Be competent about competencies September 2011


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Half day interactive open workshop on competencies held in St Catharines.

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Be competent about competencies September 2011

  1. 1. Be competent about competencies <br />by Toronto Training and HR <br />September 2011<br />
  2. 2. Contents<br /> 3-4 Introduction to Toronto Training and HR<br />5-6 Definitions<br />7-8 Competency-based interviews<br />9-12 What do competencies mean and how should they be used?<br />13-16 How are competency frameworks used?<br />17-19 Measures<br />20-23 Typical HR competencies<br /> 24-29 Typical management competencies<br />30-31 Typical leadership competencies<br />32-33 Functions of job analysis<br />34-35 Bad behaviours indicating risk-taking is healthy<br />36-37 Drill<br />38-41 Example One-entertainment riggers<br />42-43 Example Two-librarians<br />44-45 Example Three-IT specialists<br />46-55 Case studies<br />56-57 Conclusion and questions<br />Page 2<br />
  3. 3. Page 3<br />Introduction<br />
  4. 4. Page 4<br />Introduction to Toronto Training and HR<br />Toronto Training and HRis a specialist training and human resources consultancy headed by Timothy Holden <br />10 years in banking<br />10 years in training and human resources<br />Freelance practitioner since 2006<br />The core services provided by Toronto Training and HR are:<br /><ul><li>Training course design
  5. 5. Training course delivery</li></ul>- Reducing costs<br /><ul><li>Saving time
  6. 6. Improving employee engagement & morale
  7. 7. Services for job seekers</li></li></ul><li>Page 5<br />Definitions<br />
  8. 8. Page 6<br />Definitions<br />Competencies<br />Core competencies<br />Task competencies<br />Group competencies<br />Competence and competences<br />Competency framework<br />
  9. 9. Page 7<br />Competency-based interviews<br />
  10. 10. Page 8<br />Competency-based interviews<br />Definition<br />What will the interview be like?<br />How will competencies be used to make a final selection?<br />
  11. 11. Page 9<br />What do competencies mean and how should they be used?<br />
  12. 12. Page 10<br />What do competencies mean and how should they be used? 1 of 3<br />DEALING WITH THE LACK OF AGREEMENT<br />Avoidance<br />Acknowledging differences and seeking agreement through governance <br />
  13. 13. Page 11<br />What do competencies mean and how should they be used? 2 of 3<br />CRACKING THE CODE OF COMPETENCIES<br />Need a plan for today and tomorrow<br />Continually drive superior levels of performance and leadership behaviour<br />Organizations must stand out from their peers and gain customer loyalty through outstanding products and services<br />
  14. 14. Page 12<br />What do competencies mean and how should they be used? 3 of 3<br />COMPLEMENTARY STRATEGIES<br />Competence<br />Productivity<br />Brand<br />
  15. 15. Page 13<br />How are competency frameworks used?<br />
  16. 16. Page 14<br />How are competency frameworks used? 1 of 3<br />GOALS TO ACHIEVE<br />Underpinning of employee reviews/appraisal<br />Enhanced employee effectiveness<br />Greater organisational effectiveness<br />Better analysis of training needs<br />Enhanced career management<br />
  17. 17. Page 15<br />How are competency frameworks used? 2 of 3<br />CHECK IF FIT FOR PURPOSE<br />Communicate the purpose<br />Identify key themes<br />Get conditions right<br />Tackle the root cause<br />Keep it simple<br />Train don’t blame<br />
  18. 18. Page 16<br />How are competency frameworks used? 3 of 3<br />Main benefits<br />Main criticisms<br />
  19. 19. Page 17<br />Using measures<br />
  20. 20. Page 18<br />Using measures 1 of 2<br />0 Cannot Rate - Insufficient information to assess.<br />1 Introductory - Little or no knowledge/proficiency. Rarely demonstrates. Needs significant<br />development.<br />2 Basic - Basic knowledge/proficiency. Sometimes demonstrates. May need development.<br />3 Proficient - Knowledgeable/proficient. Usually demonstrates. Little development required.<br />
  21. 21. Page 19<br />Using measures 2 of 2<br />4 Very Proficient - In-depth knowledge/proficiency. Demonstrates most of the time. No development required.<br />5 Mastery - Expert knowledge/proficiency<br />
  22. 22. Page 20<br />Typical HR competencies<br />
  23. 23. Page 21<br />Typical HR competencies 1 of 3<br />Advocate<br />Business partner<br />Change agent<br />HR expert<br />Leader<br />
  24. 24. Page 22<br />Typical HR competencies 2 of 3<br />ROLES<br />Strategic partner<br />Leader<br />Employee champion<br />Technical expert<br />Change consultant<br />
  25. 25. Page 23<br />Typical HR competencies 3 of 3<br />EMOTIONAL COMPETENCE FRAMEWORK<br />Empathy<br />Motivation<br />Self-awareness<br />Self-regulation<br />Social skills<br />
  26. 26. Page 24<br />Typical management competencies<br />
  27. 27. Page 25<br />Typical management competencies 1 of 5<br />Adaptability<br />Analytical thinking<br />Change leadership<br />Client focus<br />Communication<br />Conflict management<br />Continuous learning<br />Creative thinking<br />Decision making<br />
  28. 28. Page 26<br />Typical management competencies 2 of 5<br />Developing others<br />Impact and influence<br />Initiative<br />Networking/relationship building<br />Organizational and Environmental awareness<br />Partnering<br />Planning and Organizing<br />Results orientation<br />Risk management<br />
  29. 29. Page 27<br />Typical management competencies 3 of 5<br />Stewardship of resources<br />Stress management<br />Teamwork<br />Team leadership<br />Values and ethics<br />Visioning and strategic thinking<br />
  30. 30. Page 28<br />Typical management competencies 4 of 5<br />TEN DIMENSIONS<br />Unfamiliar responsibilities<br />Developing new directions<br />Inherited problems<br />Problems with employees<br />High stakes<br />Scale and scope<br />Influencing without authority<br />Handling external pressure<br />
  31. 31. Page 29<br />Typical management competencies 5 of 5<br />TEN DIMENSIONS<br />Managing work group diversity<br />Working across cultures <br />
  32. 32. Page 30<br />Typical leadership competencies<br />
  33. 33. Page 31<br />Typical leadership competencies<br />Management of attention<br />Management of meaning<br />Management of trust<br />Management of self<br />
  34. 34. Page 32<br />Functions of job analysis<br />
  35. 35. Page 33<br />Functions of job analysis<br />Helps ensure that decisions made with respect to HR processes are good decisions, i.e. fair and accurate (e.g., selection of the right person for the job, appropriate decisions about training, performance management, development, etc.)<br />Helps ensure the defensibility of decisions made (e.g. demonstration of the bona fide requirements used as the basis of selection)<br />
  36. 36. Page 34<br />Bad behaviours indicating risk-taking is healthy<br />
  37. 37. Page 35<br />Bad behaviours indicating risk-taking is healthy<br />Talking back<br />Overstepping authority<br />Making mistakes<br />Not following one’s job description<br />Breaking the rules<br />Saying no<br />
  38. 38. Page 36<br />Drill <br />
  39. 39. Page 37<br />Drill <br />
  40. 40. Page 38<br />Example One-entertainment riggers<br />
  41. 41. Page 39<br />Example One-entertainment riggers 1 of 3<br />PROFESSIONAL COMPETENCIESPlan the rigging work<br />Prepare rigging equipment and systems<br />Install rigging equipment<br />Install production elements<br />Install and operate performance/performer apparatus<br />Inspect and maintain rigging equipment and systems<br />
  42. 42. Page 40<br />Example One-entertainment riggers 2 of 3<br />PROFESSIONAL COMPETENCIESStrike rigging equipment and systems<br />Utilize rigging material, equipment, instruments and tools<br />Comply with pertinent laws, regulations, standards and best practice<br />
  43. 43. Page 41<br />Example One-entertainment riggers 3 of 3<br />GENERAL COMPETENCIESDemonstrate communication and interpersonal skills<br />Demonstrate personal skills<br />
  44. 44. Page 42<br />Example Two-librarians<br />
  45. 45. Page 43<br />Example Two-librarians<br />Foundational knowledge<br />Interpersonal skills<br />Leadership and management<br />Collections development<br />Information literacy<br />Research and contributions to the profession<br />IT skills<br />
  46. 46. Page 44<br />Example Three-IT specialists<br />
  47. 47. Page 45<br />Example Three-IT specialists<br />Software products<br />Infrastructure<br />Management<br />Hardware products<br />Testing and quality control<br />Documentation and training<br />Key activities<br />Competencies<br />
  48. 48. Page 46<br />Case study A<br />
  49. 49. Page 47<br />Case study A <br />
  50. 50. Page 48<br />Case study B<br />
  51. 51. Page 49<br />Case study B <br />
  52. 52. Page 50<br />Case study C<br />
  53. 53. Page 48<br />Case study C <br />
  54. 54. Page 52<br />Case study D<br />
  55. 55. Page 53<br />Case study D <br />
  56. 56. Page 54<br />Case study E<br />
  57. 57. Page 55<br />Case study E <br />
  58. 58. Page 56<br />Conclusion & Questions<br />
  59. 59. Page 57<br />Conclusion<br />Summary<br />Questions<br />