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Be competent about competencies September 2011

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

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

Published in: Business, Technology

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