Competency-based Management for HR Executive.ppt
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Competency-based Management for HR Executive.ppt
- 1. ©2011HUMANRESOURCESYSTEMSGROUPLTD. 6AntaresDr.,PhaseII,Suite100 Ottawa,Ontario Canada www.hrsg.ca Competency-based Management for Executives & HR Professionals Learning & Assessment 1
- 3. Competency-based Management: AssessmentandLearning By the end of this workshop, you will: Understand the Competency-based learning cycle Learn how to use competencies to conduct assessments for the purposes of identifying learning needs or gaps Use competencies to define learning outcomes and develop learning plans Assess the effectiveness of your competency-based learning plans in achieving your organizational goals 3
- 4. Overview of the Competency-based Learning Approach Module 3.1 4
- 5. The Learning Cycle Competencies Review & Evaluation Learning Plan Gap Analysis Learning Activities 5
- 6. Gap Analysis Aligncompetenciesandlearningwithorganizationalstrategy Individual Assess against competency requirements for current or future roles Identify strengths and gaps Organization Establish an organizational standard or benchmark to achieve goals Assess employee competencies against standard Identify strengths and gaps within organization 6
- 7. 7 Learning Plan Develop learning plan that incorporates learning activities and is in line with organizational objectives 7 Individual Prioritize learning needs Identify learning objectives Develop plan of action to address Organization Prioritize learning based on organizational needs and resources Identify implementation strategy that is accessible and easy to use Map existing learning programs / activities to competencies Identify gaps in programs
- 8. 8 Learning Activities Develop / implement learning activities in-line with requirements 8 Individual Implement learning plan Regularly assess progress against plan Adjust learning plan / activities, as required Organization Identify programs and curricula that address learning needs Adjust / develop new programs, as required – Define learning outcomes – Identify activities to meet outcomes
- 9. 9 Review & Evaluation Verify that learning plan and learning activities addressed the gaps 9 Individual Assess extent to which learning has occurred within this cycle – i.e., competency gaps Determine gaps to continue to address in next cycle Organization Determine whether: Learning programs have addressed organizational competency gaps Programs resulted in impact defined through critical success criteria (e.g., increased sales results; productivity metrics, etc.)
- 10. Benefits of Competency-based Learning Competencies provide standards for measuring employee competence (strengths & gaps) Focus learning on critical organizational competencies Provide framework for learning curriculum / programs and other learning activities Standards for determining how well learning has occurred - individual & organizational Forecasting - organizational & project learning requirements 10
- 11. Organizational Triggers to Address Learning Needs 11 Positive Negative • Company expansion & high growth • Strategic shift in market sector • New acquisition • New business models or ways of delivering business • Losing competitive edge • High employee turnover • Lack of leadership talent • Lack of skills to meet business needs
- 12. Case Study 1 Police Services Traditionally an autocratic organization, public are intimidated and avoid them Moved to a “community policing” model Presenting challenge: Change public perception of security organization to that of ‘community partner’ 12
- 13. Critical Need? • A competency model that places greater focus on client service and community involvement • A leadership program that incorporates the strategic needs Method? • Develop leadership competencies for five leadership levels • Discuss the strategic goals and current challenges with stakeholders to rank the competencies in importance • Identify proficiency levels for each of the leadership competencies • Assess current learning programs against competencies • Develop a learning program (curriculum) that best addresses the development of the desired competencies 13
- 14. The Results Organization-wide learning activities associated with key competencies Community feedback indicates a more engaged and collaborative security workforce 14
- 15. Identifying Learning Needs in Your Organization Exercise 1 15
- 17. Collecting sufficient evidence of work place or personal performance to demonstrate that the individual can perform to the specified competency standard. 17 What is Competency Assessment?
- 18. Provides objective measurement of skills and performance Identifies competency strengths and areas for improvement Provides a communication tool for the supervisor and employee to discuss performance and improvements Helps identify reasons for sub-standard performance e.g., gaps / inadequate training and development, poor selection, etc. Links to continuous improvement processes 18 Benefits of Competency Assessment
- 19. Job Profile What is needed to do the Job Comparing Job to Employee Profiles 19 Employee Profile What the employee brings Credentials •Education •Professional Certifications Experience Job Competency Requirements •Technical & General needed for success Credentials • Education • Professional Certifications Competencies • Technical & General Other • Performance • Language • Employment Equity
- 20. Manager Challenges, Goals & Measurement Challenges • How do I assess employees performance? • How do I assess employee competencies? Goals • To determine employee competency strengths and areas for improvement. • Match employee capabilities against organizational needs • Improve performance & productivity How to demonstrate? • Show tangible improvements in performance 20
- 21. Assessment Tools Assessments against competency profiles Performance reviews Structured interviews Track record reviews (past accomplishments, experience, training) Standardized tests (role plays, in-tray, tests) 21
- 23. Structured Interview A methodology based on structured questions, instructions and rating process. pre-determined questions pre-determined criteria (competencies) candidates receive the same questions, similar conditions structured rating and decision-making process trained assessors = highly valid results 23
- 25. Job Knowledge Deals with the technical or professional knowledge required to effectively perform the duties of the job. "What are the steps involved in developing a project management plan?" 25 19
- 26. Situational Describes a job-related situation that focuses on a relevant competency "If you were approached by a colleague for help in meeting a big deadline, what would you do?” 26 20
- 27. Behavioral Provides evidence of past behavior to demonstrate competency “Describe a situation where you had to deal with an angry customer over the phone? “ 27
- 28. A good behavioural example includes the following components: 33 28
- 29. Components of a Behavioral Example 29 Situation/Task: describes the circumstances which resulted in the accomplishment Action: describes what was done in a particular situation Result: describes whether the action taken (or not taken) was effective or appropriate
- 30. Introducing O-Equip – Case Example O-Equip is dedicated to meeting the office needs of all of our customers, big and small. Our goal is to provide office equipment solutions that increase your productivity and free up your valuable time. 30
- 31. O-Equip: Market Factors & Strategies Challenges •Competitive environment •Loss of market share •Losing business due to being under-bid Managers tasked with leveraging their people to improve productivity & performance. 31
- 32. Competencies: Link to Organizational Success 32 32 Increase productivity of customers, allowing them to focus on their core business Success = • Regain market share within 6 months • Take market lead within 12 months • Achieve high customer satisfaction ratings Strategic Vision & Goals Organizational Success Employee Actions & Behaviours COMPETENCIES
- 33. O-Equip Case Example Goals: Assess Account Representatives against Competency Profile to determine Strengths and Areas for Improvement Develop Individual and Group Learning Plans to address needs of employees with best match to job requirements 33
- 34. Exercise Develop a plan to assess Account Managers in O- Equip What assessment methods will you use to assess the competencies? Who will be the assessors? How will you prepare the assessors? How will you communicate? How will you use the results? 34
- 35. CompetencyCoverageGrid 35 Assessment Tools Competency Core Competencies Client Focus Initiative Continuous Learning General Job Competencies Achievement Orientation Planning & Organizing Teamwork Job Specific Competencies Sales Process Product Knowledge
- 36. Planning for Assessment Exercise 2 36
- 37. Criteria for Effective Competency Assessment Measures against specific performance standards or competencies (i.e. behaviors or actions required) Objective evaluation Validity (competencies must be job related) Reliability (behaviors are clear and understood) Fairness of assessment and use of results Transparent communication Report of results 37
- 38. Reliability refers to the consistency or repeatability of a measure - refers to the likelihood an employee will obtain a similar result on the same or an equivalent assessment tool - low reliability indicates the results are meaningless - if use of assessment results is positive, increases accuracy or reliability (not punitive) 38 Importance of Reliability & Validity
- 39. Validity refers to whether an assessment tool measures what it is intended to measure Does the content of the assessment tool adequately reflect job requirements? Do the results reflect the candidate’s true level of performance or competency? 39 Importance of Reliability & Validity
- 41. Judgement always exists! • Assessment is based on inferences drawn from evidence from a series of assessments • Inferences require judgement on the basis of the evidence gathered and prior beliefs or expectations 41 Judgement in Assessment
- 42. What influences judgement? Existing relationships with employees Choice of method used to measure competence Perceived importance of form of evidence collected Training of the assessor How well the assessor knows the employee’s work Use of assessment results and perceived impact 42 Judgement in Assessment
- 43. Common Rating Errors Leniency is the tendency to assess more positively than warranted. Severity is the opposite of leniency. It is the tendency to rate more negatively than is warranted Types of Error Leniency Severity Central Tendency Contrast Effect Halo Errors Recency 43
- 44. Common Rating Errors) Central Tendency is the tendency to assign ratings that are at the mid-point of the scale. Need to make sure full rating scale is used. Contrast effect errors occur when you allow the rating of employee examples to be influenced by the quality of other employees. For instance, if others are rated as Exceeds Requirements, the next employee may seem weaker in comparison. Types of Error Leniency Severity Central Tendency Contrast Effect Halo Errors Recency 44
- 45. Common Rating Errors (contd.,) Halo errors occur when the rating assigned to one competency unduly influences the rating of other competencies. There is an unconscious assumption that if one competency meets the requirements that others will too. The Solution: focus only on the behaviour or competency before you. Recency occurs when raters assign a rating based on individual’s recent performance only. Types of Error Leniency Severity Central Tendency Contrast Effect Halo Errors Recency 45
- 46. Solutions 1. Train assessors 2. Ensure competencies are job-related 3. Use observable behaviors 4. Valid and reliable assessment tools 5. Evidence of ratings 6. Quality rating scale 7. Validate ratings 8. Apply method and results fairly 46
- 47. Analysis of Assessment Tools Assessment Tools Strengths Weaknesses Performance reviews Evidence-based Focuses on what was done, not how Subjectivity Competency assessment Measures competencies Easy process, can be automated Subjectivity Structured interviews Valid, fair, reliable, transparent Time and expertise to build the process and questions Candidate & assessors training Track record reviews Valid, fair, reliable, transparent Time and expertise to build Candidate & assessors training Standardized tests (role plays, in-tray, tests) Valid, fair, reliable, transparent Does not always match well to competencies Time consuming, costly, expertise 47
- 50. Competency Profile – Sales Representative 50
- 51. Competency Profile – Sales Representative 51
- 52. Profile: Derek Jay, Sales Rep, O- Equip Title: Sales Representative, Office Equipment, Western British Columbia • Education: BA Commerce • Experience: 6 years in sales, Sales Rep in previous company, 2 years with O- Equip in current position • Track Record: Met all goals in past 2 years, exceeded last two quarters; considered a “go-getter”; star player of corporate Hockey team • Position considered for: Regional Manager 52
- 53. Profile: Lea Kater, Sales Rep, O-Equip Title: Sales Representative, Office Equipment, City of Vancouver • Education: BA Psychology • Experience: 9 years with O-Equip, 2 years Customer Service, 3 years Sales Administrator, 4 years as Sales Rep • Track Record: Met all goals in position, exceeded sales targets in previous year; loyal client base; very organized; active in fundraising • Position considered for: Regional Manager 53
- 57. Module 3.3 Validating Assessments & Giving Feedback 57
- 58. Competency Assessment Challenges Difference between the self and supervisor ratings Supervisor or self has very high or very low ratings Objectivity is questioned 58
- 59. VerifyingAssessments Options: • Provide verification through other assessment tools (e.g., interviews) • Obtain input from other sources (e.g., former supervisors, colleagues) • Discuss assessment results by focusing on examples 59
- 60. GivingfeedbackinWorkplace Job Performance – whether employee completed specific tasks and achieved goals Work Related behaviour – way in which employee performed tasks / achieved results 60
- 61. Twoeffectivetypesoffeedback Redirection Identifies behaviours and performance to be improved and helps employee with alternate strategies Reinforcement Identifies job related behaviors and performance, and encourages employee to repeat and develop them It is focused on acts not on attitude It is directed toward the future It is supportive It is continual 61
- 62. Useful feedback Focus on actions rather than employees’ attitude or personal characteristics Avoid attacking: talent and abilities, educational background Physical attributes Ethnic background is not useful feedback Many people associate feedback with hurtful criticism 62
- 64. TipsforFeedback Explain assessment results Focus on behaviors, not generalities Give specific examples Describe your expectations Give Reinforcement Describe positive behaviour Explain the positive impact Help the person take the credit Thank you and encourage similar acts in future Give Redirection Listen to the employees reaction Help employee acknowledge the problem Develop plan for future action Build commitment to improve Encourage commitment to plan Describe support to be provided 64
- 65. Planning for Assessments Exercise 4 65
- 67. Traditional Approach to Learning & Development 67 Traditional Gaps • Organizational-driven training programs (not customized) • Manager identifies technical training • Employee requests training & conference attendance • Not based on competencies required, no training needs analysis • No systematic way to allocate learning • Training budget not linked to business needs • No measurement of impact of training effectiveness
- 68. Why use competencies to develop learning plans? Competencies provide standards for measuring employee competence (strengths & gaps) Focus learning on critical organizational competencies Provide framework for learning curriculum / programs Standards for determining how well learning has occurred - individual & organizational Forecasting - organizational & project learning requirements 68
- 69. Identification of Job Competencies Build Competency Profiles Assess individual against profile Identification of Individual Gaps Build Learning Plan Determine Training Budget Administer Learning Post learning Evaluation at Individual/Team level Competency-basedLearning & Assessment Process 69
- 72. Competency-based Learning Outcomes Focus on 2-3 few development areas Define the behaviors that the learners are expected to demonstrate upon completion of a learning activity Concrete, measurable and have the following elements: Behaviors: description(s) of what the participant will be able to do upon successful completion of the course, program, or activity Conditions: Situation under which the behavior must be accomplished (e.g., a time sensitive task such as running a 12 minute mile) Standards: Assess against established criteria (e.g., assessment-based certificate programs, certification programs) 72
- 73. Action Plans The plan should take into account: The competencies that the learning plan needs to focus on (establish priorities) How the learning will be delivered (e.g., classroom, on-line, on site) Cost of learning (e.g., formal course vs. informal coaching) Time required for learning activity (e.g., off-site course vs. on-the-job training) 73
- 74. Learning Approaches Coaching On the Job Training (OJT) Action Learning Peer Learning Team Learning Online Learning Apprenticeship Informal or Independent Learning 74
- 75. Traditional vs. Competency-based Learning 75 Traditional Competency-based •Teacher centered •Formal •Inflexible •Student centered •Informal and formal •Flexible
- 76. Considerations for Setting L&D Objectives L & D Objectives • Support goals and career planning • Help you grow in relevant skills and experiences. Activities can include: • Self learning (reading, videos) • On-the-job activities (challenging assignments, mentoring, etc.) • Learning programs (workshops, professional meetings, training) 76 Education Based Relationship Based Experienced Based Training Workshop Reading Videos Role Modelling Feedback Coaching Develop in Role Full Job Change Skill Building & Practice New Knowledge Copy of a particular skill or behavior 360 feedback Mentor relationships Projects Assignments Task forces Stretch assignments Less Development Impact More 10% 70-85%
- 78. LearningonMyOwn Audio Tape Computer-Based Training Distance Learning Formal Education Learning Centre/ Library Personal Learning Journal Reading Resources Self-Directed Learning Video Voluntary Work 78
- 79. On-The-JobLearning Action Learning Acting Appointment Assignment/Secondment Conference/Symposium/ Seminar Committee Consultation Field Trip Job Enhancement Job Shadowing Job Sharing Job Swapping On-the-Job Training Pilot Project Project Debrief/Feedback Team Unit Meeting Testing 79
- 82. LearningStats 55% On-job learning experience / job assignments 15% Off-the-job learning 15% Training and formal education 15% Relationships and feedback 82
- 83. Individual Learning Needs Exercise 6 83
- 84. Exercise 7: Build a Learning Plan 84 Build a learning plan for Derek or Lea based on the assessment outcomes Competency: Action Plan: Expected Outcome: Method of Review:
- 85. The Results Competencies now an integral focus of Learning & Development Processes Better retention of top performers Improved business results
- 87. Purpose of Aggregate Assessment Reports Combine the assessment results of departments or job families to form an aggregate report Identify gaps Identify organizational development needs Plan organizational activities and courses Identify curriculum required 87
- 88. Country Curriculum Area (Competency) Program Name Vendor Name Nature of delivery e.g. classroom Length of Program (Days) QTY of People Trained Cost per program (USD) Cost per Delegate (USD) Job Type Training Matrix: Learning Options by Competency 88
- 89. Count of Programs Curriculum Area Row Labels Business Acumen Commercial Leadership & Behavioral Organisational Development Technology Systems Grand Total MTN 56 32 22 1 55 166 Ericsson 2 72 74 Alcatel 16 16 Ossidian 1 1 11 13 Executrain 13 13 LearningPrograms byVendor 89
- 90. Organizational Level Learning Plan 90 HRSG Leadership Competencies Learning Outcomes (BIs) Learning Activities Cost Time GAP Analysis Strategic Thinking 1 – processes complex information on aspects of an issue Informal learning (books on topic) $100 - No Gap 2 – integrates and interprets broad and complex issues Workshop $1,000 - No Gap 3 – identifies and handles strategic issues Course $500 Q2 Gap Identified 4 – formulates broad strategies on multi- dimensional strategic issues Networking events $2,000 Q1 Gap Identified 5 – manages macro- strategic issues Leadership workshop/retreat $5,000 Q1 Gap Identified
- 91. Curriculum Design / Development Competency-based Learning Outcomes Define the behaviors that the learners are expected to demonstrate upon the successful completion of a learning activity (learning outcome) Successfully demonstrate a Performance Indicator 91
- 92. Curriculum Design / Development Competency-based Learning Outcomes Concrete, measurable and have the following elements: Behaviors: Description(s) of what the participant will be able to do upon successful completion of the course, program, or activity Conditions: Situation under which the behavior must be accomplished (e.g., a time sensitive task such as responding to an emergency) Standards: Established criteria, against which to assess (e.g., assessment-based certificate programs, certification programs) 92
- 93. 93 Curriculum Design / Development
- 94. Case Study 2 International Telecom Operating in many countries in Africa and ME Presenting challenges: • Standardize performance expectations across subsidiaries • Increase level of performance • Structured learning process 94
- 95. 95 Critical Need? • A competency model that identifies the core and functional competencies with clear behavioral expectations • Assessment of individual competency gaps to identify learning needs • Learning process Method? • Developed competency framework with behaviors • Assessment of competency through self and supervisor assessment • Development of learning plans • Development of organizational learning strategy • Pilot in one subsidiary
- 96. TheResults Expected competencies clearly identified for all employees Competencies used to assess competencies and develop learning plans Organization-wide learning activities associated with key competencies 96
- 97. LearningNeedsAnalysisandEvaluation Parallels between: Learning Needs/Gap Analysis, Review / Evaluation Same assessment methods used to: Identify gaps Evaluate if the gaps have been filled 97
- 98. Module 3.6 Assessing the Value of your Learning Program 98
- 99. Evaluating the Effectiveness of Learning Kirkpatrick’s Four Levels Phillips Return on Investment Model HRSG Competency-based Assessment Model 99
- 100. Kirkpatrick’s Four Levels 100 • Did the application of training achieve results. 4 - Results • Is what was learned being applied on the job. 3 - Behavior • What participants learned from the training. 2 - Learning • How participants reacted to the training. 1 - Reactions
- 101. Phillips ROI Model • Compares program monetary benefits to the program costs. 5 - Return on Investment • Captures changes in business impact measures. 4 - Business Impact • Measures changes in on-the-job behavior and progress with application. 3 - Application and Implementation • Measures changes in knowledge, skills, and attitudes. 2 - Learning • Measures participant satisfaction with the program and captures planned actions. 1 - Reaction & Planned Action 101
- 102. Recommended Approach 102 1 – Reaction & Perceived Impact Measures participant satisfaction with the program and captures opinions about the future on-the-job impact of the learning activity (i.e. impact is Competency-based). 2 – Competency-based Performance Measures individual on- the-job performance improvement using self and multi-rater Competency- based assessments (i.e. 360). 3 – Results-based Impact Analysis Achievement of business level objectives associated with the learning initiative; aggregate impact analysis of Competency-based measures.
- 103. Success Indicators 103 Efficiencies and effectiveness in learning and assessment Increased employee job knowledge & competence Budgets directed at learning activities that match needs - ROI Reduced anxiety when dealing with corporate changes Opportunity for growth & development - attract higher quality employees Retain employees due to development opportunities Financial metrics associated with training Results of training needs analysis utilized to ensure that learning activities are addressing gaps Surveys of managers/employees reveal readiness for change Face-to-face interviews reveal reduced anxiety High scores on employee performance assessments Employee opinion surveys indicate positive outlook on the opportunity for growth within organization Assessment of employee performance and competence in job improved Improved organizational performance (e.g., improved safety, savings due to efficiency, higher revenue per employee, etc.) Decreased level of employee turnover Increased participation in development opportunities (e.g., courses, mentorship, on-the-job coaching) Increased employee satisfaction with development opportunities
- 104. Workshop Wrap Up and Feedback 104