Competency management overview


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Competency management overview

  1. 1. Competency Management Overview Jonathan HigginsAT&L Workforce Career Management
  2. 2. A Competency -- What is it?• OPM definition “ …. an observable, measurable pattern of skills, knowledge, abilities, behaviors & other characteristics that an individual needs to perform work roles or occupational functions successfully.”• Competence is achieved through a variety of means; e.g., experience, education, training, and personal and professional development Performance Environment Competence is Demonstrated by Performance Knowledge Skills & (Key Behaviors) COMPETENCE Abilities Competence Gaps Assessed Using Individual “High Performer” Characteristics Education Performance Experience Criteria Tools
  3. 3. Initial “As Is” State of Competency ManagementStove-piped Functional Focus • Individual career field competencies managed in stovepipe fashion • No community-wide standards to support management of Program Management Acquisition Logistics competencies • In most cases – the competencies were learning objectives for courses • Focus of competencies/learning Contracting objectives has been to inform content SPRDE BCEFM of training courses – not strategic human capital planning/management to include addressing gaps
  4. 4. “To Be” State of Competency Management Core • Alignment is driver for strategy -- consistent with OPM & OSD (P&R) policy, standards, guidance • A framework to allow competencyFocus standards to be applied and managed in multiple workforce-related applications • Decentralized execution – Acquisition Logistics Program Management competency models will be used by Financial (BCEFM) Components in workforce-wide assessments • Transition strategy that provides Contracting interim assessment capability and planning for long-term • Leveraging assessment results for: SPRDE – strategic human capital planning and management – closing workforce capability gaps – improving the workforce certification framework, – performance support resources (bestFocus practices and tools) are available to the workforce Plus
  5. 5. Competency Management Process Flow
  6. 6. Overview of AT&L HCSP V3.0 Competency Management Tasks Office of Office of Primary Corollary Task Narrative Responsibility Responsibility Complete competency models for the PM, Logistics, and Contracting career fields by Dec Dir, HCI FAs, Components1.3.1 07 Complete functional competency models for remaining career fields by Sep 08 Dir, HCI FAs, Components1.3.2 Complete a cross-functional core competency model for the entire DoD AT&L workforce Dir, HCI FAs, Components1.3.3 by Dec 08 Determine and make recommendation on whether standard tools are desired or needed to Dir, HCI Components1.3.4 ensure that data can be used for multiple purposes by Jan 08 Initiate skills gap assessments in 50% career fields by Dec 08 Components FAs1.3.5 Coordinate with ODUSD(CPP) and OPM to incorporate DoD AT&L competencies into Dir, HCI None1.3.6 OPM HR standards to ensure consistency across the federal sector within 90 days of competency model completion Ensure DoD AT&L crossfunctional governance and implementation of initiatives, such as Dir, HCI None1.4.1 functional competency models, certification framework, etc., by Components are done in / WMG Chair consistent manner by Jan 08 Identify developmental needs for acquisition personnel leveraging functional competency Components None6.2.1 models starting Jul 07 Develop and implement strategies to fill competency gaps and meet target certification Components None6.2.2 levels by Sep 08 Develop criteria for acquisition experiential assignments necessary to achieve desired FAs None6.2.4 competencies by Jun 08
  7. 7. Key Stakeholders and Governance of AT&L Workforce Capability U.S. Law Secretary of Defense Defense Acquisition Workforce President’s National Military USD (P&R) Improvement Act Management Strategy & Human Capital (DAWIA) Agenda Quadrennial Strategies Defense ReviewAccountability USD (AT&L)e.g., Congress, Human Capital GAO, IG Strategies & Initiatives DoD AT&L Directive Workforce 5000.52 Workforce Capability Senior(Instruction/Guide) Steering Board Director, Defense Motivations and Incentives AT&L HumanAcquisition Ethics and Integrity CapitalUniversity Initiatives (PLM) AT&L Component Component Component Functional Workforce Workforce Force Workforce Advisors & Strategies & Management Planning Management Functional IPTS Initiatives Group
  8. 8. Why the Increased Emphasis on Leveraging Competency Management?Background: DoD Acquisition Mission Challenges Drive Need for High Performing, Agile workforce -- Improved Competency Management • President’s Management Agenda – Human Capital, Leverage Technology (OMB, DoD, AT&L) • Congressional Concern – Acquisition Outcomes, Human Capital • Human Capital Planning for DoD AT&L Workforce identified as High Risk by GAO • OPM HCAAF Human Capital Assessment and Accountability Framework • Quadrennial Defense Review – Competency Management • DoD Civilian Human Capital Strategic Plan AT&L Human Capital Strategic Plan • Improved Competency management is key outcome • HCSP Goal 1 mandates current, standardized functional competencies • HCSP Goals 3 and 4 rely on competencies Defense Acquisition University • Core Plus • Engaged Learner Architecture
  9. 9. Senior DoD Leadership Commitment & Action
  10. 10. Governance Structure OUSD (AT&L) • The USD (AT&L) chairs the AT&L Workforce Senior Senior Steering Steering Board which is comprised of functional and Board component senior acquisition leaders as well as senior leadership from OSD P&R • The Director, Human Capital Initiatives (President, DAU) Director, AT&L HCI supports the USD (AT&L) by providing leadership on human capital initiatives, ensuring AT&L community alignment and integration of effort to support Department WMG objectives, and managing implementation of AT&L department-wide workforce policy and initiatives • The AT&L Workforce Management Group (WMG), chaired by the Director, AT&L HCI, further provides an integrated approach to governance and advises the USD (AT&L) on workforce matters, to include competency & Components Service DACMs management Functional Advisors • The AT&L Functional Advisor (FA) is a senior acquisition functional community leader and is responsible to the USD (AT&L) for ensuring currency of community-wide competency requirements • The Defense Acquisition University serves as the AT&L corporate university and works closely with the FAs, FIPTs and components to ensure that workforce capability requirements are translated into a powerful learning environment for the AT&L workforceDAU Integration/Application
  11. 11. Governing Competency Initiatives• Identify all Stakeholders • Define Roles & Responsibility• Define Goals & Objectives (for each Stakeholder) • Define Processes – Outputs needed to achieve – Model Development goals/objectives – Success Methodology Criteria – Deployment Methodology• Agree on general approach or – Data Requirements note variances (box chart) – Reporting Functions – Governance/Oversight – Model Maintenance – Model Development – Skills Assessment – Data Analysis & Reporting – Implement Strategies for Gap Closure – Monitor Goal Alignment
  12. 12. The AT&L HCSP Competency Approach ...Standard Competency Models Across AT&L workforce .....Leverage assessment information for high performance• Improve, standardize policy, competency management framework• Increase awareness and “competence” in using competencies• Update & standardize competency models across AT&L workforce – Consistent with OPM & OSD (P&R) Guidelines – Competency Structure • Performance Outcomes at 3 Levels • May include clarifiers and definitions • Elements of Key Behaviors/Job Performance Criteria • Product used to structure/organize learning objects/taxonomy • Conform to HR-XML format – Multi-Method Approach to Competency Model Validation • Build-on past and current FIPT & DAU competency efforts • Use Subject Matter Experts • Use Expert Panels for matching to essential job functions • Multi-rater surveys for importance/frequency of use and criticality• Leverage assessment for multi-use and performance support • Numerous workforce management and support applications • AT&L/DAU Core Plus and Engaged Learner Environment initiatives• Partner to successfully operationalize use of competency models
  13. 13. Model Development Process Methodology Phases 1. Assemble Expert Panel from career field to review I & II “as is” competency model & ensure input from senior leaders 2. Conduct online or facilitated focus groups to identify and match competencies (key behaviors, KSAs, and outputs) to essential job functions 3. Develop key situations through online structured interviews to identify specific job-related behaviors of superior performersPhase III 4. Prepare beta model for use in generalization survey 5. Multi-rater Survey/Assessment of job incumbents and managers to complete modelPhase IV 6. Model deployment (FOC) & sustainment
  14. 14. Developing Competency Models Baseline “As Is” Ongoing Review of Gap Results AT&L Wide Model with AT&L FA/FIPT Use SME focus groups Ensure Senior to develop model Leader “To Be” inputs to Use field high performers starting model develop model (STARR framework process) Analyze inputs and develop beta competency model Beta pilot assessment with beta model Deploy Facilitate model use & Senior Leader model applications, sustain & Interim review of Pilot Assessment enhance model beta model with significant n Input for employee/supervisor IDPs Analyze Input for FA/FIPTs results, refine Gap Management at all levels model Senior Leader Dashboard Performance support tools Senior Leader Enhanced Training/PLM ReviewPhase I Phase II Phase III Phase IV
  15. 15. Competency Model Development SME Focus Groups & Key Situations• Focus Groups: Identify behaviors (what an employee does) required for successful performance• Key Situations: a method of data collection from subject matter experts regarding “what it takes” to perform effectively on your job.• Use the STARR Method to identify key situations and then have the participant describe what the person does for successful performance, why they did it, and the successful performance outcome• This process helps establish a “successful performer” baseline (profile) which will be used in the assessment process Situation/Task Action Reasoning Results What was the What did you do? What was the What was the situation or What were the reasoning/ result/ context? What steps you took to rationale that outcome of were you doing? get to that effective led to the the key What task were outcome? action? situation? you working on?
  16. 16. Model Development - Phase II Identify Key Situations – STARR Method Situation/Task – Action – Reasoning – Result This process helps to identify competencies that most contribute to successful performance – a critical step in model development1st – Describe a situation that resulted in a particularly effectiveoutcome.2nd – Rate the situation using a “Distinguishing Value Rating”which is how much the competency differentiates effective resultsfrom ineffective results. 1-Not Valuable; 2-Somewhat Valuable; 3-Valuable; 4-Very Valuable; 5-Extremely Valuable; 6-NA
  17. 17. Matrix of Assessment Options
  18. 18. Employee Assessment View Proficiency Levels – Behavioral Anchors Understand determinations of contractor responsibility by assessing pastAwareness 1> performance and financial stability to ensure that all contractor tasks and responsibilities will meet government requirements.Basic 2-- Categorize levels of contractor responsibility by assessing past performanceIntermediate 3> and financial stability to ensure that all contractor tasks and responsibilities will meet government requirements.Advanced 4-- Evaluate contractor responsibility by assessing past performance andExpert 5> financial stability to ensure that all contractor tasks and responsibilities will meet government requirements.
  19. 19. Contracting Assessment Update• Effort is underway to complete an assessment on 100% of the Contracting Workforce (26K Workforce Members)• The first phase of this effort is underway and has included two major assessment efforts – DLA pilot effort was completed using an existing Learning Management System (Plateau) – Air Force assessments utilized the Compass tool • Warner Robins AFB - 333 Employees (98% complete) • Peterson AFB – 108 Employees (100% complete) • Hanscom AFB – 414 Employees (88% complete) • Charleston AFB – 34 Employees (94% complete)• Analysis and lessons learned will be applied to future assessments which will be completed by June 08.
  20. 20. How are Competency Gaps Identified? Inputs Process Outputs •Employee logs in and•User Data completes self- •Individual Gap•Supervisory Links assessment report showing to Direct Reports •Supervisor is notified skills proficiency•Competency when direct report Models evaluation is done•Baseline •Supervisor NEXT STEPS Proficiency Levels completes employee assessment •Identify Training •Two scores averaged Interventions to •Final scores close any gaps in compared to Baseline skills Proficiency
  21. 21. Assessing, Analyzing, Plan and Report This is an investment of supervisor and employee time Example Proficiency Improved Competency Management is an investment: $, time, work Example: OPM Gap Reporting Contracting (1102)Analysis& Gap Plan Bid Evaluation
  22. 22. What OPM is Looking For?
  23. 23. STRATEGIES FOR CLOSING COMPETENCY GAPS TRAINING EDUCATION EXEPRIENCE ENTERPRISE • Allocate Funding • Budget for resource and • Developing Strategy and educational needs implementing policy for engaging• 100% Assessment • Institutionalize standard workforce experiences• Stratified Sampling training • Establish Strategic partnerships• Internal Assessment and equivalencies • Identify experiential learningORGANIZATION • Targeted group training • Budget for tuition opportunities for critical skill sets reimbursement • Updating internal Learning • Match employees to new learning• 100% Assessment• Internal Assessment assets • Improve access to educational 5 opportunities opportunities • Promoting online assets INDIVIDUAL • Send employees to identified • Send employees to identified • Send employees to various training classes identified• 100% Assessment experiences• Internal Assessment INDIVIDUAL DEVELOPMENT PLAN • DAU CLM’s • DAU Classroom • Rotational Assignments • Self-Study • College courses • On the Job Training • DL courses • Mentors • Seminars • Industry Exchange
  24. 24. Competency Management – Gap Assessment Approach Past Focus New Focus Gap Assessment Approach AT&L Core, Gap Assessment Tool/SoftwareFunctional-Specific Functional, (Using Component or CNA COMPASS tool) AT&L Workforce & Task Specific HR-XML/OPM Competency Model Data Set Standards Training Competency Select Core-Functional Requirements Models (Validated) Profile Grouping Tailor Per Organization Needs Terminal & Multi-Use (additive) Enabling Competency Learning Model Objectives Applications Assessment “Closing Gaps in Mission Critical Occupations” Organization Update Training Development Plan Knowledge Mgt DAU & Gap/IDP Tool OPM Deliverable Guidelines Gap Analysis Report Strategic Mgt Equivalent Individual Certification Training Organization Gap Improvement Plan Implementation Plan & Measure Results Report
  25. 25. Competency Model Uses High(er)-Performing Workforce • Improved engagement of workforce to “successful performance” support Improved Gap Assessment ROI Agile Mission Support resources (that make a difference) (ELA) • Better migration of Best Practices • Assess proficiency AND• Enables tactical, agile targeting of •Assess Mission Criticality, resources to achieve desired capability Frequency, and Difficulty• Enables improved organizational •Migrate best practices & tools for refinements to align the skills with successful performance mission needs HR-XML HR-XML HR-XML HR-XML Human Learning HR-XML HR-XML HR-XML HR-XML Resources Management HR-XML HR-XML HR-XML HR-XML Strategic Workforce Planning System System HR-XML HR-XML HR-XML HR-XML • Strategic planning enabler for leaders Improved Learning/Training • Enhanced Management of HR-XML HR-XML HR-XML HR-XML • Improved alignment of training to HR-XML HR-XML HR-XML HR-XML Mission Critical Competencies “successful performance” needs • Deliberate, earlier “change management” HR-XML HR-XML HR-XML HR-XML Competency • Improved training investment • Information for tactical resource decisions HR-XML HR-XML HR-XML HR-XML Models • Enables 21st Century Training Framework HR-XML HR-XML HR-XML HR-XML (Core Plus) HR-XML HR-XML HR-XML HR-XML HR-XML HR-XML HR-XML HR-XML Performance Learning HR-XML HR-XML HR-XML HR-XML Management Content Recruiting & Selection HR-XML HR-XML HR-XML HR-XML System System • Improve identification of key behaviors HR-XML HR-XML HR-XML HR-XML contributing to successful performance • Improve the “Benefits Package” story – Succession Planning “World-class tools for your development and • Identify expected critical vacancies success” • Identify employees & candidate gaps Development & Career Planning • Enhance Individual Development • Enhance Organization Development
  26. 26. Monitoring Alignment to GoalsDoD Acquisition Mission Challenges Drive Need for High Performing, Agile workforce -- Improved Competency Management – President’s Management Agenda – Human Capital, Leverage Technology (OMB, DoD, AT&L) – Congressional Requirements – Acquisition Outcomes, Human Capital – Human Capital Planning for DoD AT&L Workforce identified as High Risk by GAO – OPM HCAAF Human Capital Assessment and Accountability Framework – Quadrennial Defense Review – Competency Management – DoD Civilian Human Capital Strategic PlanAT&L Human Capital Strategic Plan – Improved Competency management is key outcome Leadership – HCSP Goal 1 mandates current, standardized functional competencies Accountability – HCSP Goals 3 and 4 rely on competencies StrategyDefense Acquisition University Technology – Core Plus Key Enablers – Engaged Learner Architecture