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This is meant to provide a ‘big picture’ preview of the job by focusing on the general key end results of the job (e.g.: product developed; service provided). It provides a frame-of-reference for the audience’ and should answer in broad terms, «why does the job exist» and «what is it meant to accomplish».

Within the ‘big picture’, there are usually a number of ‘scenes’ that provide a more specific portrayal of the job.

Rather than focus on duties and activities, these too should provide the audience with information regarding key end results.

In breaking the job down into component parts, the focus should be on such areas as, functional accountability (e.g.: in human resources - training and development; in decision making – statutory interpretation and application), or, organization accountability (e.g.: strategy development, process implementation, etc.).

The list of specific «key result areas» is to be listed in descending order of importance.

The number of these key accountabilities should range between six or seven. In any case, they should not exceed ten.

This section is meant to provide the audience with an organization chart-like appreciation for where the job exists and in what context work gets done. An organization chart may replace this section.

In many jobs, quantitative measures or business statistics provide relevant information from which to assess the impact of a job (e.g. revenues, budgets, employees, etc.). This data should be both organization and job-specific and provide the audience with «how big / how small» answers.

This section is designed to provide the opportunity to indicate any high level issues and challenges that the position faces in the achievement of the results that are expected of the position.

This section also provides the opportunity to indicate any specific initiatives that the position is called upon to undertake.

This section should provide contextual information based on such indices as: working environment, travel demands, sensory attention, physical effort, and/or mental pressures.

i. Pressures

This sub-factor involves the degree of exposure to factors inherent in performing the job, which increase risk of such things as tension or anxiety.

It refers to progressive degrees of exposure of varying intensities to factors inherent in the work process, which increase the risk of tension or anxiety. Examples of such factors include: pressures related to the job can include the requirement to work to strict deadlines that are imposed by legislation or regulations, dealing on a regular basis with confrontational situations, working within competing priorities over which the job holder has little or no control.

ii. Sensory Attention

This sub-factor involves the level of sensory attention (i.e., seeing, hearing, smelling, tasting, and touching) required during the work process.

It refers to the extent to which concentrated levels of sensory attention are required during the work process that vary in intensity, duration and frequency. Examples include: auditing, inspecting, monitoring video display terminals, proof-reading, or listening to tapes on a dictaphone.

iii. Demands

This sub-factor involves the physical effort and/or strain on the standard jobholder in performing the job to the required standard and any unfavourable environmental conditions to which the jobholder is necessarily exposed in order to perform the job to the required standard.

Jobs may require levels of physical activity that vary in intensity, duration and frequency, or any combination of these factors, which produce physical stress or fatigue. Considered under this element are situations, such as work schedules or frequent travel, whether on a scheduled or unscheduled basis that cause disruptions in family life.

This section should provide contextual information based on behaviours that must be demonstrated in achieving the results for which the position is accountable. These behaviours are demonstrated in the following competencies.

i. Conceptual / Innovative Thinking

This competency involves the ability to understand a situation or problem by identifying patterns or connections, and addressing key underlying issues. Conceptual thinking includes organizing the parts of an issue or situation in a systematic way that leads to an innovative approach to problem solving. It includes the ability to «think outside the box», to go beyond the conventional, and a willingness to try out different solutions.

ii. Leadership

This Competency is the ability to perform as a leader of a team or other group, and to mobilize people to work toward a shared purpose in the best interests of the organization. It is energizing and alerting individuals or groups to the need for specific changes in the way things are done, and involves taking responsibility for championing the change effort through building and maintaining support and commitment. Leadership can be exercised as a recognized expert in a specialized field of knowledge. Leadership can be broadly understood as formal or informal.

iii. Flexibility

This Competency involves the ability to adapt and work effectively within a variety of situations, and with various individuals or groups. Flexibility implies understanding and appreciating different and opposing perspectives on an issue, adapting one’s approach as the requirements of a situation change, and changing and incorporating the changes in one’s work.

iv. Impact and Influence

This Competency involves the awareness of how organizational issues, policies and decisions impact public interest/concerns, as well as being sensitive to the differing needs/agendas of multiple stakeholders. It is also acting to persuade effectively, convince or influence others in order to have a specific impact or effect.

v. Listening, Understanding and Responding

This Competency involves acting to understand other people or situations. It involves accurately hearing and understanding not only spoken or written information, but also unspoken or partly expressed thoughts, feelings, and concerns of others and responding appropriately and effectively. It measures increasing complexity and depth of understanding of others, and may include cross-cultural sensitivity.