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Competencies and competences February 2012


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One day open training event held in Toronto, Canada.

One day open training event held in Toronto, Canada.

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  • 1. Competencies and competences by Toronto Training and HR February 2012
  • 2. 3-4 Introduction to Toronto Training and HR 5-6 DefinitionsContents 7-9 Commonly sought competencies 10-11 Core competences 12-22 Competency frameworks 23-25 Questions to ask 26-27 Organizational capacity and context 28-29 Clusters of competencies leading to high performance 30-32 Role analysis 33-34 Rules around competence-related pay 35-37 Benefits of a competency-based system 38-41 Criticisms of a competency-based system 42-43 Building a competency model 44-45 Cultural competency 46-47 What influences performance on the job? 48-83 Specific types of competency (VARIOUS) 84-87 Benefits for employers 88-91 Benefits for employees 92-101 Case studies 102-103 Conclusion and questions
  • 3. Introduction Page 3
  • 4. Introduction to Toronto Training and HR• Toronto Training and HR is 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 event design - Training event delivery - Reducing costs - Saving time - Improving employee engagement & morale - Services for job seekers Page 4
  • 5. Definitions Page 5
  • 6. DefinitionsWhat are competencies?CompetenceCompetency Page 6
  • 7. Commonly sought competencies Page 7
  • 8. Commonly sought competencies 1 of 2CommunicationAchievement/results orientationCustomer focusTeamworkLeadershipPlanning and organizingCommercial acumen and business awarenessFlexibility and adaptability Page 8
  • 9. Commonly sought competencies 2 of 2Developing othersProblem-solvingAnalytical thinkingBuilding relationships Page 9
  • 10. Core competences Page 10
  • 11. Core competencesStrategic managementHR management Page 11
  • 12. Competency frameworks Page 12
  • 13. Competency frameworks 1 of 10TYPES:Off the shelfCustomized Page 13
  • 14. Competency frameworks 2 of 10BEHAVIOURS TO INCLUDE:Communication skillsPeople managementTeam skillsCustomer service skillsResults orientationProblem solving Page 14
  • 15. Competency frameworks 3 of 10THE PROCESS, STEP ONE:A review (and potentially a refresh) of the currentvision, mission statement and business strategy-this is likely to involve a series of discussions withthe senior management teamTHE PROCESS, STEP TWO:Conducting workshops, focus groups and surveysto gather views and data from employees (at alllevels) on what they see as being the values, ethosand culture of the organization Page 15
  • 16. Competency frameworks 4 of 10THE PROCESS, STEP TWO:This is likely to include asking questions such as:What is important around here?What do we want our clients to think of us?What do we want the public to think of us?What attracts people to work here?What informs the way we do business?What are our guiding principles?How do we expect our colleagues to behave? Page 16
  • 17. Competency frameworks 5 of 10THE PROCESS, STEP TWO:How do we do what we do?What do we do best?What’s good about working here?What sets us apart from our competitors?What makes us successful? Page 17
  • 18. Competency frameworks 6 of 10THE PROCESS, STEP THREE:Using the data gathered to collaboratively agreeand finalise a clear set of agreed organizationalvaluesTHE PROCESS, STEP FOUR:Presenting these values back to the organizationfor discussion and review, possibly as a series ofinternal briefings Page 18
  • 19. Competency frameworks 7 of 10 Page 19
  • 20. Competency frameworks 8 of 10AN INTEGRATED BALANCED FRAMEWORK:Innate qualitiesAcquired skillAdapting behaviours Page 20
  • 21. Competency frameworks 9 of 10GOALS:Underpinning of performance appraisalsEnhanced employee effectivenessGreater organizational effectivenessBetter analysis of training needsEnhanced career management Page 21
  • 22. Competency frameworks 10 of 10 IS YOUR COMPETENCY FRAMEWORK FIT FOR PURPOSE? Communicate the purpose Identify key themes Get conditions right Tackle the root cause Keep it simple Train, don’t blame Page 22
  • 23. Questions to ask Page 23
  • 24. Questions to ask 1 of 2How would you describe the perfect employee?What’s different about employees here?What do you value most in your staff/colleagues?What really sets apart the best people fromothers?Think of the most effective person in your team-what characteristics and qualities make themeffective? Page 24
  • 25. Questions to ask 2 of 2What do people need to do to get promoted?What will get in the way of people gettingpromoted here?What gets you noticed around here?What sorts of behaviours are ‘career limiting’around here – for instance, what might cause anindividual to derail, or what would prevent themfrom ‘fitting in’? Page 25
  • 26. Organizational capacity and context Page 26
  • 27. Organizational capacity and contextDIMENSIONS TO CONSIDERStructural facetCultural componentPsychological elementPolicy componentContextual facet Page 27
  • 28. Clusters of competencies leading to high performance Page 28
  • 29. Clusters of competencies leading to high performanceCognitive competenciesEmotional intelligence competenciesSocial intelligence competencies Page 29
  • 30. Role analysis Page 30
  • 31. Role analysis 1 of 2ACTIVITY-BASED TECHNIQUESFocus groupsInventories or questionnairesInterviews including critical incident interviewDiaries and work logs Page 31
  • 32. Role analysis 2 of 2PEOPLE-BASED TECHNIQUESRepertory gridsObservationTesting Page 32
  • 33. Rules aroundcompetence-related pay Page 33
  • 34. Rules around competence-related payConsistency ruleBias-suppression ruleAccuracy ruleCorrectability ruleRepresentativeness ruleEthicality rule Page 34
  • 35. Benefits of a competency- based system Page 35
  • 36. Benefits of a competency-based system 1 of 2Employees have a well-defined set of behavioursrequired in their work and are clear about howthey are expected to perform their jobsThe appraisal and recruitment systems are fairerand more openRecruiters are able to assess transferable skills andidentify required behaviours regardless of careerbackground Page 36
  • 37. Benefits of a competency-based system 2 of 2There is a link between effective individual inputsto work and organisational performanceProcesses are measurable and standardised acrossorganisational and geographical boundaries Page 37
  • 38. Criticisms of acompetency-based system Page 38
  • 39. Criticisms of a competency-based system 1 of 3Focus on the past and therefore cannot keep up todate with rapidly-changing environmentsFail to deliver on anticipated improvements inperformanceAre unwieldy and not user-friendlyCreate clones, as everyone is expected to behavein the same way Page 39
  • 40. Criticisms of a competency-based system 2 of 3LEADERSHIP AND MANAGEMENT DEVLOPMENTCompetency frameworks are expensive to design,install, administer and monitorEncourage a focus on sameness and can thereforeimpede diversityCarry the assumption that selected individuals canbe ‘trained’ into leadership or managementpositions and then provide good role models forothers Page 40
  • 41. Criticisms of a competency-based system 3 of 3LEADERSHIP AND MANAGEMENT DEVELOPMENTRarely discriminate enough between leadership &managementAssume that a number of discrete components canadequately describe critical features of a role, andthat those components will remain relativelyconstant and standardized through timeNarrow leadership & management perspectivescan stifle questioning and prevent unlearning Page 41
  • 42. Building a competency model Page 42
  • 43. Building a competency modelDetermine performance criteriaSelect criterion sampleCollect dataDevelop modelValidate model Page 43
  • 44. Cultural competency Page 44
  • 45. Cultural competencyDefinitionWhy do we need it?What does it do?Who is responsible? Page 45
  • 46. What influencesperformance on the job? Page 46
  • 47. What influences performance on the job?Knowledge abilities and aptitudesWork styles, personality, interests, principles,values, attitudes, beliefs andleadership/subordinate styles Page 47
  • 48. Specific types ofcompetency (VARIOUS) Page 48
  • 49. Communication competencies Page 49
  • 50. Communication competenciesSpeaking (capturing your audience)Listening to othersWritten communicationNonverbal (gestural and body language) Page 50
  • 51. Interpersonalcompetencies Page 51
  • 52. Interpersonal competenciesEmpathyConsensus buildingNetworkingPersuasivenessNegotiatingDiplomacyConflict management (resolving conflict)Respecting othersBeing a team player Page 52
  • 53. Organizationalcompetencies Page 53
  • 54. Organizational competenciesPlanning the workOrganizing resourcesDealing with crisesGetting the job doneMeasuring progressTaking calculated risks Page 54
  • 55. Thinking competencies Page 55
  • 56. Thinking competenciesStrategic thinkingAnalytical thinking (analyzing problems)Committing to actionApplying ones cognitive capabilityIdentifying the linksGenerating creative ideas Page 56
  • 57. Human Resources competencies Page 57
  • 58. Human Resources competenciesteam building which includes: mentoring motivating work colleagues employment relations selection, promotion and development of peopleencouraging participationdeveloping talentproviding performance feedbackvaluing diversity Page 58
  • 59. Leadership competencies Page 59
  • 60. Leadership competenciesPositioningOrganizational developmentManaging transitionsStrategic orientationDeveloping a visionPlanning the futureMastering changePromoting a healthy workplace Page 60
  • 61. Client servicecompetencies Page 61
  • 62. Client service competenciesIdentification and analysis of client needsService orientation and deliveryWorking with clientsFollowing up with clientsBuilding partnershipsCommitting to quality Page 62
  • 63. Business competencies Page 63
  • 64. Business competenciesFinancial managementBusiness decision-making skillsWorking within the systemUsing business acumenMaking business decisionsGenerating revenue Page 64
  • 65. Self-management competencies Page 65
  • 66. Self-management competenciesBeing self-motivatedActing with confidenceManaging own learningDemonstrating flexibilityInitiating Page 66
  • 67. Technical and operational competencies Page 67
  • 68. Technical and operational competenciesPerforming office tasksWorking with computer technologyUsing other equipment and toolsDemonstrating technical/professional expertiseWorking with data/numbers Page 68
  • 69. Competencies for people working in substance abuse Page 69
  • 70. Competencies for people working in substance abuse 1 of 5TECHNICAL COMPETENCIES:CounsellingCase managementCrisis interventionCommunity developmentFamily and social supportGroup facilitationMental health Page 70
  • 71. Competencies for people working in substance abuse 2 of 5TECHNICAL COMPETENCIES:PharmacologyPrevention and health promotionProgram development, implementation andevaluationScreening and assessmentTreatment planningUnderstanding substance use, abuse anddependency Page 71
  • 72. Competencies for people working in substance abuse 3 of 5BEHAVIOURAL COMPETENCIES:Analytical thinking and decision makingAdaptability and flexibilityClient-centred changeClient service orientationContinuous learningCreativity and innovationCollaboration and network buildingDeveloping others Page 72
  • 73. Competencies for people working in substance abuse 4 of 5BEHAVIOURAL COMPETENCIES:Diversity and cultural responsivenessEffective communicationEthical conduct and professionalismInterpersonal rapport and savvyLeadershipPlanning and organizing Page 73
  • 74. Competencies for people working in substance abuse 5 of 5BEHAVIOURAL COMPETENCIES:Self-careSelf-managementSelf motivation and driveTeamwork and cooperation Page 74
  • 75. Competencies for people working in sales & marketing Page 75
  • 76. Competencies for people working in sales & marketingContent remains kingLeads: Volume down, quality UpEnablement’s next stepIntegrated social propertiesData: better buyer and customer insight Page 76
  • 77. Competencies foroccupational therapists Page 77
  • 78. Competencies for occupational therapists 1 of 2CLINICALAssumes professional responsibilityThinks criticallyDemonstrates practice knowledgeUtilizes an occupational therapy process to enableoccupationCommunicates and collaborates effectivelyEngages in professional developmentManages own practice, advocates within systems Page 78
  • 79. Competencies for occupational therapists 2 of 2NON-CLINICALAssumes professional responsibilityThinks criticallyCommunicates and collaborates effectivelyEngages in professional developmentManages own work, advocates within systems Page 79
  • 80. Competencies at theTreasury Board of Canada Secretariat Page 80
  • 81. Competencies at the TreasuryBoard of Canada Secretariat 1 of 3 Deputy Minister Assistant Deputy Minister Director General Director Manager Supervisor Employee Page 81
  • 82. Competencies at the TreasuryBoard of Canada Secretariat 2 of 3 ALL EXCLUDING EMPLOYEE Values and ethics - Serving through integrity and respect Strategic thinking - Innovating through analysis and ideas Engagement - Mobilizing people, organizations, partners Management excellence - Delivering through action management, people management, financial management Page 82
  • 83. Competencies at the TreasuryBoard of Canada Secretariat 3 of 3 EMPLOYEE Values and ethics - Serving through integrity and respect Thinking things through - Innovating through Analysis and Ideas Engagement -Working effectively with people, organizations, partners Excellence through results - Delivering through own work, relationships and responsibilities Page 83
  • 84. Benefits for employers Page 84
  • 85. Benefits for employers 1 of 3Ensures that on-the-job training is cost-effectiveand productiveEnsures employees achieve a high level ofcompetence in an efficient mannerProvides documentation of the employee’sacquisition of the knowledge, safety, andprocedures relating to each task Page 85
  • 86. Benefits for employers 2 of 3Reduces cost overruns related to poorperformance or miscommunication of employeeexpectationsImproves communication between employee andmanagement, creating a more positive workplaceenvironmentEnsures the organizational funded training andprofessional development activities are cost-effective and goal-oriented Page 86
  • 87. Benefits for employers 3 of 3Increases employee mobility within theorganization, providing the organization withgreater ability scale and flex as neededEstablishes a framework for positive feedback bymanagement at scheduled training andperformance appraisal intervalsClarifies job standards for performance appraisalsOutlines employee development and promotionalpaths within the organization Page 87
  • 88. Benefits for employees Page 88
  • 89. Benefits for employees 1 of 3Provides a clear set of expectations for employees,enabling them to make better decisions and workmore effectivelyProvides employees with insight into the overallstrategy of their team, department, andorganization, leading to greater engagement andmotivation Page 89
  • 90. Benefits for employees 2 of 3Enables employees to be more proactive beyondtheir individual roles, by learning additionalcompetencies that are valued by the organizationProvides clear direction for learning new job skillsProvides a reference resource for day-to-dayrequirementsIncreases the potential for job satisfaction Page 90
  • 91. Benefits for employees 3 of 3Provides a mechanism for the recognition ofemployees’ abilitiesEnsures that individual professional developmentand training milestones are recorded andacknowledged by the organization Page 91
  • 92. Case study A Page 92
  • 93. Case study A Page 93
  • 94. Case study B Page 94
  • 95. Case study B Page 95
  • 96. Case study C Page 96
  • 97. Case study C Page 97
  • 98. Case study D Page 98
  • 99. Case study D Page 99
  • 100. Case study E Page 100
  • 101. Case study E Page 101
  • 102. Conclusion & Questions Page 102
  • 103. ConclusionSummaryVideosQuestions Page 103