Employment opportunities at the Library of Parliament

For the purposes of this selection process, the competencies listed in the attached Competency Profile will be evaluated.

Note: While this position is eligible for part-time telework, regular on-site presence is required at Library of Parliament workplaces located in the National Capital Region.
*Salary under review. Pay scale is based on 2021 rates. 

The following knowledge criteria will also be evaluated:
•Knowledge of Canadian and Parliamentary history, the federal government, and the roles and responsibilities of parliamentarians
•Knowledge of education theory, teaching techniques and current pedagogical methods in Canadian education, including adult learning
•Knowledge of event and project planning methodologies, procedures, and practices
•Knowledge of Canadian provincial curriculum and trends in the field of education.

To be considered, candidates must have:
•A post-secondary education in a field related to the duties of the position OR an acceptable combination of relevant education, training and experience.
•Experience in the development, coordination and drafting of written communication products for target audiences, promotional initiatives, and program planning documents.
•Experience in managing multiple programs simultaneously and dealing with various internal and external stakeholders, including acting as a representative for the institution/organization.
•Experience in the planning and implementation of learning programs and events. 

Asset:
•Experience working with online learning projects and/or knowledge of educational strategies.
Candidates retained in this selection process will be required to obtain successfully:
•A second-language evaluation (Bilingual staffing – imperative: CBC/CBC).
•A pre-employment screening.

Additional Information:
•The Library of Parliament welcomes all candidates to apply and encourages applications from Indigenous persons, racialized persons, 2SLGBTQI+ persons, and persons with disabilities for this position.
•This selection process is open to the public.
•This selection process may include a second-language evaluation, a written qualifying exam and an interview. The interview will consist of behavioural, situational and knowledge-based questions. Candidates will be required to pass each stage in order to move to the next stage of the selection process.
•We are committed to providing an inclusive and barrier-free work environment, starting with the staffing process. If you require accommodations during any phase of the evaluation process, please contact us at nassima.dahmani@parl.gc.ca.
•Qualified candidates from this selection process may be considered for determinate or indeterminate positions at the Library of Parliament that require similar knowledge and/or competencies.
•Education and experience requirements will be used to determine which candidates will be asked to participate in the next stage of the selection process.
•Satisfactory references and proof of education are essential conditions of appointment.
•Travel and relocation expenses are the responsibility of the candidates.
•Only those legally permitted to work in Canada can participate in this selection process.

Apply no later than  February 25, 2024 11:59 PM  Eastern Time.

To apply, please send us your curriculum vitae, along with a covering letter indicating how you meet each of the education and experience requirements of the position. 

Please quote your name and Staffing Process 23-LOP-388 in your documents and in the subject line of your email.
Send your application by email at nassima.dahmani@parl.gc.ca.

Questions? Contact Human Resources at 613-617-0943 or nassima.dahmani@parl.gc.ca.

We thank you for your interest. Please note that only those selected for further consideration will be contacted.

Competency Profile for Project Management – Officer

ADAPTABILITY
Adapting in order to work effectively in ambiguous or changing situations, and with diverse individuals and groups
Level 3: Adapts to widely varying needs.
•Adapts to new ideas and initiatives across a wide variety of issues or situations.
•Supports major changes that challenge traditional ways of operating.
•Adapts interpersonal style to highly diverse individuals and groups in a range of situations.
•Adapts own plans and priorities in anticipation of change.

CLIENT FOCUS
Providing service excellence to internal and/or external clients, addressing immediate and evolving client needs
Level 3: Provides added value.
•Looks for ways to add value beyond clients’ immediate requests.
•Addresses underlying and long-term client needs.
•Enhances client service delivery systems and processes.
•Anticipates clients’ upcoming needs and concerns.

EXEMPLIFYING INTEGRITY
Treating others fairly, honestly and respectfully, furthering the integrity of the organization and its relationships of trust within the work environment and in the broader community
Level 1: Acts in fair and ethical manner toward others.
•Treats everyone equally with fairness, honesty and respect all the time.
•Refrains from behaviour or language that is exclusionary or offensive.
•Focuses on organizational success rather than personal gain.
•Follows through consistently on promises and commitments made to others.
•Presents facts and circumstances transparently, no matter how difficult the facts may be.
•Guards confidential and sensitive information, passing it on only to those that need to know.
•Maintains ethical principles even in the most challenging circumstances.

COMMUNICATION
Communicating clearly and respectfully with different audiences, both orally and in writing
Level 3: Adapts communication.
•Tailors communication (e.g., content, style, tone and medium) to diverse audiences and readerships.
•Reads cues from diverse audiences to assess when and how to change planned communication approach to deliver message effectively.
•Communicates with varying organizational levels, sometimes on the spot.
•Recognizes others’ complex or underlying needs, motivations or concerns, communicating effectively despite the sensitivity of the situation.
•Conveys important nuances and context to facilitate understanding of the message or material.

INITIATIVE
Dealing with situations and issues proactively and persistently, seizing opportunities that arise
Level 3: Addresses imminent issues or opportunities (“imminent” does not necessarily mean that a crisis is involved).
•Takes action to avoid an imminent problem.
•Capitalizes on an imminent opportunity.
•Suggests ways to achieve better results or add value beyond the current situation.
•Perseveres in seeking opportunities to advance organizational objectives in the near term.

PLANNING AND ORGANIZING
Making and following plans and allocating resources effectively to reach goals that are central to organizational success
Level 1: Plans and organizes own activities.
•Plans own activities according to predetermined standards or procedures.
•Monitors the quality and timeliness of own work.
•Seeks clarity on priorities as needed.
•Responsibly uses the resources at own immediate disposal. 

TECHNICAL AND FUNCTIONAL CAPABILITY
Understanding and applying technical and functional knowledge and skills to accomplish work objectives, while keeping up to date with new developments in the subject area and continuing to enhance skills
Level 2: Demonstrates working-level knowledge and ability.
•With guidance, completes common tasks that present limited difficulties.
•Reads standard documents to extract key information.
•Assists superiors in carrying out complex tasks.

TEAMWORK
Working collaboratively with others to achieve organizational goals
Level 4: Coaches others and resolves conflicts.
•Coaches others on teamwork skills to promote high team performance.
•Provides constructive feedback to fellow team members.
•Facilitates beneficial resolutions to conflict among team members.

RESILIENCE
Staying energized, productive and focused in the face of challenges, ambiguity, change or strenuous demands, and creating a supportive environment that helps others become more resilient and productive
Level 3: Adapts to ongoing or regular strenuous work demands.
•Retains perspective in the face of difficult or demanding situations (pervasive ambiguity, frequent change, heavy workloads).
•Describes disruptions as challenges rather than threats.
•Adjusts personal coping mechanisms to deal with disruptions.