cma - competency mapping

8/7/2019 CMA - Competency Mapping

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Competency Map


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Table of Contents

Page

Introduction ................................................................................................................................1

Section 1 Framework for the Competency Map...................................................................... 3

Knowledge Areas................................................................................................................. 3

Enabling Competencies .......................................................................................................6

CMA Competency Stages ................................................................................................... 7

Section 2 CMA Competency Framework ..............................................................................12


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Competency Mapping Framework for the CMA Profession 2

The purpose of the competency map is to firmly reinforce for CMAs their role as strategic

financial management professionals. CMAs provide innovative strategic leadership and anintegrating perspective to decision making in organizations around the world. With thiscompetency map, CMAs now have a structured approach with which to build, confirm andmaintain their competencies.

The remainder of this document is structured as follows. Section 1 sets out the principleelements of the Competency Map, and provides context and background to the map. The actualMap follows in Section 2.


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Section 1

Framework for the Competency Map

The three primary elements of the Competency Map are discussed in this section: knowledgeareas or functional competencies; enabling competencies; and the competency stage approach.

1 Knowledge Areas

The Three Pillars

The current and future CMA designation rests on a foundation of three interrelated andinterdependent knowledge anchors: accounting, management, and strategy. These anchorsform a knowledge base that serves to frame the wider business territory that many differentdesignations, degrees, and specialized programs seek to serve. For example, traditional MBAprograms are designed to place candidates on the axis between Management and Strategy.

At the centre of this three-dimensional framework (the dotted circle) is the more specific anddifferentiated territory for the strategic management accounting profession (and the individualstrategic financial management accounting professional within it), which is secured by the

integration of all three areas acting in concert.

Strategy

Management Accounting


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Accounting The CMA functional knowledge and expertise is grounded in accounting,including knowledge of the internal and external forces affecting the numbers. Specifically,CMAs harness accounting knowledge to consider factors such as revenue alternatives,managing costs, and building value in the organization. Simply put, this anchor involves gettingthe numbers right.

Strategy Current and future CMAs function effectively as an integral part of the managementteam. Consequently, they must understand the process of achieving goals within theirorganizations, how to manage people, and how to understand, anticipate and react to internal

and external forces. In short, this anchor is about using the right numbers to effectivelyimplement strategy.

Management Both historically and looking forward, CMAs increasingly serve as a resource informulating and implementing the mission and vision for the organization, and play an activerole in ensuring that value creation for stakeholders is maximized by balancing and influencingstrategic competitive factors. In sum, this anchor is about using the numbers and awareness ofexternal and internal forces to generate and manage new or existing strategies.

It must be emphasized that, both in theory and practice, the three anchors are non-hierarchical indeed, a level of equilibrium between the anchors is central to positioning as strategicfinancial management professions. No one anchor should dominate. For illustrative purposes,however, the anchors are presented in the sequence in which prospective CMAs typically cometo master the respective functional fields. As an example, accounting often precedes thedevelopment of higher-level management skills, which, in turn, are usually a foundation for theachievement of strategic-level responsibilities within the organization.

Functional Competencies

Functional competencies reflect the common knowledge base of all CMAs. These competenciesare not defined in the same way the three pillars of strategy, management, and accounting areabove. It is the interrelationship among these three pillars that defines CMAs uniquepositioning. The six functional competencies, however, better elucidate the fundamentalinterrelationships among the pillars. The six functional competencies are:

F1. Strategic management The ability to chart a path to achieve sustainable valuecreation within an organization.

F2. Risk Management and governance The ability to evaluate strategic, operationaland financial risks and ensure that these are adequately measured, managed andcontrolled while at the same time establishing appropriate governance This includes


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2. Enabling Competencies

Knowledge alone does not define a professional. Enabling competencies competencies whichreflect the manner in which the professional conducts himself or herself, and how decisions aremade and communicated are of equal importance. These enabling competencies are at theprofessional core of being a CMA, a strategic financial management professional. They are:

E1. Decision making and problem solving This basket of enabling competenciesincludes such personal attributes as: analytical and problem-solving skills; the ability torelate parts and wholes; the ability to understand and manage priorities; and having

an innovative and creative orientation.

E2. Leadership and group dynamics This includes attributes such as: leadershipabilities being able to lead and build teams; empathy; enthusiasm for collaboration;process and change management skills; negotiation skills; and coaching/mentoringskills.

E3. Professionalism and ethical behaviour This group of competencies include:

personal integrity; professionalism; self-organization, self-control, and self-confidence;attention to detail; independence and the ability to work with ambiguity.

E4. Communication (both written and oral) This group of competencies includes:listening, comprehension, oral and written skills; persuasiveness; and the ability tocommunicate complex matters to all levels of the organization.

3. CMA Competency Stages

The tasks performed and positions held by a CMA evolve over the course of his or her career.To reflect this, the competency map extends far beyond the traditional boundaries ofaccreditation processes by defining competencies across career stages. Developing thosecompetencies requires stimulating continuing professional education and individual membercommitment to lifelong learning.

The competency map focuses on career stage development, not specialization. Specialization

involves building a narrow, technically focused competency set a tax professional, forinstance. Career stage development, in contrast, implies expanding a persons functional andenabling skills. Such an individual will have a greater understanding of how decisions affect thewhole organization. For instance, a person that has mastered many of the competencies mighteffectively reconfigure a particular function in an organization so that it operates more effectivelyas an integrated part of the business. Such a reorganization might improve efficiencies,establish better communications between functions improve decision-making processes etc


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Information Officers (CIOs), to name a few. Indeed, there are CMAs across Canada working inthese roles, among other positions. The CMA is equally suited to other career routes where the

skills of a strategic financial management professional are relevant.

CMA Canada expects that a substantial number of members will, through a combination ofprofessional certification and ongoing career accomplishments, rise to senior leadershippositions in their chosen industries or other sectors. It is also expected that a wider range ofmembers will achieve significant career success in mid- to senior-level management layers, ingeneralist and specialist roles.

CMA Canada recognizes that individuals with varying backgrounds, in both career and

academic achievement, are attracted to the profession. These differences are vigorouslyencouraged and supported by CMA Canada in its competency stage model. It is acknowledgedthat CMAs achieve their designation and develop in their careers in different stages, so thecompetency stage model considers both the process of developing the required competencies,and the typical career conditions a member may experience.

The map presents four distinct competency stages: acquisition, basic proficiency, advancedproficiency, and mastery. For reference and comparison, each competency stage identifies the

following:

Career profile a general articulation of the current career stage of the individual at eachpotential competency stage.

Competency approach this provides a general articulation of the way in which necessarycompetencies would be developed, confirmed, or sustained at each level.

Exit characteristics this is a general articulation of the characteristics that would bepresent at the end of the competency stage in order to progress to the next stage.

Competency Stage 1 (CS-1): Acquisition

At this stage of development, a prospective candidate is focused on acquiring the specific bodyof knowledge and related career skills that will support the development of the corecompetencies necessary to achieve the CMA designation. These formative characteristics areacquired through a combination of structured academic study in key knowledge areas, andongoing career experience at a range of potential levels.

Career profile:Commonly, such individuals will be completing undergraduate studies relevant to thedesignation, or will have completed a qualifying degree within the last five to seven years. Manywill be working at more junior levels of organizations, with a significant number already havingachieved roles within middle management. In the workforce, a proportion of individuals willl d b ki t d d t l l d i l t d di i li d h


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Competency Stage 3 (CS-3): Advanced proficiency

At this stage, individuals are focused on expanding their core competencies through acombination of broad applications in their ongoing career experience, pursuing the developmentof additional career-specific competencies in their industry or sector, or pursuing furthercompetencies within their functional specialization in the organization (e.g. finance or IT).

Career profile:The individual is an early to mid-career professional, between five and ten years aftercertification. Within their organizations, they have usually achieved more senior positions withinthe middle-management layer, and a significant number have begun to achieve introductory

senior management positions in their areas of specialization, or more generally within theorganization.

Competency approach:Individuals expand upon and/or deepen their proficiency within core competencies through astructured program of self-directed continuing professional learning and development (CPLD),based on their individual career progression goals. Competency development also occursthrough the acquisition of ongoing career experience, as demonstrated by the progressiveacquisition of more organizational accountabilities and an expanded scope of authority.

Exit characteristics:Individuals maintain ongoing records of competency development and progressive proficiencygrowth, including periodic reporting to the necessary CMA Canada affiliated provincialjurisdiction. The CMA member is supported in this proficiency development, or the expansion ofcareer-relevant competencies, by applicable CPLD programs at the national or provincial level.This includes the possibility of the member receiving specialist certifications within thedesignation by completing advanced programs of competency-based training and

demonstrating an enhanced level of proficiency.

Competency Stage 4 (CS-4): Mastery

At this stage, individuals are able to demonstrate ongoing mastery of core competenciesthrough applications in their ongoing career experience, and the pursuit of additional career-specific competencies in their industry sector or within the context of their functionalspecialization in the organization (e.g. finance or IT).

Career profile:The individual is a late-career professional, having between 10 and 25 years of experience afterdesignation. The individual has the incontestable capability to respond to situations, both froman integrative organizational perspective and from an external market context by drawing on avast array of potential responses accumulated through years of experience. Operating in asenior management capacity they are usually the highest ranking financial officer in the


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guiding the development of other members at earlier levels of proficiency through a structuredprocess of mentoring, or by serving as a strategic adviser.

Exit characteristics:The individual maintains core competencies at an advanced proficiency level or higherthroughout the remainder of their career, continually demonstrating mastery in a range ofcareer-relevant competency areas.

This career competency approach provides for varying entry points and approaches that is, itrespects the fact that individuals with different career experience and relative academicachievement, or with a different balance between the three anchors of strategy, management,

and accounting, may have an interest in pursuing the CMA designation. For those wishing topursue the designation, a CS-2 basic proficiency is required, regardless of relative careerseniority. Each then continues to progress over the remainder of their career as a designatedstrategic financial management professional.


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Section 2

Competency Map

The Competency Map defines competencies as functional or enabling, and each one isrepresented in all four competency stages. There are ten higher level competencies sixfunctional competencies and four enabling competencies. Each of these competencies ispresented in separate competency tables below (Tables F1 through F6, and E1 through E4).These tables define the 10 higher level competencies. For the six functional competencies, sub-competencies are defined for each career stage (acquisition, basic proficiency, advancedproficiency, and mastery).

For the 14 sub-competencies, each of the four career stages (acquisition, basic proficiency,advanced proficiency, and mastery) is explained. At this level, a member can fully understandhow competencies change with career progression.


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CS .

1.1 Vision/Mission What the firm Is able to state and Is abl and Is able to e theiront

Is able to design and

Task examples:

Corporate culture

d objectives

CS 1: Acquisition CS 2: BasicProficiency

CS 3: Advanced Prof. CS 4: Mastery

1.2 trategy formulation Settingtrategic direction by designing a

value proposition (who we sell to,what we sell and how to produce itefficiently) that takes advantage ofth

Define an appropriatestrategy for a given

organization.

Analyze the strategyfor your organization

by performing anintern lscan.

Develop appropriatestrategic alternatives for

your organization usingsceanalysis.

Evaluate the strategicoptions and

recommend the optimal

for the risk profile of theo

ces analysis, PEST).

alue chain analysis, resource/capability analysis)egies (e.g. cost leader or differentiation, joint ventures, mergers and acquisitions, organic growth)

nario/sensitivity analysis

Strategy implementation

F1. Strategic management Charting a path to achieve sustainable value creation in an organization

CS 1: Acquisition CS 2: BasicProficiencye to interpret

3: Advanced Prof

critiqu

CS 4: Mastery

aspires to be and how it will beachieved.

explain the role of agiven organizationsmission and visionstatement.

apply the vision andmission statement oftheir organization.

organizations missiand vision statemenand suggest changes.

establish a process todevelop a new vision/mission statement.

Goals an

Public Image

Ss

e firms strengths andopportunities while avoidingexternal threats and mitigating itsweaknesses.Task examples:

External scan (e.g. five for

Internal Scan (e.g. v Alternative corporate strat

Sce

al and externa nario/sensitivity strategies appropriate

rganization.

Establishimplementation stages.


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CS 1: Acquisition CS 2: Basic

Proficiency


1.3 Strategy implementation Alignment of firm resources/actorsto ensure accomplishment of thestrategy.

Is able to describe thesteps in the strategyimplementationprocess for a givenorganization.

Is able to identify andselect the appropriateset of financial andnon-financial resourceswhich will lead to theimplementation of astrategy for theirorganization.

Is able to design andsuggest a series ofsteps to align financialand non-financialresources for theirorganization.

Is able to evaluate andadvise on the steps forthe alignment offinancial and non-financial resources fortheir organizationincluding the alignmentof functional areas.

Is able to establish thestrategic performanceevaluation process.

Task examples:

Organizational structure (simple, divisional, matrix)

Management control framework (e.g. shared values, code of conduct, measurement and incentive systems)

Corporate Social Responsibility strategy

Organizational culture


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2. Risk Management and Governance The ability to evaluate the strategic, operational and financial risks and ensure thathese are adequately measured, managed and controlled as well as establishing appropriate governance. This includes

internal control evaluation and risk reduction strategies and governance activities.

C

erisk management perspective.

cument thein

in

deficiencies.

nal

improvements tocorrect controldeficiencies in theirorganization.

levels and evaluateal

s

Task examples:

low diagrams for functional areas (e.g. sales, accounts payable, accounts receivable, treasury function)

egregation of duties, data entry function, and quality control over outputs)

of new internal control systems, changes in the business

isk (i.e. policies for establishing strategic and operational risk at acceptable levels and)

Ft

CS 1: Acquisition

Is able to doinformation flowfunctional areas witha given organizationand identify control

CS 2: BasicProficiency

Is able to analyze theinformation flows intheir organization andidentify controldeficiencies.

S 3: Advanced Prof.

Is able to design andimplement newprocesses and intercontrol systems as wellas suggest

CS 4: Mastery

Is able to evaluate anddraw conclusions onthe impact of controldeficiencies on the riskprofile of the company.

Set acceptable risk

2.1 Internal control Evaluatinginternal control processes from th

ternative riskmanagement initiativeavailable to theorganization.

Process f

Control deficiencies in established processes (e.g. s

Design and Implementation (e.g. process re-engineering, designenvironment and its impact on risk)

Risk levels and procedures for reducing raligning incentives with chosen risk levels


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ProficiencyCS 3: Advanced Prof. CS 4: Mas

.2 Enterprise Risk Management Is able to describe the Is able to analyze risks

tery

valuating the organizationsstrategies from a risk managementperspective.

risks associated with agiv

associated with

for th .

Is able to develop andpresent appropriatestraconprofile of

Is able to assess andrecommend changes totheir

changing business

he org ct

Shifts in the external environ for t s exposur

Impact of the strategic risk le Strategy formulation and control sy ges in the operating environment, strategic

Acceptable risk levels and procedures for reducing risk


CS 3: Advanced Prof.

2.3 Governance To assessw are appropriateand ac eis in compliregulatory

Is able to identify,research and document Is able to identify,analyze and provide

requirements.

Is able to preparecompliant external external reportingements in line

with applicable

e ofethical

values for theish

incentive schemes thatpromote compliance.

Task examples:

Current and emerging compliance of activities (e.g. compliance testing of activities to strategic initiatives and regulatorypronouncements, documentation and research of emerging external compliance requirements)

Management incentives

Code of corporate conduct and ethical values

2E

en organizationsstrategies.

alternative strategieseir organization

tegies taking intosideration the risk

theirorganization.

e to risk

and its impact on

organizationsstrategies based on the

environment.Task examples:

Risk levels related to t anizations strategic obje

ment and implications

velsstems, chan

ives

he organization

risk

CS 4: Mastery

Develop the range ofhether strategieshi ved and the organization

ance with establishedemerging externalcompliance issues and

information onemerging issues that

reports such as theMD&A.

requir

guidelines. also to test for will be potential threats regulation andcompliance of activitieswith a given set ofstrategies.

to the organizationsexisting reporting

establish a codconduct and

organization. Establ


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Fd

3. Performance Management The ability to set performance targets and implement appropriate systems to supportision making and monitoring the achi argets. T a focus o costs a

revenues.

nced Prof.

agement Usingorganizational resources in aneffective and efficient mannerthrough the application of

stems.

e ande attributes

of a given costmanagement system.

attributes of the costmanagement system inthe organization.

sign and

ystem inon.

outons cost

management system.

Task

of indirect and joint costs)

uous improvement projects, target costing, and



3.2 Revenue management Usinginternal and external sources of information

re

Is able e

s

Is a eorganizations progressto

organizations progressto

sry.

Pricing of the organizations

Customer profitability analysi

Competitive intelligence/benchmarking

ec evement of these t his includes n managing both nd

3.1 Cost Man

CS 1: Acquisition

Is able to defindescribe th


Is able to analyze the

CS 3: Adva

Is able to deimplement a costmanagement sthe organizati

CS 4: Mastery

Is able to evaluate anddraw conclusions abthe organizati

appropriate tools and sy

examples:

Product and service costing (e.g. job order, process and ABC costing systems, allocation

Cost control and process improvement (e.g. activity-based management and continbusiness process re-engineering)

Cost-based analyses (e.g. contribution margin/product mix, CVP analysis, relevant costs)

Planning and budgeting (e.g. operational and financial budgeting, capital budgeting, project management)

information to manage the revenuestream as well as to achieve theorganizations chosen value

proposition.

Task examples:

Is able to define the

quirements tosupport the valueproposition for a given

firm.

offerings

s

to analyze thinformation needed toupport the

organizations valueproposition.

ble to determine th

ward achieving itsvalue proposition.

Is able to evaluate the

ward achieving thecurrent valueproposition and

recommend changewhere necessa


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F4. Perfor ns established strategyand target



4.2 Incentive and compensationsystems Aligning individual andorganizational goals.

Is able to identify theattributes of theincentive andcompensation systemfor a given firm.

Is able to analyze theattributes of theincentive andcompensation systemin the organization.

Is able to identifyproblems and proposealternatives for theorganization.

Is able to evaluate theproposed alternativesand recommendchanges to theincentive structure inthe organization.

Task examples: Incentive effects (e.g. short versus long term time horizon, fixed versus variable pay)

Factors in compensation mix (i.e. cash, stock, options), including relevant tax implications

tion CS 2: BasicProficiency CS 3: Advanced Prof. CS 4: Mastery

4.1 Performance reporting systems Developing, implementing andoperating systems to measureprogress towards the achievementof strategic and operational goals.

Is able to define theattributes of theperformancemeasurement andreporting system in agiven organization.

Is able to analyze andinterpret the output ofthe organizationsperformancemeasurement andreporting system.

Is able to design andimplement aperformancemeasurement andreporting system for theorganization.

Is able to establish theperformance metricsfor the organizationgiven strategic andoperational goals,evaluate performancerelative to those goals

and recommendingchange

Task examples:

Responsibility accounting and transfer pricing

Stakeholder analysis (e.g. non-financial measures, balanced scorecard, triple bottom line reporting)

mance measurement The ability to evaluate performanceconsistent with the organizatios.

CS 1: Acquisi


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Ff


Proficiency


5.1 Setting financial objectives andgoals and managing financialresources.

Is a

financial objectives and

a given

Is able in

resou

Is amanfinancial sources and

Is abestablishobjectives and ensures

Financial objectives and goals

Organizations debt requirements

portfolios and financial instruments

5. Financial Resource Management The setting of financial objectives and goals, managing financial resources, andinancial risk management.

ble to describe theprocess for establishing

the principles ofmanaging financialresources inorganization.

to participatemanaging the financial

rces and insetting theorganizations financialobjectives and goals.

ble to lead theagement of

rerecommends changesto the organizationsfinancial objectives andgoals.

le to specify andfinancial

optimization of theorganizations financialresources.

Task examples:

Investment

Buy vs. lease decisions

Pension assets

Understand and assess the value of a business

Day-to-day operational functions

Cash budgets Treasury functions (e.g. dividend policy, alternative sources of financing, cash flow and working capital)


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quisition CS 2: BasicProficiency


5.2 Fina ial risk (strategies)anagement Includes financial

risk assessment to mitigate and/ormanage opportunities and threats;assesses external environmentalrisk; identifies and evaluatesoperational funding requirements.Develops and recommends

financial strategic business plansand forecasts.

Is able to define anddescribe financial riskstrategies for a givenorganization.

Is able to analyze andinterpret financial riskstrategies appropriatefor the organization.

Is able to design,develop and implementappropriate financialrisk strategies.

Is able to evaluate anddraw conclusions aboutthe effectiveness of theorganizations financialrisk strategies, andmake changes forfuture improvements.

Task examples:

Sources of financing (e.g. public vs. private, debt vs. equity)

Financial strategy

Legal form of the entity

Direct investment, outsourcing, or strategic alliances

Impact of tax on finance and investment decisions

Strategic business plans and forecasts (e.g. new markets/products, acquisitions and mergers, joint ventures and strategic alliances)

CS 1: Ac

ncm


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F

CS 1: Acquisition C CS 3: Ad d Prof. CS 4: Mastery

ng

that comply with regulatory andGAAP requirements. Adaptsfinancial accounting systems inresponse to current and

Isd

ss

other reportingrequirements.

Iaos

Ii ancial and

r

cial

Task

Accounting records and systems Accounting cycle

Accounting treatment for transactions

Reporting obligations

Reliability of financial information

Internal accounting policies

Budgets and forecasts

y and

6. Financial Reporting The recognition, measurement, disclosure and analysis of information in an entitys financialstatements. Financial reporting focuses on the needs of the external users (e.g. shareholders, creditors and regulatoryagencies).

S 2: Basic vanceProficiency

s able to prepare andnalyze therganizations financialtatements.

6.1 Financial statementpreparation and design -Managing accounting recordsand systems, and the accounticycle, efficiently and accurately

to produce financial statements

emerging developments.

able to define andescribe the

components of a givenet of financialtatements.

Understands GAAP and

s able to design andmplement a finreporting system in theorganization.

Is able to evaluate,draw conclusionsassess strategies foimprovements in theorganizations finan

reporting.

examples:

Financial statement preparation

Compliance with regulator

GAAP requirements


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6.2 Financial statement analysis -

Benchmarking performance andevaluating risk through the use ofratio, trend and comparativeanalysis.

Is able to define and

apply methods forfinancial statementanalysis for a givenorganization.

Is able to perform

analysis on theorganizations financialstatements.

Is able to evaluate and

draw conclusions aboutthe analysis of theorganizations financialcondition.

Is able to recommend

changes in strategybased on the outputfrom financial statementanalysis.

Task examples:

Financial benchmarks and comparative performance

Organizations performance to budgets Financial ratios


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are those competencies that support the effective application of the functional competencies. As theapplication of functional competencie able, th ntage for in the a

demonstrate enabling competencies at a signif l than o uations. Thecompetencies must occur within a context of various tasks that will vary

Ma

Problem solving and decision

making Problem solving in as . Decisionm tegrativethinkin jstakeh d

Is

generate preliminaryalternatives and

pose a solution to aroblem.

ndmake decisions inhypothetical business

cases.

s is generallycomparatively narrow,with nominal effect on

I

analyze data as well asgenerate preliminaryalternatives andpropose a solution for adefined problem in theirworkplace.

Is able to make andimplement short-term

(i.e. daily to monthly)decisions involving theirposition, work groupand department level.

The scope of these

with nominal effect onothers.

I

generatealternatives, establishdecision criteria,perform a risk analysisas well as make andpresent preliminaryrecommendations.

Is able to make and

implement medium-term (i.e. monthly toyearly) decisionsinvolving theirdepartment and otherfunctional areas.

decisions is at adepartmental level,affecting others in theorganization.

fine a

problem, review theproblem-solvingprocess as well asmentor the efforts ofothers. Approve andensure theimplementation of thefinal recommendation.

Is able to make andimplement long-termdecisions involving theirorganization and itsexternal environment.

The scope of thesedecisions is at an

organizational level,affecting others insideand outside theorganization.

Examples of applications to functional competencies:

Strategy formulation

Risk assessment

Mergers and acquisitions

Organizational structure development

New product development

Market development

Enabling Competencies

nabling competenciesEs become more readily avail

icantly higher leve

e distinct adva

thers in all sitby situation.

CMAs will be found

demonstration of enabling

bility to

E1. Problem Solving and Decision king

CS 1: Acquisition

able to collect and

analyze data as well as


s able to collect and

CS 3: Advanced Prof.

s able to review

alternatives,

CS 4: Mastery

Is able to de

ystematic manneraking including in

g, udgment and prool er analysis. given p

Is able to examine a

The scope of thesedecision

others. decisions is generallycomparatively narrow, The scope of these


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Investment decisions

Incentive structure

Budget formulation


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ation


Proficiency


Leadership and groupdynamics The ability toset/achieve organizational

ngividual

, and

Is a

initiative consistent with

rk

ngiate

personal contributionsand adding to thequality of the overallteam performance.

Is ableindivi irfuncti

s and

assigning appropriatetasks and takingresponsibility foroutcomes.

Is abuil nothers, d

h

corporate culture.

Is able to construct andlead cross-functionalteams, includingassigning major tasks,leading effective teammeetings, and takingresponsibility for the

overall outcomes.

Is abl

align the human and

mple, andevaluate corporateculture.

Is able to define theoverall teamwork andcommittee structureswithin the organization,

examine overalloutcomes andinformation flow fromteams to theorganization.

Leade i gree across all functional tasks, but are particularly important in the following contexts:

E2. Leadership and Group Dynamics Ensuring effective human interaction to achieve the overall goals of the organiz

goals through motivatiindividuals in both indand group/team settings.Examples include being in

charge, developing others,direction setting, exertingpersonal influence, situationalnegotiation/adaptation skillsthe ability to workcollaboratively.

ble to recognizeopportunities to take

organizational goalsand act on suchopportunities.

Is able to woeffectively as a teammember includimaking appropr

to leadduals within theonal area

effectively.

Is able to lead singlefunction team

ble to mentor andd leadership skills i

elegateeffectively andimplement changewithin the organizationconsistent wit

e to set strategicdirection, lead change,

non-human resourcesof the organization,work as an effectivemember of the

executive team andlead by exa

Examples of applications to functional competencies:rsh p and teamwork skills apply to some de

Project management

Change management Strategic planning

C t M i F k f th CMA P f i 25


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3. Professionalism and Ethical Behaviour

CS 1: Acquisition ic CS 3: Adva ced Prof. CS 4: Mastery

il

eenies inherent in individuals a

can be developed, and professional skillsthat all who aspire to the profession mustdemonstrate. The following describes the

n mpetencies ando nal behaviour:

c

s - ion to detail,autonomous/independent nature,coping, credibility, working withambiguity, etc.

Observable professionalbehaviour: identifies conflict of interestsituations; protects the public interest;exercises due care and dilligence;protects confidentiality of information;demonstrates professional courtesy;enhances the professions reputation;adheres to the rules of professional

conduct; mentors others; etc.

Understands and commits to the CMAprofessional code of ethics across allcompetency stages.

rstandeeen

andprofessional skills andwhy they are critical toprofessionalism.

Identifies potentialprofessional anda

n situation.

monstrate

nal andethical judgment indecision making.

d

flictsn and

recommendappropriate resolutionto the conflicts.

Is able to recommendadaptive changes tothe organizationscode of ethics.

nd whistleblowing policies aswell as mentor othersin the application of

the policies.

Examples of applications of functional competencies:Demonstrated throughout all competency stages and functional and enabling competencies.

E

CS 2: Bas

ProficiencyIs able to deappropriateprofessio

n

Professionalism and ethical behav Professional and ethical behaviouracompetencies are divided betwcompetenc

our

nd

Is able to undeand describe thdistinction betwinherent

ature of inherent cobservable professio

Inherent ethical and professional ethical conflicts in

ompetencies: personal integrity andhonesty, self-organization, self-control,

give

elf confidence, attent

Is able to identify anresolve ethical andprofessional conin the organizatio

Is able to establishand monitor theorganizations code ofconduct a



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E4. Communication

S 4: Mastery

organization, etc.

ce, using

pre

ndconcisely in a mannera ropriate to the

effectively andconfidently conveyfinancifinanc toan au their

ate

Is able to communicateid as clearly and

reports for specifiedpurposes within theorganization that meetstheinte

ate e

n.

effective presentations

o specific

ofe.

uateexisting communicationstructures within theorganization andrecommend changeswherIs able to create a

srs and

ckn.

structures that projectth desired corporate

Examples of applications to functional competencies: Communicating the vision atement

Management Discussion and Analysis

Financial and non-financial reports

Organizations value proposition

Strategic business plans


CS 3: Advanced Prof. C

Communication (written and oral) Includes: listening,omprehension, oral and written

Is able to communicateeffectively andconfidently before an

Is able to selectappropriate modes ofcommunication to

Is able to develop awide variety of written

Is able to eval

cskills, persuasion, communication ofomplex matters to all levels of the

audienappropriatec

sentation techniquesin a given situation.

Is able to listeneffectively in a givensituation.

Is able to documentissues clearly a

ppaudience in a given

situation.

al and non-ial informationdience within

organization.

Is able to listeneffectively and facilitthe expression of othersin their organization.

e

concisely in a mannerappropriate to theaudience in theirorganization.

needs of thended audience.

Is able to demonstrthrough their actions thability to respect theviews of others andencourage feedbackwithin the organizatioIs able to make

norganizational issuesthat meet the needsthe intended audienc

e needed.

communicationstructure that respectthe views of otheencourages feedbawithin the organizatioIs able to establishappropriate externalcommunication

eimage.

/mission st

cma - competency mapping

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