAWAL MANAGEMENT
PAR
T B
: Lea
rnin
g a
nd D
evel
op
men
t
Are
as f
or
Dev
elo
pm
ent
Act
ion
Pla
n/D
evel
op
men
t O
pti
ons
Targ
et C
om
ple
tio
n D
ates
Res
ults
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
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Interview Tools for Common Job Clusters for the Behavioural Competencies WITHDRAWAL MANAGEMENT
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4Exceeds ExpectationsExceeded requirements on most of all important elements of the objective(s).
3Meets ExpectationsFulfilled requirements and met performance objective(s) within the standards for the position assessed.
2Progressing Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1Needs Improvement Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
OverallEvaluation Needs Improvement Progressing Meets Expectations Exceeds Expectations
Manager Comments/ Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)