Competency Overview Presentation

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  • Competency Overview Presentation

    1. 1. Competency Overview What’s the Buzz About? Presented by: Josie Fernandez & Michelle Ezray, HR Modernization Project November 5, 2008
    2. 2. What are Competencies? <ul><li>What superior performers do more often, more completely and consistently </li></ul><ul><li>Observable behaviors that “make a difference” </li></ul><ul><li>The “how” side of performance </li></ul>Definition COMPETENCIES BEHAVIORS (actions) OUTPUTS ORGANIZATION RESULTS Provided by Mercer
    3. 3. Defining Competencies <ul><li>Competencies are important for: </li></ul><ul><li>Organizational success </li></ul><ul><li>Personal performance </li></ul><ul><li>Enhanced contribution </li></ul><ul><li>Competencies sends the message that “how” matters as much as “what” </li></ul>Visible Hidden Skills Knowledge Values Self-Image Traits Motives Provided by Workitect
    4. 4. Types of Competencies General Behavioral Competencies <ul><ul><li>Behaviors critical to individual and group performance </li></ul></ul><ul><ul><li>Example: Relationship Building – Builds and maintains a wide variety of positive relationships, both formal and informal to meet the needs of external and internal customers </li></ul></ul>Technical Competencies <ul><ul><li>Demonstrated knowledge in a technical or professional area </li></ul></ul><ul><ul><li>May or may not require ongoing, continual adaptation, retraining, upgrading or new learning </li></ul></ul><ul><ul><li>Example: Knowledge of Employment Law – Demonstrates knowledge of employment law by accurately applying legal guidelines when hiring employees </li></ul></ul>
    5. 5. Competencies provide a strong foundation that helps integrate HR programs – and defines and supports organization success. Competencies contain prescriptive language that can clarify and drive organizational expectations. Source: Mercer - Competencies Overview 8-18-08_V1 New hire orientation Training & development Compensation & rewards Recruiting & selection Assessment Career roadmaps Performance management Succession planning Business process Competency Framework
    6. 6. 8-18-08_V1 Why Modernize the Current HR System Through the Use of Competencies?
    7. 7. <ul><li>Too many classes </li></ul><ul><li>Anticipated labor shortage </li></ul><ul><li>Slow recruitment and hiring process </li></ul><ul><li>Compensation program is not reflective of the labor market and is very complex to administer </li></ul><ul><li>Performance management is frequently not tied to business needs, nor is it consistent </li></ul>8-18-08_V1
    8. 8. <ul><li>35% - Current Workforce (roughly 80,000 employees) </li></ul><ul><li>50% - Managers and Supervisors </li></ul><ul><li>62% - Top Leadership (CEAs and Exempt) </li></ul>8-18-08_V1 Retiring Baby-Boomers make up…
    9. 9. 8-18-08_V1
    10. 10. <ul><li>Integrate </li></ul>Based on 8-18-08_V1 Classification Compensation Recruitment and Selection Workforce Planning Performance Management
    11. 11. 8-18-08_V1
    12. 12. <ul><li>Classification under the modernized system will: </li></ul><ul><ul><li>Be competency based </li></ul></ul><ul><ul><li>Consolidate classes </li></ul></ul><ul><ul><li>Create broad occupational groups </li></ul></ul><ul><ul><li>Be flexible </li></ul></ul>8-18-08_V1
    13. 13. <ul><li>Compensation under the modernized system will: </li></ul><ul><ul><li>Be competency based </li></ul></ul><ul><ul><li>Acknowledge individual contributions </li></ul></ul><ul><ul><li>Consider the labor market </li></ul></ul><ul><ul><li>Consider internal pay relationships </li></ul></ul>8-18-08_V1
    14. 14. <ul><li>Performance Management under the modernized system will: </li></ul><ul><ul><li>Be competency based </li></ul></ul><ul><ul><li>Link development activities to competencies </li></ul></ul><ul><ul><li>Require annual assessments </li></ul></ul>8-18-08_V1
    15. 15. <ul><li>Workforce Planning under the modernized system will: </li></ul><ul><ul><li>Be competency based </li></ul></ul><ul><ul><li>Involve annual planning </li></ul></ul><ul><ul><li>Tie HR needs to agency strategic goals </li></ul></ul>8-18-08_V1
    16. 16. 8-18-08_V1
    17. 17. Drivers for Introducing the Use of Competencies Source: Mercer - Competencies Overview Sets Clear Expectations <ul><ul><li>Provides employees with clear direction on how they can contribute </li></ul></ul><ul><ul><li>Reinforces behaviors that are consistent with the organization’s mission, culture and priorities </li></ul></ul>Identifies Training and Development Actions <ul><ul><li>Provides employees with a roadmap for building strengths and closing development gaps </li></ul></ul><ul><ul><li>Ties to career growth and becoming a “learning organization” </li></ul></ul>Integrates HR Programs <ul><ul><li>Improves consistency in recruiting and selection, training, performance management and workforce/succession planning </li></ul></ul><ul><ul><li>Streamlines and simplifies HR operations </li></ul></ul>
    18. 18. Uses of Competency Model: Example #1 Development Actions GENERIC SAMPLE Training & Development Source: Mercer - Competencies Overview Building Negotiation Skills: Development Actions On the job <ul><li>Prepare for negotiations by conducting a mock/role play session; practice listening and probing skills </li></ul><ul><li>Shadow senior colleagues as they prepare for critical negotiating sessions </li></ul><ul><li>Debrief after negotiating session; give/accept honest feedback and apply key learnings </li></ul><ul><li>Practice identifying and adapting to a range of specific provider negotiating styles; seek input from colleagues on “best practices” </li></ul>Coaching/ mentoring <ul><li>“ Sit in” (or listen in) with senior colleagues in negotiation meetings; summarize observations and implications for how to improve personal negotiating style </li></ul><ul><li>Engage a partner to provide feedback on maintaining composure under pressure </li></ul><ul><li>Seek feedback from your manager on how to handle a challenging employee issue (e.g., strong performer who does not collaborate well); take action and follow up </li></ul>Formal training <ul><li>Take a negotiation skills course </li></ul><ul><li>Take a sales training course (e.g., listening skills, reading body language, asking effective questions, persuasiveness, closing skills) </li></ul>
    19. 19. Uses of a Competency Model: Example #2 Career Development Maps GENERIC SAMPLE Career Roadmaps <ul><ul><ul><li>Competencies can help define and communicate career opportunities – both lateral and vertical moves </li></ul></ul></ul>Source: Mercer - Competencies Overview
    20. 20. Uses of a Competency Model: Example #3 Performance Management Tools GENERIC SAMPLE Performance Management <ul><ul><li>Many organizations include competencies in their performance management programs to assess “how” employees are performing in their jobs </li></ul></ul>Source: Mercer - Competencies Overview
    21. 21. Uses of a Competency Model: Example #4 Selection – Structured Interview Guides GENERIC SAMPLE Recruiting & Selection Competencies provide content that can be converted into selection tools with scoring guides to assist with more effective hiring Source: Mercer - Competencies Overview
    22. 22. 8-18-08_V1
    23. 23. Preliminary Guiding Principles for the State of California Manager/Supervisor General Competency Model Built and validated with input from State of CA Leaders Aligned with State of CA’s strategies, culture and modernization efforts Integrated into HR processes State of California Manager/Supervisor General Competency Model Source: Mercer - Competencies Overview Competency Model Development Principles <ul><li>The competency model should be aligned with the State’s objectives and culture, and support the HR Modernization project </li></ul><ul><li>The competency model should be developed from current research and validated by internal subject matter experts </li></ul><ul><li>The competency model should lend itself to multiple HR programs including workforce planning, performance management, and training </li></ul><ul><li>The competency model should be clear and compelling, and easy to communicate </li></ul>
    24. 24. MANAGER/SUPERVISOR COMPETENCY MODEL PROCESS We are Here!
    25. 25. <ul><li>The manager/supervisor general competency </li></ul><ul><li>model will apply to: </li></ul><ul><ul><li>969 Classifications </li></ul></ul><ul><ul><li>149 Departments </li></ul></ul><ul><ul><li>13,873 Incumbents </li></ul></ul>8-18-08_V1
    26. 26. Competency Dictionary <ul><li>The Competency Dictionary helps identify general competencies for occupational groups. </li></ul><ul><li>The dictionary: </li></ul><ul><li>defines a general competency </li></ul><ul><li>identifies behaviors associated with that competency </li></ul>
    27. 27. Sample Competency <ul><li>Change Leadership - Managing, leading, and enabling the process of change and transition while helping others deal with their effects. </li></ul><ul><li>Behavioral indicators : </li></ul><ul><ul><li>Develops new approaches, methods, or technologies </li></ul></ul><ul><ul><li>Develops better, faster, or less expensive ways to do things </li></ul></ul><ul><ul><li>Recognizes the potential benefits of change </li></ul></ul><ul><ul><li>Recognizes and manages the challenges that can accompany change </li></ul></ul><ul><ul><li>Encourages others to value change </li></ul></ul><ul><li>  </li></ul>
    28. 28. Competency Card Sort Exercise
    29. 29. What We’ve Heard So Far: Most Prevalent Competencies from Expert Resource Panels Thirteen competencies were identified during the Expert Resource Panels as being the most critical and most frequently demonstrated by State of CA leaders. 1. Communication 2. Decision Making 3. Ethics and Integrity 4. Personal Credibility 5. Team Leadership 6. Interpersonal Skills 7. Analytical Thinking 8. Planning and Organizing 9. Written Communication 10. Change Leadership 11. Vision and Strategic Thinking 12. Human Resource Management 13. Conflict Management = High Performer Interview Preliminary Draft
    30. 30. Building Trust & Accountability: Ethics & Integrity Sample Manager/Supervisor Competency By Level   Building Trust and Accountability First-Level Supervisor Second-Level Supervisor Manager Ethics & Integrity • Treats others with respect • Takes responsibility • Uses applicable professional standards and establishes procedures • Identifies ethical dilemmas and takes action • Is approachable, supportive and willing to listen; Understands team member concerns • Admits mistakes and attempts to achieve a positive outcome • Follows and promotes professional standards, established procedures, and policies when taking action and making decisions • Identifies ethical dilemmas and conflicts of interest; Takes appropriate action • Respects and values others’ perspectives and contributions, even when styles and approaches are different • Takes responsibility for team's output and mistakes, develops solutions, and provides feedback where necessary • Sets example and ensures others' professional standards meet established procedures and policies • Models ethical behavior and promotes organizational values to team members • Looks for ways to build stronger teams by bringing together individuals with different styles and approaches • Fosters an environment that requires team members to take responsibility • Identifies and communicates conflicts of interest and proposes improvement of professional standards, procedures, and policies • Serves as a role model in consistently emphasizing integrity and respect for people at the highest levels and across the organization
    31. 31. What’s Next?
    32. 32. <ul><li>Create a competency based classification system for managers and supervisors. This will begin with the Staff Services Manager Series and the Scientist Managers and Supervisors. </li></ul><ul><li>Design and implement testing, compensation, training, and performance management programs based on these competencies. </li></ul><ul><li>Create a model pay program that recognizes an individual’s job-related value and allows compensation based on these assets (e.g., higher education degree, job related certifications, specified performance factors). </li></ul>8-18-08_V1
    33. 33. <ul><li>Create broad occupational groups for classification purposes. </li></ul><ul><li>Build a collaborative state workforce development resource that leverages the state’s higher education resources – community colleges, state, and UC systems </li></ul><ul><li>Automate HR systems to better: </li></ul><ul><ul><li>Recruit, classify, track, and compensate all state employees; and, </li></ul></ul><ul><ul><li>Include on-line integrated tools to assist state managers and supervisors in recruiting and hiring, and evaluating and managing. </li></ul></ul>8-18-08_V1
    34. 34. Begin design of initial competency models First occupational group model roll-out Major components designed, developed, implemented Final Roll-out 8-18-08_V1
    35. 35. Questions

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