Competency mapping hrd power hr forum

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Competency mapping hrd power hr forum

  1. 1. COMPETENCY MAPPING FRAMEWORK   FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS    Types of Competencies:  1. FUNCTIONAL COMPETENCIES   2. BEHAVIOURAL COMPETENCIES  2.1. THRESHOLD COMPETENCIES     2.2. DIFFERENTIATING COMPETENCIES         LEVELS COMPETENCIES 1 2 3 4 5 DOMAIN Knowledge Understanding Application Analysis Proficiency 1. FUNCTIONAL / TECHNICAL COMPETENCIES 1.1. TRAINING / LEARNING1.1.1 Training need • Sources of training needs. • Formulation of a training needs • Identification of operational training needs: Assessment • Individual training needs: identification form: o Individual performance gaps. o Training needs form. o Individual o Group performance gaps. o Performance appraisal. o Group. o Organizational performance gaps. • Group training needs o Organization. • Identification of strategic training needs: • Organizational training needs • Consolidation of training needs o Resolving organizational • ISO 10015 from performance appraisals. problems. • Segregation of training needs o Creating and sustaining a into training programs. competitive advantage. • Formulation of training plan. o Technology shifts. o Paradigm shifts.1.1.2 Training & Learning • Segregation and classification of: • Formulation of performance • Designing customized programs on Design o Individual training needs. objectives for each training the basis of : o Group training needs. program o Range of competency o Organizational Training • Formulation of training programs requirements. needs. on the basis of: o Level of competency • Alignment of training needs to o Individual training needs. requirements. performance objectives o Group training needs. • Formulation of programs on the o Organizational training basis of performance and strategic needs. needs of groups. • Formulation of programs on the basis of performance and strategic needs of the organization. • Program redesign on the basis of assessment of effectiveness.1.1.3 Instructional Design • Blooms taxonomy and • Program designing in alignment • Designing of all learning aids in competency development process. with the competency consonance with the competency • Gagne’s 9 events development process and development process: • Dale’s Cone performance objectives of each o Presentation. • Competency mapping. training program. o Training material. • Catalyzing each stage of the • Facilitating program content • Designing of exercises /content for competency development process. design for catalyzing each stage catalyzing each stage of the of the competency development competency development process. process (Bloom level). • Innovating the components of the learning system.   Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)                                       1 of 6 
  2. 2. COMPETENCY MAPPING FRAMEWORK   FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS          LEVELS COMPETENCIES 1 2 3 4 5 DOMAIN Knowledge Understanding Application Analysis Proficiency1.1.4 Training Delivery • Facilitation of training programs. • Pre and post training. • Internal marketing of training • Training aids. • Elements of the training delivery programs. • Training administration. system: • Identifying participants whose o Briefing of trainers training needs are aligned to o Application of Audio/Visual program objectives. aids: • Influencing attendance of - LCD projector participants whose performance - White board. needs are aligned to program - Flip chart. contents. - Training material. • Database of trainers for all - Laptops. domains. • Internet Participant feedback of • Check list of all elements of the training operations. training delivery system. • Supervision of training • Check list of training administration administration. points. • Integration of innovations in training delivery systems.1.1.5 Training Evaluation • Kirkpatricks training evaluation • Formulation of participant • Level 2 assessment: Formulation of system feedback forms. pre and post test on the basis of • Participant feedback form. • Formulation of pre and post test competencies. • Pre and post test administration as per performance objectives. • Level 3 assessment: Assessment and analysis. • Feedback to trainer. of behavioral change. • Feedback to trainees. • Level 4 assessment: Impact of program. • RoI on training investment • Broadcasting of training metrics to decision makers.1.1.6 e-Learning • e-Learning methodology. • Formulation of instruction design • Formulation of an e-Learning • Components of e-Learning. for e-Learning and class room strategy. • Utility of e-Learning. learning training programs • Deployment of a learning • Parameters of a successful e- • Application of Learning management system. Learning system. Management System (LMS). • Deployment of blended learning • Methodology of integrating e- • Assessment and certification of programs. (e-Learning & classroom Learning with class room learning participants doing programs on learning). the LMS. • Training of e-trainers on Learning • Deploying desktop based stand- Management System. alone e-learning programs. • Continuous up-gradation of the LMS.       Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)                                       2 of 6 
  3. 3. COMPETENCY MAPPING FRAMEWORK   FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS          LEVELS COMPETENCIES 1 2 3 4 5 DOMAIN Knowledge Understanding Application Analysis Proficiency1.1.7 HRD Metrics • Competency metrics. • Assimilation and utilization of • Utilization of training metrics for • Training metrics. training metrics at influencing participation in training • OD metrics. individual/group/organization programs. • Talent metrics. levels. • Calculation of training metrics at • Calculation of training metrics at Level 3 and Level 4(Kirkpatrick). Level 1 and Level 2.(Kirkpatrick) • Competency metrics related to • Calculation, assimilation and competency gaps at group and application of OD metrics. organization level. • Calculation of talent metrics at • Competency development metrics. group level. • Change metrics related to OD interventions. • Calculation of talent metrics at the organization level. • Broadcasting of training/ OD/Talent metrics to decision makers and stakeholders. 1.2. ORGANIZATIONAL DEVELOPMENT1.2.1 Competency Mapping • Distinction between competence • Sources for identifying • Formulation of competency maps and competency. competencies. for persons, positions or • Ingredients of competency. • Method for identifying the performance. • Utility of competency mapping. expected level of competency for • Integration of competency maps • Kinds of learning that results in a position. into all HR systems related to competency formation. • Scales for assessing competency person, position or performance. level. • Formulation of competency maps • Utilization of competency maps for strategic organization needs: for training and recruitment. o Resolution of organizational • Formulation of competency maps problems. for training programs. o Technology /Paradigm shifts. • Synthesis of behavioral indicators in competency maps.1.2.2 Knowledge • Components and kinds of • Deployment of a knowledge • Collection and analysis of metrics Management Knowledge Management System. management system. regarding the knowledge • Parameters of a successful • Training of input providers and management system. knowledge management system. users of the knowledge • Broadcasting of KMS metrics to management system. stakeholders and decision makers. • Parameters for monitoring the • Identification of knowledge needs knowledge management system. of strategic positions/strategic teams/operational teams and designing the knowledge management process, accordingly. • Continuous up-gradation of the technology and the capabilities of the knowledge management system. Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)                                       3 of 6 
  4. 4. COMPETENCY MAPPING FRAMEWORK   FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS            LEVELS COMPETENCIES 1 2 3 4 5 DOMAIN Knowledge Understanding Application Analysis Proficiency1.2.3 Organizational Survey • Employee satisfaction survey. • Design of survey objectives. • Broadcasting of survey inferences • Employee engagement survey. • Design of data collection to stakeholders and decision • Customer satisfaction survey. process. makers. • Organizational climate survey. • Design of data collection • Facilitation of action planning on • Organizational culture survey. instruments. the basis of survey inferences. • Service effectiveness survey • Analysis and synthesis of data. • Facilitating the design of the • Report preparation. execution and review system of the • Presentation of survey action plan. inferences. • Deployment of Web based surveys. • Checking reliability and validity • Design of all the components of the web based organizational survey.1.2.4 Mentoring • Components of the Mentoring • Parameters for identifying • Collection and analysis of metrics system. mentors. related to impact of mentoring. • Parameters of a successful • Training of mentors. • Broadcasting of mentoring metrics deployment of a mentoring • Training of mentees. to decision makers and system. • Facilitation of the mentor-mentee stakeholders. • Stage of maturity in mentoring relationship. • Review of mentoring and system • Monitoring of the mentor-mentee reassigning of mentors/mentees if action plan. required. • Preparation of a manual for • Design and deployment of mentors, mentees and recognition systems for stakeholders. mentors/mentees.1.2.5 Employer Branding • Processes that impact employer • Segregation of the target • Designing the target population brand. population. experience while interacting with • Unique Selling Proposition of the • Identification of personnel who the organization. employer. are the face of the organization • Alternative media for • Points of interaction between the during employer-target communicating with the target employer and the target population interaction. population. population. • Training of personnel who are • Designing of the message for the • Communication systems for interacting with the target alternative via media for communicating the USP/strengths population. communicating with the target of the employer to the target • Presentation of organizational population. population. strengths to the target • Assimilation, broadcast and review population. of metrics related to brand strength.       Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)                                       4 of 6 
  5. 5. COMPETENCY MAPPING FRAMEWORK   FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS          LEVELS COMPETENCIES 1 2 3 4 5 DOMAIN Knowledge Understanding Application Analysis Proficiency 1.3. CAREER DEVELOPMENT1.3.1 Talent Management • Appreciative inquiry process. • Talent identification. • Design of strategy for converting (Appreciative Inquiry) • Talent components. • Design of vision on the basis of talent into performance. • Vision building on the basis of talent and opportunity. • Formulation of a talent inventory at strengths. • Formulation of talent the organizational level. development plans. • Calculation and communication of • Formulation of a talent inventory talent related metrics to decision at the departmental level. makers. • Monitoring execution of talent development plans.1.3.2 Assessment and • Objectives for setting up an • Parameters of an effective • Design of assessment system for Development Centre assessment centre / development assessment and development different employee segments. centre. centre. • Facilitation of the formulation of • Components of an assessment • Deployment of an assessment competency development plans. and development centre. and development centre for a • Selection of tools for competency • Metrics of an assessment and niche employee segment. assessment. development centre. • Competency assessment • Selection and training of assessors. • Stakeholders in an assessment process. • Collection, review and and development centre. • Competency development communication of metrics to key • Tools for assessment of process. stakeholders. competency • Development and application of • Ascertaining validity and reliability tools for competency assessment of assessment systems.1.3.3 Coaching and • Coaching process. • Coaching skills. • Collation of coaching metrics. Counseling • Parameters of an effective coach. • Identification of coaches. • Broadcasting of coaching metrics • Parameters for selecting • Identification of coachees. to decision makers and coachees. • Forming coach-coachee pairs. stakeholders. • Elements of a coaching plan. • Facilitation of the formulation of • Reviewing the progress and coaching plans by each coach. performance of coach-coachee • Deployment of the counseling pairs and taking corrective action. process. • Facilitation of learning sessions among coaches. • Facilitation of learning sessions among coachees.                     Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)                                       5 of 6 
  6. 6. COMPETENCY MAPPING FRAMEWORK   FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS          LEVELS COMPETENCIES 1 2 3 4 5 DOMAIN Knowledge Understanding Application Analysis Proficiency 2. BEHAVIORAL COMPETENCIES 2.1 THRESHOLD BEHAVIORAL COMPETENCIES2.1.1 Coordination & • Makes self available • Prepares oneself& others • Tracks the work progress, Planning • Follows systems and procedures • Coordinates with others senses problems, sustains • Executes when directed/ when • Prioritizes and schedule (J) focus • Foresightedness, Ready (M, S) asked to do multiple task for self and others • Does advance planning with the team • Timely Delivery2.1.2 Analytical Thinking • Aware of the organization • Understands the problem, • Analysis of trends/projections • Aware of rules & policies need, analysis of pros & cons • Strategizes and translates into • Collects Data and facts • Takes Decision (Present View) (J) (M) action (Future View) (S) (Past view) • Separates facts from perception; • Able to assess the risk • Brings in new ideas • Appreciates creativity and encourages new ideas2.1.3 Team Work • Generally works by himself • Involves others • Collaborates, leads, develops, • Just listens to the ideas of others • Support ideas of others engages team members (Team Worker) • Learns from others (J) • Engages team, motivates (Team Leader) (M, S) • Shares information • Creates a feeling of • Resolves conflicts belongingness in the team, (Team Player) shares wins and successes2.1.4 Presentation Skills • Just presents information as • Understands the issue, • Articulates outcomes gathered without ownership presents with conviction, effectively uses variety of methods to • Owns responsibility support the views (J) (M, S) • Translates organizations • Builds reputation by vision into various initiatives designing and delivery • Focuses on brand building • Focuses on image building2.1.5 Learning Orientation • Aware of news and views • Shares trends, stays abreast • Resilience, appreciates • Learns from others learning from the past and (J) • Sees into the merit of ideas of others (M) takes action, translates and (S) • Promotes the learning builds system and procedures environment • Emerges as change agent 2.2 DIFFERENTIATING BEHAVIORAL COMPETENCIES2.2.1 Openness • Is approachable • Empathizes, transparent • Sensitive to the needs of others • Listens to others (J) • Does counseling (M) and organization, demonstrates • Shows warmth • Assesses strength & weakness coaching skills, develops others (S) of others, motivate others • Has long term perspective2.2.2 Influencing Skills • Establishes internal and external • Initiates, negotiates, asserts • Is proactive, creates impact on merit contacts persuades • Influences others, has good sense of • Communicates and sells ideas • wins consensus and builds trust timing (M, S) (J) and is enthusiastic • Builds credibility, focused on brand building   Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)                                       6 of 6 
  7. 7. COMPETENCY MAP   FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS   Functional/Technical Competencies: TRAINING / LEARNING ORGANIZATIONAL DEVELOPMENT CAREER DEVELOPMENT Competency Knowledge Management Competency Mapping Organization Survey Talent Management Employer branding Training evaluation Instruction Design Training delivery Training Design Coaching and HRD Metrics Assessment Counselling e-Learning Mentoring Centre T NASeniorityLevelSenior Level(experience 4 4 4 4 4 4 4 4 4 4 3 3 4 4 3>15years)Middle Level(experience 5-15 3 3 3 3 3 3 3 3 3 3 2 2 3 3 2years)Junior level 1 1 2 2 2 1 1 2 1 2 1 1 1 2 1(experience <5 years)   Scale: Level 1: Knowledge Level 2: Understanding Level 3: Application Level 4: Analysis Level 5: Proficiency     1 of 2   
  8. 8. COMPETENCY MAP   FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS    Behavioural Competencies: Differentiating Behavioural Threshold Behavioural Competencies Competency Competencies Coordination LearningSeniority Analytical PresentationLevel & Team Work Orientation Openness Influencing Skills Thinking Skills PlanningSenior Level(experience 5 5 5 5 5 5 5>15years)Middle Level(experience 5-15 5 4 5 5 4 4 5years)Junior level 3 3 3 3 2 2 2(experience <5 years)   Scale: Level 1: Knowledge Level 2: Understanding Level 3: Application Level 4: Analysis Level 5: Proficiency     2 of 2   

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