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Competencies and competences February 2012
The document discusses competencies and competency frameworks, defining them and outlining their benefits for both employers and employees, such as providing clear expectations and directions for learning and development. It also covers various types of competencies, how to build competency models, and includes case studies of competency frameworks in practice. In summary, the document examines competency-based human resources strategies and their implementation in organizations.
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Competencies and competences February 2012
- 1. Competencies and competences by Toronto Training and HR February 2012
- 2. 3-4 Introduction to Toronto Training and HR 5-6 Definitions Contents 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 TorontoTraining 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.
- 7. Commonly sought competencies Page 7
- 8. Commonly sought competencies 1 of 2 Communication Achievement/results orientation Customer focus Teamwork Leadership Planning and organizing Commercial acumen and business awareness Flexibility and adaptability Page 8
- 9. Commonly sought competencies 2 of 2 Developing others Problem-solving Analytical thinking Building relationships Page 9
- 10. Core competences Page 10
- 11. Core competences Strategic management HRmanagement Page 11
- 12. Competency frameworks Page 12
- 13. Competency frameworks 1of 10 TYPES: Off the shelf Customized Page 13
- 14. Competency frameworks 2of 10 BEHAVIOURS TO INCLUDE: Communication skills People management Team skills Customer service skills Results orientation Problem solving Page 14
- 15. Competency frameworks 3of 10 THE PROCESS, STEP ONE: A review (and potentially a refresh) of the current vision, mission statement and business strategy- this is likely to involve a series of discussions with the senior management team THE PROCESS, STEP TWO: Conducting workshops, focus groups and surveys to gather views and data from employees (at all levels) on what they see as being the values, ethos and culture of the organization Page 15
- 16. Competency frameworks 4of 10 THE 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 5of 10 THE 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 6of 10 THE PROCESS, STEP THREE: Using the data gathered to collaboratively agree and finalise a clear set of agreed organizational values THE PROCESS, STEP FOUR: Presenting these values back to the organization for discussion and review, possibly as a series of internal briefings Page 18
- 19. Competency frameworks 7of 10 Page 19
- 20. Competency frameworks 8of 10 AN INTEGRATED BALANCED FRAMEWORK: Innate qualities Acquired skill Adapting behaviours Page 20
- 21. Competency frameworks 9of 10 GOALS: Underpinning of performance appraisals Enhanced employee effectiveness Greater organizational effectiveness Better analysis of training needs Enhanced career management Page 21
- 22. Competency frameworks 10of 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 ask1 of 2 How 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 from others? Think of the most effective person in your team- what characteristics and qualities make them effective? Page 24
- 25. Questions to ask2 of 2 What do people need to do to get promoted? What will get in the way of people getting promoted here? What gets you noticed around here? What sorts of behaviours are ‘career limiting’ around here – for instance, what might cause an individual to derail, or what would prevent them from ‘fitting in’? Page 25
- 26. Organizational capacity and context Page 26
- 27. Organizational capacity and context DIMENSIONS TO CONSIDER Structural facet Cultural component Psychological element Policy component Contextual facet Page 27
- 28. Clusters of competencies leading to high performance Page 28
- 29. Clusters of competenciesleading to high performance Cognitive competencies Emotional intelligence competencies Social intelligence competencies Page 29
- 30. Role analysis Page 30
- 31. Role analysis 1of 2 ACTIVITY-BASED TECHNIQUES Focus groups Inventories or questionnaires Interviews including critical incident interview Diaries and work logs Page 31
- 32. Role analysis 2of 2 PEOPLE-BASED TECHNIQUES Repertory grids Observation Testing Page 32
- 33.
- 34. Rules around competence-related pay Consistency rule Bias-suppression rule Accuracy rule Correctability rule Representativeness rule Ethicality rule Page 34
- 35. Benefits of acompetency- based system Page 35
- 36. Benefits of acompetency-based system 1 of 2 Employees have a well-defined set of behaviours required in their work and are clear about how they are expected to perform their jobs The appraisal and recruitment systems are fairer and more open Recruiters are able to assess transferable skills and identify required behaviours regardless of career background Page 36
- 37. Benefits of acompetency-based system 2 of 2 There is a link between effective individual inputs to work and organisational performance Processes are measurable and standardised across organisational and geographical boundaries Page 37
- 38. Criticisms of a competency-basedsystem Page 38
- 39. Criticisms of acompetency-based system 1 of 3 Focus on the past and therefore cannot keep up to date with rapidly-changing environments Fail to deliver on anticipated improvements in performance Are unwieldy and not user-friendly Create clones, as everyone is expected to behave in the same way Page 39
- 40. Criticisms of acompetency-based system 2 of 3 LEADERSHIP AND MANAGEMENT DEVLOPMENT Competency frameworks are expensive to design, install, administer and monitor Encourage a focus on sameness and can therefore impede diversity Carry the assumption that selected individuals can be ‘trained’ into leadership or management positions and then provide good role models for others Page 40
- 41. Criticisms of acompetency-based system 3 of 3 LEADERSHIP AND MANAGEMENT DEVELOPMENT Rarely discriminate enough between leadership & management Assume that a number of discrete components can adequately describe critical features of a role, and that those components will remain relatively constant and standardized through time Narrow leadership & management perspectives can stifle questioning and prevent unlearning Page 41
- 42. Building a competency model Page 42
- 43. Building a competencymodel Determine performance criteria Select criterion sample Collect data Develop model Validate model Page 43
- 44. Cultural competency Page 44
- 45. Cultural competency Definition Why dowe need it? What does it do? Who is responsible? Page 45
- 46. What influences performance onthe job? Page 46
- 47. What influences performanceon the job? Knowledge abilities and aptitudes Work styles, personality, interests, principles, values, attitudes, beliefs and leadership/subordinate styles Page 47
- 48. Specific types of competency(VARIOUS) Page 48
- 49. Communication competencies Page 49
- 50. Communication competencies Speaking (capturingyour audience) Listening to others Written communication Nonverbal (gestural and body language) Page 50
- 51. Interpersonal competencies Page 51
- 52. Interpersonal competencies Empathy Consensus building Networking Persuasiveness Negotiating Diplomacy Conflictmanagement (resolving conflict) Respecting others Being a team player Page 52
- 53. Organizational competencies Page 53
- 54. Organizational competencies Planning thework Organizing resources Dealing with crises Getting the job done Measuring progress Taking calculated risks Page 54
- 55. Thinking competencies Page 55
- 56. Thinking competencies Strategic thinking Analyticalthinking (analyzing problems) Committing to action Applying one's cognitive capability Identifying the links Generating creative ideas Page 56
- 57. Human Resources competencies Page 57
- 58. Human Resources competencies teambuilding which includes: mentoring motivating work colleagues employment relations selection, promotion and development of people encouraging participation developing talent providing performance feedback valuing diversity Page 58
- 59. Leadership competencies Page 59
- 60. Leadership competencies Positioning Organizational development Managingtransitions Strategic orientation Developing a vision Planning the future Mastering change Promoting a healthy workplace Page 60
- 61. Client service competencies Page 61
- 62. Client service competencies Identificationand analysis of client needs Service orientation and delivery Working with clients Following up with clients Building partnerships Committing to quality Page 62
- 63. Business competencies Page 63
- 64. Business competencies Financial management Businessdecision-making skills Working within the system Using business acumen Making business decisions Generating revenue Page 64
- 65. Self-management competencies Page 65
- 66. Self-management competencies Being self-motivated Actingwith confidence Managing own learning Demonstrating flexibility Initiating Page 66
- 67. Technical and operational competencies Page 67
- 68. Technical and operational competencies Performing office tasks Working with computer technology Using other equipment and tools Demonstrating technical/professional expertise Working with data/numbers Page 68
- 69. Competencies for people working in substance abuse Page 69
- 70. Competencies for peopleworking in substance abuse 1 of 5 TECHNICAL COMPETENCIES: Counselling Case management Crisis intervention Community development Family and social support Group facilitation Mental health Page 70
- 71. Competencies for peopleworking in substance abuse 2 of 5 TECHNICAL COMPETENCIES: Pharmacology Prevention and health promotion Program development, implementation and evaluation Screening and assessment Treatment planning Understanding substance use, abuse and dependency Page 71
- 72. Competencies for peopleworking in substance abuse 3 of 5 BEHAVIOURAL COMPETENCIES: Analytical thinking and decision making Adaptability and flexibility Client-centred change Client service orientation Continuous learning Creativity and innovation Collaboration and network building Developing others Page 72
- 73. Competencies for peopleworking in substance abuse 4 of 5 BEHAVIOURAL COMPETENCIES: Diversity and cultural responsiveness Effective communication Ethical conduct and professionalism Interpersonal rapport and savvy Leadership Planning and organizing Page 73
- 74. Competencies for peopleworking in substance abuse 5 of 5 BEHAVIOURAL COMPETENCIES: Self-care Self-management Self motivation and drive Teamwork and cooperation Page 74
- 75. Competencies for people working in sales & marketing Page 75
- 76. Competencies for peopleworking in sales & marketing Content remains king Leads: Volume down, quality Up Enablement’s next step Integrated social properties Data: better buyer and customer insight Page 76
- 77.
- 78. Competencies for occupational therapists 1 of 2 CLINICAL Assumes professional responsibility Thinks critically Demonstrates practice knowledge Utilizes an occupational therapy process to enable occupation Communicates and collaborates effectively Engages in professional development Manages own practice, advocates within systems Page 78
- 79. Competencies for occupational therapists 2 of 2 NON-CLINICAL Assumes professional responsibility Thinks critically Communicates and collaborates effectively Engages in professional development Manages own work, advocates within systems Page 79
- 80. Competencies at the TreasuryBoard of Canada Secretariat Page 80
- 81. Competencies at theTreasury Board of Canada Secretariat 1 of 3 Deputy Minister Assistant Deputy Minister Director General Director Manager Supervisor Employee Page 81
- 82. Competencies at theTreasury Board 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 theTreasury Board 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 employers1 of 3 Ensures that on-the-job training is cost-effective and productive Ensures employees achieve a high level of competence in an efficient manner Provides documentation of the employee’s acquisition of the knowledge, safety, and procedures relating to each task Page 85
- 86. Benefits for employers2 of 3 Reduces cost overruns related to poor performance or miscommunication of employee expectations Improves communication between employee and management, creating a more positive workplace environment Ensures the organizational funded training and professional development activities are cost- effective and goal-oriented Page 86
- 87. Benefits for employers3 of 3 Increases employee mobility within the organization, providing the organization with greater ability scale and flex as needed Establishes a framework for positive feedback by management at scheduled training and performance appraisal intervals Clarifies job standards for performance appraisals Outlines employee development and promotional paths within the organization Page 87
- 88. Benefits for employees Page 88
- 89. Benefits for employees1 of 3 Provides a clear set of expectations for employees, enabling them to make better decisions and work more effectively Provides employees with insight into the overall strategy of their team, department, and organization, leading to greater engagement and motivation Page 89
- 90. Benefits for employees2 of 3 Enables employees to be more proactive beyond their individual roles, by learning additional competencies that are valued by the organization Provides clear direction for learning new job skills Provides a reference resource for day-to-day requirements Increases the potential for job satisfaction Page 90
- 91. Benefits for employees3 of 3 Provides a mechanism for the recognition of employees’ abilities Ensures that individual professional development and training milestones are recorded and acknowledged 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. Conclusion Summary Videos Questions Page 103