If you remember your high school Hamlet or are familiar with Shakespeare's Hamlet or if you watch Star Trek movies and have heard Hamlet in the original Klingon, you recognize this quotation. Hamlet has the weight of the world on his shoulders. He knows his uncle murdered his father. His mother married the scoundrel and may be culpable. But the king, in the person of his uncle, is Denmark. Does Hamlet take up a just cause – justice for his father, or does he accept the present circumstance, do nothing to correct it – and simply commit suicide? Unlike Hamlet, we are not responsible for the fate of a nation, or the exacting justice for a murdered father.
The Maturity Model Matrix tracks 9 key characteristics or in some cases “Forces of Change” that occur as an organization transcends the stages. Many organizations find their efforts all over the matrix. To mitigate weaknesses in your strategy and vision, all elements need to move in concert with each stage. You can’t be a Stage IV company if you haven’t completed Stage II.
Note the Key – shows what’s in place or not, and to what degree I – Most significant pieces are departmental LMS(s), 3 rd party content, perhaps other pieces both not enterprise wide II – Strategy & vision (the compelling event that moves an organization to Stage II). Enterprise LMS, testing & measurement (Kirkpatrick L1, L2). Custom content. III – Competency driven approach with skills alignment to jobs, learning supporting that approach. Collaboration with virtual classroom tools, LCMS, blended learning. Development planning. IV – Goal management, alignment throughout the organization. Tied to 360 assessments and performance evaluations. V – Not surprised that all are engaged. EPSS, and some technologies that don’t exist today.
Key characteristics Senior management support for learning management Competency models in place to build a proficient workforce Competency-based learning and skill assessments in use to align learning against developmental needs of the organization Learning modalities (live, self-paced) blended for increased efficiencies Consistent use of tools and techniques for learning management processes LCMS providing central repository for content development and delivery Universal, assumed interoperability between content and LMS Prescriptive and self-initiated learning occurring Collaboration and mentoring reinforcing knowledge transfer 360-degree feedback instruments in place for skill and performance measurement
Key characteristics Active senior management support for integration of business planning and learning/performance initiatives Business goals aligned with work activities Interactive dialog among workforce a consistent part of activity management and coaching Developmental planning occurring in relation to accomplishment of work activities Learning and knowledge management systems beginning to integrate with enterprise portal technologies Results of learning and work performance measured and correlated against key business performance metrics
Key characteristics Flexible, learning and performance-centric organization structure Improvements to the learning and performance management environment actively encouraged Daily work and learning activities directly linked to business priorities Shared understanding and appreciation throughout workforce of the factors and influences affecting the business “ Connected” organization sharing knowledge and content assets with key components of its extended enterprise Just-in-time blended learning and performance support tools increasing skill proficiency and organizational performance
1. COMPETENCY MAPPINGCOMPETENCY MAPPINGPROFESSOR JAYASHREE SADRIPROFESSOR JAYASHREE SADRIand DR. SORAB SADRIand DR. SORAB SADRI
2. Hamlet’s DilemmaHamlet’s DilemmaTo be, or not to be: that is the question:To be, or not to be: that is the question:Whether tis nobler in the mind to sufferWhether tis nobler in the mind to sufferThe slings and arrows of outrageousThe slings and arrows of outrageousfortune,fortune,Or to take arms against a sea of troubles,Or to take arms against a sea of troubles,And by opposing end them?And by opposing end them?Hamlet; Act 3, Scene 1Hamlet; Act 3, Scene 1
3. The Competency DilemmaThe Competency DilemmaTo Skill or not to Skill: That is theTo Skill or not to Skill: That is thequestion.question.Whether ‘tis nobler to suffer theWhether ‘tis nobler to suffer theinadequaciesinadequaciesof ad hoc learning, or to take arms againstof ad hoc learning, or to take arms againsta seaa seaof learning interventions, jobs & skills andof learning interventions, jobs & skills andbybydecisive action build competency?decisive action build competency?(With apologies to Will Shakespeare)(With apologies to Will Shakespeare)
4. The Competency DilemmaThe Competency DilemmaHow can you move from ad hocHow can you move from ad hocto competency-based learningto competency-based learningwith THINQ and PeopleViewwith THINQ and PeopleView
5. Why Performance &Why Performance &Competency Management?Competency Management?Aligns Organizational & ContributorAligns Organizational & ContributorPerformance to Corporate Mission, VisionPerformance to Corporate Mission, Vision& Core Competencies& Core CompetenciesImproves an Organization’s Ability to Develop,Improves an Organization’s Ability to Develop,Maintain and Track Competency InformationMaintain and Track Competency InformationSupports Recruitment, Performance Management,Supports Recruitment, Performance Management,Career Development and CompensationCareer Development and CompensationManagementManagementFacilitates Development of Competency CentersFacilitates Development of Competency Centersto Leverage Scarce or Expensive Humanto Leverage Scarce or Expensive HumanResourcesResources
6. When Performance &When Performance &Competency Management?Competency Management?
7. A Systematic FrameworkA Systematic FrameworkNo formal consistent processConsistent, basic approach to learning managementConsistent, comprehensive approachInstitutionalized and integrated intobusiness planningThe Learning ManagementThe Learning ManagementMaturity ModelMaturity ModelTMTMLearning and performance-centered organizationAd hoc (I)Managed Learning(II)Competency-driven (III)Integrated Performance (IV)Optimized Workforce (V)
8. Key ConsiderationsKey Considerations How important is Skills & CompetencyManagement to your enterprise? What is the impact if you don’t address this issue? Where should this capability reside? HRMS LMS Competency Management System Are there other approaches to solving thecompetency problem? What do you look for in a competencymanagement solution?
15. Competency Mapping Define Cascading Organizational Core Competencies Define Competencies as Sets of Assessable Knowledge,Skills & Abilities (KSA’s) Job Role Competencies Support OrganisationalCompetencies Job & Skills Libraries Define Idealised Job Roles with Competencies & Skills Target Desired Proficiency Levels Analysis Services Define Organisation Specific Job Roles, Competencies & Skills Align Organisational Competencies with Goals & ObjectivesCorporateCoreCompetenciesDivisionCoreCompetenciesSupportDepartmentCoreCompetenciesSupportJob RoleCompetenciesSupportSkills &Knowledge, Skills,AbilitiesSupportBest Practices inCompetency ManagementBest Practices inBest Practices inCompetency ManagementCompetency Management
16. OrganisationMission&ValuesOrganisationGoals&ObjectivesDerive FromDivisionGoals&ObjectivesDepartmentGoals&ObjectivesSupport SupportDivisionMission&ValuesSupportDepartmentMission&ValuesSupportDerive From Derive FromIndividualGoals&ObjectivesSupportIndividualMission&ValuesSupportDerive From Goal Management Provide Cascading Mission & Values, Goals & Objectives• Define Organisational Mission & Values• Identify Goals and Objectives that Support Mission & Values Align Goals to Organisational Competencies Derive Individual Goals & Objectives from OrganisationalGoals & ObjectivesBest Practices inBest Practices inPerformance ManagementPerformance Management
17. Performance Evaluation Assess Individual Performance on aPredefined Cycle Based on IndividualGoals & Objectives• Send Performance AssessmentNotifications Automatically• Provide 180°, 360° or Multi-RaterFeedback for IndividualPerformance Assessment• Assign Learning Interventions toClose Performance Gaps. Assess Organization Performance ona Predefined Cycle Based onOrganizational Goals & Objectives• Assess OrganizationalPerformance by AggregatingIndividuals PerformanceAssessmentSelf-AssessmentManagerAssessmentPeerAssessmentSubordinatesAssessmentCustomer/PartnerAssessmentBest Practices inBest Practices inPerformance ManagementPerformance Management
18. Identify & Manage Key Positions Define Succession Plan for Key Positions Identify Candidates for Retention & Promotion Find Candidates for Jobs (Recruitment) Manage Career PathsTalent Management &Talent Management &Succession PlanningSuccession Planning
19. OrganisationMission&ValuesOrganisationGoals&ObjectivesDerive FromDivisionMission&ValuesDivisionGoals&ObjectivesDepartmentMission&ValuesDepartmentGoals&ObjectivesSupport SupportSupport SupportDerive From Derive FromIndividualMission&ValuesIndividualGoals&ObjectivesSupportSupportDerive FromCorporateCoreCompetenciesSupportDivisionCoreCompetenciesDepartmentCoreCompetenciesSupport SupportSupport SupportIndividualCompetenciesSupportSupportKnowledge,Skills,AbilitiesSupportCreation and maintenance of a virtuouscycle that powers workforce optimizationPerformance and CompetencyPerformance and CompetencyAlignmentAlignment
20. Integration ApproachIntegration ApproachTwelve Steps to Skill RecoveryLearningManagementSystemPeopleViewHCMLearners, Job Assignments, Courses, & Course-SkillsJobs, Job Competency Models (Job-Skills), SkillsSystem of Record for:LearnersCoursesCourse-SkillsTranscriptsSystem of Record for:JobsJob-SkillsAssessment Results132Administrators align learninginterventions (Courses) withSkills and determine theCourse-Skill proficiency level.Learners are assigned toJobs.Twelve Steps to Skills RecoveryTHINQ-PeopleView Approach to Competency Based Learning ManagementTwelve Steps to Skills RecoveryTHINQ-PeopleView Approach to Competency Based Learning Management6OptionalJobs & Skills may bedeveloped through a Job andTask Analysis for jobs andskills that are not generic.Otherwise, customer selects ageneric job competency modelfrom a company such as ITG.8Learning Plan is synchronized between LMS and SkillSight4 Job Skills assessment sent toLearner by invitation e-mail.The e-mail includes a URL linkto the assessment.Similar e-mails may be sent tomanager, peers andsubordinates to provide a 360-degree assessment of skills.5 Learner completes theassessment.7Manager & Learner reviewassessment results anddevelop Learning PlanNOTE: Learning Plans can be developed in either system.Learners can add to their Learning Plan thru THINQ Learner.Learner engages in targetted learning interventions (Class, e-Learning, Text, Mentoring, Job Aid, etc.)9Skills Assessment Results/Appraisals for LearnersLearning Plan Completions synced to SkilSight1011 PeopleView SkillSightaggregates results bydepartment and organization.- Reporting- Personnel Sourcing- Training Investment PlanDevelopment- Succession Planning12LMS becomes the StrategicTalent Management Engine- Business OpportunityEvaluation- Key staff retention- Measure learning efficiency+ Time to competence+ Training investment costs+ Training ProgramEfficiency+ Kirkpatrick & Phillipslearning & ROI assessment+ Alignment of BusinessStrategy & OrganizationalSkills2