This document summarizes a study conducted by Ohio State University Extension to develop a competency model. Through a mixed methods approach involving employees, they identified 14 core competencies across various areas of expertise. These competencies and their key actions were then validated through employee surveys. Moving forward, OSU Extension plans to integrate the competency model into human resources functions like recruitment, professional development, and performance management to maximize employee performance.
2009 Extension PSD (Program and Staff Development) Virtual Conference. Slide set and speaker notes from session titled "Competency modeling and competency-based
human resource management: Ohio's experiences and plans"
This document discusses different methods for conducting needs assessments, including surveys, interviews, focus groups, and reviewing institutional data. It provides an overview of the types of data each method can collect and their strengths and limitations. The document also lists 12 steps for conducting a needs assessment from NOAA and provides examples of how needs assessment data from multiple sources can be triangulated to develop a more accurate understanding. Lastly, it provides several links to additional resources on needs assessments and program planning.
This document outlines the process and importance of conducting a training needs assessment. It discusses identifying gaps between actual and preferred performance levels, and using techniques like observation, questionnaires, interviews and documentation to assess organizational, task, and individual needs. The goal is to determine the knowledge, skills, and attitudes required for jobs and guide training decisions to improve human and organizational performance. A proper needs assessment ensures training addresses real needs and leads to expected learning and behavior change.
Thom Powell presented on needs analysis. He discussed the benefits of needs analysis including decision making, continuous improvement, facilitating transfer, intrinsic reward, credibility, and justification. He covered different levels of analysis including results, behavior, learning, and reaction. He also discussed outcome analysis, culture analysis, performance analysis, competency analysis, and learner analysis. Various methods for conducting needs analysis were presented such as documents, observations, focus groups, questionnaires, assessments, and requests.
Conducting needs assessments is important to determine what changes are needed in behavior, attitudes, or performance and how those changes can be achieved. A needs assessment should use multiple methods like surveys, observations, focus groups and interviews to get a full picture. This provides triangulation by using diverse, overlapping evidence. The needs assessment should identify the expected costs and benefits of any solutions. Reporting the results to stakeholders is key so they understand what changes are expected and how those changes will be implemented.
This document discusses various approaches to program evaluation including objective-oriented, expertise-oriented, participant-oriented, and consumer-oriented approaches. It provides examples of each approach and how they may be applied. Strengths and weaknesses of each approach are considered. The document also discusses evaluation methods such as surveys, interviews, and mixed methods. References are provided on related research and examples of evaluation studies.
What is program evaluation lecture 100207 [compatibility mode]Jennifer Morrow
The document discusses what program evaluation is, including defining it as the systematic collection of information about program activities, characteristics, and outcomes to improve effectiveness and inform decision making. It also outlines the types and purposes of evaluation, how to prepare for and conduct an evaluation by developing a logic model and methodology, and important considerations around data collection, analysis, and ethics.
The document discusses different views and approaches to evaluation including objective vs subjective views, utilitarian vs intuitionist-pluralist approaches, and quantitative vs qualitative methods. It also identifies factors that contribute to alternative views of evaluation such as philosophical beliefs, methodological preferences, and practical experience. Finally, it presents a classification schema that identifies six main approaches to evaluation.
2009 Extension PSD (Program and Staff Development) Virtual Conference. Slide set and speaker notes from session titled "Competency modeling and competency-based
human resource management: Ohio's experiences and plans"
This document discusses different methods for conducting needs assessments, including surveys, interviews, focus groups, and reviewing institutional data. It provides an overview of the types of data each method can collect and their strengths and limitations. The document also lists 12 steps for conducting a needs assessment from NOAA and provides examples of how needs assessment data from multiple sources can be triangulated to develop a more accurate understanding. Lastly, it provides several links to additional resources on needs assessments and program planning.
This document outlines the process and importance of conducting a training needs assessment. It discusses identifying gaps between actual and preferred performance levels, and using techniques like observation, questionnaires, interviews and documentation to assess organizational, task, and individual needs. The goal is to determine the knowledge, skills, and attitudes required for jobs and guide training decisions to improve human and organizational performance. A proper needs assessment ensures training addresses real needs and leads to expected learning and behavior change.
Thom Powell presented on needs analysis. He discussed the benefits of needs analysis including decision making, continuous improvement, facilitating transfer, intrinsic reward, credibility, and justification. He covered different levels of analysis including results, behavior, learning, and reaction. He also discussed outcome analysis, culture analysis, performance analysis, competency analysis, and learner analysis. Various methods for conducting needs analysis were presented such as documents, observations, focus groups, questionnaires, assessments, and requests.
Conducting needs assessments is important to determine what changes are needed in behavior, attitudes, or performance and how those changes can be achieved. A needs assessment should use multiple methods like surveys, observations, focus groups and interviews to get a full picture. This provides triangulation by using diverse, overlapping evidence. The needs assessment should identify the expected costs and benefits of any solutions. Reporting the results to stakeholders is key so they understand what changes are expected and how those changes will be implemented.
This document discusses various approaches to program evaluation including objective-oriented, expertise-oriented, participant-oriented, and consumer-oriented approaches. It provides examples of each approach and how they may be applied. Strengths and weaknesses of each approach are considered. The document also discusses evaluation methods such as surveys, interviews, and mixed methods. References are provided on related research and examples of evaluation studies.
What is program evaluation lecture 100207 [compatibility mode]Jennifer Morrow
The document discusses what program evaluation is, including defining it as the systematic collection of information about program activities, characteristics, and outcomes to improve effectiveness and inform decision making. It also outlines the types and purposes of evaluation, how to prepare for and conduct an evaluation by developing a logic model and methodology, and important considerations around data collection, analysis, and ethics.
The document discusses different views and approaches to evaluation including objective vs subjective views, utilitarian vs intuitionist-pluralist approaches, and quantitative vs qualitative methods. It also identifies factors that contribute to alternative views of evaluation such as philosophical beliefs, methodological preferences, and practical experience. Finally, it presents a classification schema that identifies six main approaches to evaluation.
Expertise, Consumer-Oriented, and Program-Oriented Evaluation Approachesdctrcurry
All information referenced from: Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N.J.: Pearson Education.
A needs assessment identifies gaps and priorities within an organization to determine what areas are not operating efficiently. It develops a blueprint with objectives, sampling procedures, data collection methods, and how decisions will be made. Appreciative inquiry also assesses needs but focuses on a positive attitude by searching for the best in people and the organization. It follows four stages: discover, dream, design, and destiny. While both assess needs, appreciative inquiry has a more positive outlook focused on the future rather than current inefficiencies and uses interviews to efficiently utilize resources.
EDLD808 Program Evaluation Final Project - Online EducationPaul Gruhn
This presentation is a summary of a program evaluation project I performed on the CSC230 Database for Web Applications course, which I teach online, to Community College Students.
This document discusses different approaches to program evaluation. It defines program evaluation as the systematic gathering of information to make decisions about improving and assessing the effectiveness of a curriculum. There are four main approaches discussed: product-oriented, which focuses on achieving goals and objectives; static-characteristic, which uses outside experts; process-oriented, which questions the worth of goals; and decision-facilitation, which gathers information to help administrators make judgments. The document also covers dimensions that shape evaluation perspectives, including the purpose (formative or summative), type of information (process or product), and type of data and analysis (quantitative or qualitative).
This document outlines the needs assessment process, which is a research-based method to identify and quantify community needs. A needs assessment involves brainstorming key issues, developing research questions, collecting primary data through surveys and interviews and secondary data research, analyzing the findings, and reporting the results. The needs assessment process provides objective evidence, demonstrates an organization's capacity and credibility, and supports grant proposals and service delivery improvements. The presentation encourages combining expertise with subcontractors and reviewing additional resources to effectively conduct a needs assessment.
Black, Adam Dr - Efficacy and how to improve learner outcomeseaquals
The document discusses improving learner outcomes through efficacy. It defines efficacy as making a measurable impact on learner outcomes. Pearson's approach involves efficacy reviews, studies, and analytics. Efficacy reviews use a framework to assess the likelihood of impacting outcomes. Studies involve long-term, holistic evaluations. Analytics provide insights from learner data to improve instruction and identify at-risk students. The key is defining clear outcomes and measuring progress towards goals to continuously enhance efficacy.
This document discusses two approaches to consumer-oriented evaluation: summative and formative. It introduces Consumer Union, an independent nonprofit organization founded in the 1930s to assist consumers. Consumer Union publishes Consumer Reports magazine and website to evaluate products. The document also profiles Michael Scriven, considered a major contributor to consumer-oriented evaluation, and his extensive checklist for evaluating products. Both the checklist and Consumer Union aim to provide consumers with independent and thorough evaluations to make informed purchasing decisions.
The document discusses several evaluation models: expertise approach, consumer-oriented approach, program-oriented approach, participant-oriented approach, and decision-oriented approach. The consumer-oriented approach developed by Scriven in the 1960s focuses on evaluating products by determining important criteria, establishing standards, and examining performance against criteria to provide information to consumers. This approach advocates for consumer education and independent reviews of products. The document provides advantages and disadvantages of each approach.
CCMG After Forever Conference Day 2, People Stream 12:00 - Aligning Attitudes, Aptitudes and Aspirations, Benchmarking metrics for the development of Contact Centre Agents
Evaluation serves two main purposes: accountability and learning. Development agencies have tended to prioritize the first, and given responsibility for that to centralized units. But evaluation for learning is the area where observers find the greatest need today and tomorrow. A learning approach to evaluation looks to designing evaluation with learning in mind.
The document summarizes the findings and recommendations of a study conducted on employee motivation at Trang An Securities JSC. The study found high employee turnover and signs of demotivation like absenteeism and spending work time on personal matters. It recommends building a performance appraisal system, a transparent remuneration scheme linked to performance and skills, cafeteria-style benefits, and a career development program with training to enhance employee motivation. Improving these human resource management aspects could help address Trang An Securities JSC's issues with turnover and demotivation.
Summative evaluations are conducted to determine if instruction should be maintained, adopted, or adapted. They have two phases: the expert judgement phase examines how well instruction aligns with organizational goals, while the impact phase assesses effects in the workplace. Formative evaluations identify weaknesses to revise instruction, while summative evaluations make decisions about fully developed instruction after learner use.
This document discusses management-oriented evaluation approaches. It begins by stating that these approaches aim to serve decision makers by providing evaluation information to help with good decision making. It describes the CIPP model created by Stuffbeam which evaluates programs based on Context, Input, Process, and Product. The document also discusses other early evaluation models like the UCLA model. It notes strengths of the management approach include focusing evaluations and linking them to decision making. Potential limitations include the evaluator becoming too aligned with management or evaluations becoming too complex.
This document outlines the dissertation of Naomi M. Mangatu titled "Beyond the Glass Ceiling: A Phenomenological Study of Women Managers in the Kenyan Banking Industry." The study explores the lived experiences of 24 women managers in Kenyan banks to understand factors contributing to or hindering their advancement to CEO positions. It uses a qualitative phenomenological research method and the van Kaam 7-step process for data analysis. The findings reveal that while women have made progress in their careers, few break through the glass ceiling to attain top leadership roles in Kenyan banks due to social pressures, cultural norms, and expectations that suppress women's advancement.
The document discusses the purpose and process of conducting summative evaluations, which aim to determine whether instruction should be maintained, adopted, or adapted based on expert reviews and its impact. It contrasts summative evaluations with formative evaluations and describes the expert judgement and impact phases of summative evaluation, including conducting a congruence analysis, content analysis, and impact study within an organization.
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
This document summarizes a needs assessment report on improving collaboration at a company. It identifies key issues such as duplication of efforts, a lack of document control and inconsistent email etiquette. Both quantitative and qualitative data were collected through interviews and surveys of employees. While tools like email and virtual meetings were widely used, there was no standard practice for tool selection. The report provides recommendations such as relaunching a collaboration task force, standardizing tools, creating an online collaboration guide and implementing a social network for employees. The goal is to improve collaboration efficiency and effectiveness among teams.
Sustainable Competence Management with Ontology-Based Competency CatalogsAndreas Schmidt
The document discusses developing and maintaining competency models through an ontology-driven approach. It proposes a reference model using a competency catalog and ontology to connect strategic and operational HR processes. A three-layer reference process is described to avoid outdated models through continuous improvement involving top management, middle management, and employees. A pilot study collecting 600 competencies from a hospital showed challenges around separate operational and strategic tasks as well as reducing modeling efforts. The approach aims to increase semantic coherence among HR systems and provide enhanced learning support services.
This document discusses key considerations for conducting program evaluations, including:
1) Evaluations must fit the specific context and involve multiple stakeholders to understand differing perspectives.
2) Evaluators should facilitate negotiations between stakeholders to develop shared understanding of the evaluation's purpose and questions.
3) Evaluations should have a clear purpose such as formative, summative, or knowledge generation.
4) Evaluation questions should help focus the evaluation and be tied to the program's goals, objectives, and theory of change. A variety of social science methods can be used to rigorously answer the questions.
Session for National Extension and Research Administrative Officers Conference, May 19, 2010 in Madison, Wisconsin. The goal of this session was for participants to learn about competencies, competency modeling, OSU Extension's model, and competency-based human resource management. Part of the learning will be from group discussion on implications and applications for participant's work in human resources.
The document discusses competency models and their uses in human resource management. It provides definitions of competencies and examples of how competency models can be applied to different HR functions like development, career planning, performance evaluation, and recruiting. It also outlines California's process for creating a competency model for managers and supervisors that will integrate competencies into the state's HR systems.
Expertise, Consumer-Oriented, and Program-Oriented Evaluation Approachesdctrcurry
All information referenced from: Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N.J.: Pearson Education.
A needs assessment identifies gaps and priorities within an organization to determine what areas are not operating efficiently. It develops a blueprint with objectives, sampling procedures, data collection methods, and how decisions will be made. Appreciative inquiry also assesses needs but focuses on a positive attitude by searching for the best in people and the organization. It follows four stages: discover, dream, design, and destiny. While both assess needs, appreciative inquiry has a more positive outlook focused on the future rather than current inefficiencies and uses interviews to efficiently utilize resources.
EDLD808 Program Evaluation Final Project - Online EducationPaul Gruhn
This presentation is a summary of a program evaluation project I performed on the CSC230 Database for Web Applications course, which I teach online, to Community College Students.
This document discusses different approaches to program evaluation. It defines program evaluation as the systematic gathering of information to make decisions about improving and assessing the effectiveness of a curriculum. There are four main approaches discussed: product-oriented, which focuses on achieving goals and objectives; static-characteristic, which uses outside experts; process-oriented, which questions the worth of goals; and decision-facilitation, which gathers information to help administrators make judgments. The document also covers dimensions that shape evaluation perspectives, including the purpose (formative or summative), type of information (process or product), and type of data and analysis (quantitative or qualitative).
This document outlines the needs assessment process, which is a research-based method to identify and quantify community needs. A needs assessment involves brainstorming key issues, developing research questions, collecting primary data through surveys and interviews and secondary data research, analyzing the findings, and reporting the results. The needs assessment process provides objective evidence, demonstrates an organization's capacity and credibility, and supports grant proposals and service delivery improvements. The presentation encourages combining expertise with subcontractors and reviewing additional resources to effectively conduct a needs assessment.
Black, Adam Dr - Efficacy and how to improve learner outcomeseaquals
The document discusses improving learner outcomes through efficacy. It defines efficacy as making a measurable impact on learner outcomes. Pearson's approach involves efficacy reviews, studies, and analytics. Efficacy reviews use a framework to assess the likelihood of impacting outcomes. Studies involve long-term, holistic evaluations. Analytics provide insights from learner data to improve instruction and identify at-risk students. The key is defining clear outcomes and measuring progress towards goals to continuously enhance efficacy.
This document discusses two approaches to consumer-oriented evaluation: summative and formative. It introduces Consumer Union, an independent nonprofit organization founded in the 1930s to assist consumers. Consumer Union publishes Consumer Reports magazine and website to evaluate products. The document also profiles Michael Scriven, considered a major contributor to consumer-oriented evaluation, and his extensive checklist for evaluating products. Both the checklist and Consumer Union aim to provide consumers with independent and thorough evaluations to make informed purchasing decisions.
The document discusses several evaluation models: expertise approach, consumer-oriented approach, program-oriented approach, participant-oriented approach, and decision-oriented approach. The consumer-oriented approach developed by Scriven in the 1960s focuses on evaluating products by determining important criteria, establishing standards, and examining performance against criteria to provide information to consumers. This approach advocates for consumer education and independent reviews of products. The document provides advantages and disadvantages of each approach.
CCMG After Forever Conference Day 2, People Stream 12:00 - Aligning Attitudes, Aptitudes and Aspirations, Benchmarking metrics for the development of Contact Centre Agents
Evaluation serves two main purposes: accountability and learning. Development agencies have tended to prioritize the first, and given responsibility for that to centralized units. But evaluation for learning is the area where observers find the greatest need today and tomorrow. A learning approach to evaluation looks to designing evaluation with learning in mind.
The document summarizes the findings and recommendations of a study conducted on employee motivation at Trang An Securities JSC. The study found high employee turnover and signs of demotivation like absenteeism and spending work time on personal matters. It recommends building a performance appraisal system, a transparent remuneration scheme linked to performance and skills, cafeteria-style benefits, and a career development program with training to enhance employee motivation. Improving these human resource management aspects could help address Trang An Securities JSC's issues with turnover and demotivation.
Summative evaluations are conducted to determine if instruction should be maintained, adopted, or adapted. They have two phases: the expert judgement phase examines how well instruction aligns with organizational goals, while the impact phase assesses effects in the workplace. Formative evaluations identify weaknesses to revise instruction, while summative evaluations make decisions about fully developed instruction after learner use.
This document discusses management-oriented evaluation approaches. It begins by stating that these approaches aim to serve decision makers by providing evaluation information to help with good decision making. It describes the CIPP model created by Stuffbeam which evaluates programs based on Context, Input, Process, and Product. The document also discusses other early evaluation models like the UCLA model. It notes strengths of the management approach include focusing evaluations and linking them to decision making. Potential limitations include the evaluator becoming too aligned with management or evaluations becoming too complex.
This document outlines the dissertation of Naomi M. Mangatu titled "Beyond the Glass Ceiling: A Phenomenological Study of Women Managers in the Kenyan Banking Industry." The study explores the lived experiences of 24 women managers in Kenyan banks to understand factors contributing to or hindering their advancement to CEO positions. It uses a qualitative phenomenological research method and the van Kaam 7-step process for data analysis. The findings reveal that while women have made progress in their careers, few break through the glass ceiling to attain top leadership roles in Kenyan banks due to social pressures, cultural norms, and expectations that suppress women's advancement.
The document discusses the purpose and process of conducting summative evaluations, which aim to determine whether instruction should be maintained, adopted, or adapted based on expert reviews and its impact. It contrasts summative evaluations with formative evaluations and describes the expert judgement and impact phases of summative evaluation, including conducting a congruence analysis, content analysis, and impact study within an organization.
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
This document summarizes a needs assessment report on improving collaboration at a company. It identifies key issues such as duplication of efforts, a lack of document control and inconsistent email etiquette. Both quantitative and qualitative data were collected through interviews and surveys of employees. While tools like email and virtual meetings were widely used, there was no standard practice for tool selection. The report provides recommendations such as relaunching a collaboration task force, standardizing tools, creating an online collaboration guide and implementing a social network for employees. The goal is to improve collaboration efficiency and effectiveness among teams.
Sustainable Competence Management with Ontology-Based Competency CatalogsAndreas Schmidt
The document discusses developing and maintaining competency models through an ontology-driven approach. It proposes a reference model using a competency catalog and ontology to connect strategic and operational HR processes. A three-layer reference process is described to avoid outdated models through continuous improvement involving top management, middle management, and employees. A pilot study collecting 600 competencies from a hospital showed challenges around separate operational and strategic tasks as well as reducing modeling efforts. The approach aims to increase semantic coherence among HR systems and provide enhanced learning support services.
This document discusses key considerations for conducting program evaluations, including:
1) Evaluations must fit the specific context and involve multiple stakeholders to understand differing perspectives.
2) Evaluators should facilitate negotiations between stakeholders to develop shared understanding of the evaluation's purpose and questions.
3) Evaluations should have a clear purpose such as formative, summative, or knowledge generation.
4) Evaluation questions should help focus the evaluation and be tied to the program's goals, objectives, and theory of change. A variety of social science methods can be used to rigorously answer the questions.
Session for National Extension and Research Administrative Officers Conference, May 19, 2010 in Madison, Wisconsin. The goal of this session was for participants to learn about competencies, competency modeling, OSU Extension's model, and competency-based human resource management. Part of the learning will be from group discussion on implications and applications for participant's work in human resources.
The document discusses competency models and their uses in human resource management. It provides definitions of competencies and examples of how competency models can be applied to different HR functions like development, career planning, performance evaluation, and recruiting. It also outlines California's process for creating a competency model for managers and supervisors that will integrate competencies into the state's HR systems.
Overview Of Competencies & Benefits and Uses of a Competency-Based SystemDavid Gay
The document discusses competency-based systems and their benefits and uses. It defines competencies as observable behaviors that superior performers exhibit consistently. Competencies can be general behavioral competencies or technical competencies. A competency model clarifies expectations, identifies development needs, and integrates HR programs like training, performance management, and succession planning. It provides examples of how competencies can be used in career development, performance reviews, interviews, and workforce planning.
This document provides an overview of Human Resource Systems Group (HRSG), a company that specializes in competency-based management (CBM). HRSG helps organizations align their human resources with strategic goals through CBM products and services. CBM translates organizational goals into expected employee behaviors, increases productivity and hiring effectiveness, and identifies skills gaps. The document demonstrates how CBM can be applied to recruitment, learning and development, performance management, and succession planning through competency profiles and online tools.
This session provides an insight into how the AUA’s CPD Framework can be applied to maximum effect at team level. You will have the opportunity to consider case studies and to share ideas, and practical tips and exercises for developing your team that you can adapt to suit your team’s needs.
The document provides an overview of human resource management (HRM) policies and practices. It discusses key topics such as human resource planning, recruitment and selection, training and development, performance appraisal, and employee relations. The summary highlights that HRM involves developing strategies and policies to manage people for business performance. It also notes that training, performance reviews, and maintaining good employee relations are important aspects of HRM.
The document discusses key processes for effective talent management. It defines talent and talent management, and emphasizes identifying individuals who can significantly impact organizational performance. It also stresses the importance of attracting, developing, engaging, and retaining top talent. The document outlines six key talent management processes: defining talent, identifying talent, attracting and retaining talent internally and externally, managing talent, nurturing and developing talent, and evaluating talent programs.
The document outlines steps for developing a succession management process for EMA, including clarifying strategic goals, identifying key leadership competencies, assessing current talent, developing individualized plans, and establishing metrics to monitor progress. A team will be formed to install a 4-step process involving succession planning, development programs, knowledge transfer strategies, and annual reviews to ensure the organization has qualified successors for critical roles.
The document provides an overview of HR management training topics including HR planning, recruitment, selection, training and development, performance management, and career management. It then discusses several HR processes in more detail, including manpower planning, recruitment sources and techniques, selection tests and their advantages/disadvantages, training need analysis, and evaluating training effectiveness.
This document provides an overview and summary of global and local learning and development (L&D) standards and best practices for building a world-class L&D function. It discusses the need for L&D standards, principles of world-class L&D, L&D benchmarking frameworks and metrics, L&D best practices, and an integrated L&D governance model. It also summarizes the findings of an L&D benchmarking study in South Africa, including trends related to training spend, needs analysis, delivery methods, evaluation techniques, and talent management strategies. The document emphasizes the importance of aligning L&D with business strategy and organizational objectives.
This document summarizes a presentation on selecting the right people and new tools in talent management. It discusses projected leadership shortages in higher education due to retirements. New tools from business like work style questionnaires and simulations can reduce hiring costs and improve effectiveness over traditional interviews and references. A case study demonstrates how these tools were used to select a new college president. The presentation recommends colleges adopt valid assessment tools and share strengthened hiring processes with trustees to strategically address leadership needs.
The document discusses competency-based human resource (HR) management. It provides frameworks and guidelines for developing competency models, conducting competency-based interviews and career planning, and implementing competency-based training and performance management. The goal is to align all HR functions with organizational strategy and link individual performance to business results through the use of competency frameworks.
The document discusses competency-based human resource (HR) management. It provides frameworks and processes for developing competency models, conducting competency-based interviews and career planning, and implementing competency-based training and performance management. The goal is to align all HR functions with an organization's business strategy through the use of competency frameworks that define the behaviors and skills needed for each role.
The document discusses strategic human resource management (SHRM). It defines HRM and explains that HRM departments vary depending on factors like organization size and type. The aim of HRM is to support the organization's strategic direction by planning for staff needs now and in the future. SHRM aims to ensure the organization has a competitive advantage by having a long-term plan for staffing success. Models of SHRM link environmental changes and HRM policies to stakeholder needs. The balanced scorecard and Porter's five forces are approaches to measuring organizational performance and competitors.
The document provides an overview of key topics in human resource management including HR planning, recruitment, selection, training and development, performance management, and career management. It discusses various techniques used in each area such as manpower planning, selection tests, training needs analysis, performance appraisal elements, and career anchors. Examples are given throughout to illustrate concepts.
The document discusses the importance of talent management for companies. A survey found that 85% of CEOs see talent management as important or more important than other priorities, but only a small percentage of leaders spend time managing talent. The document then outlines how Emaar, a global consulting firm, approaches talent management through programs like identifying skills needed, developing leadership abilities, performance reviews, establishing a talent pool, and using mentoring.
AAA S. Burgor Resume October 2015 HR-SHORTENED Stephen Burgor
Stephen Burgor is seeking a human resource generalist position or eventual HR manager role based on his recent master's degree certification in human resources. He has over 15 years of experience in education and has developed transferable skills in areas relevant to HR like training, development, and organization through both teaching and online facilitation roles. His resume outlines expertise in various HR functional areas developed through related experience and a Society of Human Resources Management certification.
The document discusses talent management and provides recommendations for organizations. It defines talent management as additional processes to develop high-potential employees. Research shows defining talent, developing talent through programs like coaching and internal job rotations, and implementing supportive structures and systems are key. The five core talent management processes are attracting, developing, motivating, appraising, and retaining top performers. The document recommends organizations align talent strategies with business goals and consider culture when implementing programs.
The document provides an overview of competency-based human resource (HR) management. It discusses developing a competency model and framework, competency-based interviewing, career planning, training and development, and performance management. The benefits of using competency models for both managers and employees are highlighted. Assessment centers and various assessment exercises are also described as ways to assess competencies.
Similar to ESP 2009 Presentation - Ohio State University Extension Competency Study (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
ESP 2009 Presentation - Ohio State University Extension Competency Study
1. OSU Extension Competency Study Epsilon Sigma Phi Conference September 14, 2009 Graham Cochran Ohio State University Extension 1
2. Research Problem & Purpose Research-based competency model needed Existing research & gaps Research objectives: Identify & describe competencies Construct a model Validate 2
4. Competencies 4 Strategy Strategic Initiatives Work Context Work Activities Traits Training/ Education Interests Motivations Vision Experience Abilities Performance Standards Competencies Available Competencies Required Exemplary Performance = Alignment * What is needed by the organization and human capital. Adapted from Schippmann, 1999
5. Research Design & Methods Mixed methods, emphasis on qualitative Highly participatory Groups of employees as key informants Four phases 5
6. Findings Findings @ each step Two documents; content was defined, refined, and validated using a multi-step process Trends and Implications 5 trends and 7 implications OSUE Competency Model Operational definitions Description of areas of expertise (AOEs) 14 competencies with a title, definition, and 3-8 key actions 6
7. Implications Be flexible, proactive and embrace change Be customer driven Demonstrate and communicate the value of Extension work Demonstrate an entrepreneurial spirit Become proficient in technology use and application Effectively manage work and life issues Build relationships and collaborate 7
9. Customer service Works constantly to provide superior services for clientele, making each interaction a positive one. Understands.... Key actions Listens and provides a response that is timely and meets clientele needs. Delivers friendly and courteous service. Looks for and makes continuous improvements. 9
10. Survey Findings Competencies & key actions were highly rated Competencies overall 96% rated each as moderately important, very important or essential Key actions 69% rated each as moderately important, very important or essential Open-ended comments 10
11. Relative Priority When asked to select 3 competencies that would be most important, employees selected… Flexibility & change (53%) Customer service (45%) Communication (37%) Teamwork & leadership (31%) Technology adoption & application (25%) 11
12. Conclusions Trends and Implications – current thinking OSUE Competency Model Names and describes core competencies Reflects organizational preferences; customized High face and content validity Catalytic validity 12
13. “Competency-based HR applications represent an integrated framework for maximizing the human capital of an organization.”~Moulton, 2003 Why? What is this approach? What does it look like? 13
15. Implications & Plans for Ohio Next steps for OSU Extension Communication & education Competency assessment Integration with HR functions (2010 – 2011) Recruitment & selection Professional development Performance management Succession planning Additional modeling – expand model & add detail 15
16. OSU Extension Competency Study Epsilon Sigma Phi Conference September 14, 2009 Graham Cochran Ohio State University Extension 16
Editor's Notes
Good morning!Thank you for joining me. First, let me share my plan for our time together (then introductions, pending group size)competencies/competency modeling recent research in Ohiobackground on CBHRM & why Ohio decided to move that directiondialogueExciting topic for me:Research for my dissertationMore importantly, my research was designed to contribute to OSU Extension’s strategic plan and involved many Extension employees.Findingswill be applied to HR practices in Extension – at time when our talent is more important than ever!Introductions
For many reasons that we’ll discuss later, CBHRM is one recommended approach in 21st century human resource management. In order to use this approach, an organization needs a competency model as a foundation. Thus, a research-based model was needed for OSU Extension. In reviewing the literature, I found:Competency modeling, identification and assessment are not new to Extension orgs – a number of state Extension organizations and program areas have adopted a set of competencies for some or all of their employees. The Extension Committee on Organization and Policy has recommended use of competencies throughout the Extension system.However…No model for OSU ExtensionLack of research on core competenciesLack of current research (it has been about 10 years since two well-documented models in Extension organizations were developed)>Texas and North Carolina are examplesAdditional validation needed (for example, using exemplary performers)Research objectives:ID and describe competencies required for Extension professionals to be successful now and in the future.Construct a competency model that includes core comp, describes what they look like in practice, and reflects organizational preferences.Ensure the model created is a valid one.
Before I give an overview of my research, it is important to talk a little about what competencies are (as defined for my research).A competency is a collection of related knowledge, skills, abilities, and other personal characteristics working in concert to produce outstanding performance.A number of authors use some type of a pyramid or an iceberg model to illustrate the concept of competency. This illustrates that a competency can be made of a number of things. Knowledge – e.g., an organizations structure, policies, proceduresSome are harder to identify and develop than others (below the surface) Values – e.g., respecting all peopleA competency is reflected in behaviors that are above the surface – observable.The behavior results in outcomes we see in job performance.My research focused on core competencies, a broad set of competencies relevant across job groups.
To help as we begin to talk about my research methods, the illustration in the slide you see on your screen shows factors that affect the competencies an organization needs and the competencies actually available. The illustration shows:Building blocks for an individual’s competencies – on the right – abilities, training, experience, and other characteristics.AndFactors that affect competencies required by an organization – on the left – strategy, vision, work context, etc.Essentially, the purpose of my research was to describe the competencies required by OSU Extension, the circle to the left.I relied heavily on data from exemplary performers – they would be represented by the area of overlap between competencies required and competencies available (shown in green).Data from these exemplary performers, and other research participants, were used to describe the competencies required.To account for the blocks on the left, it was important to focus on competencies required now and in the future. Part of the research objectives included a future-focus. The research design encouraged a focus on the future by:Asking participants to be forward thinkingIncluding the leadership of the orgGenerating a list of trends and their implications for Extension work as part of the research process.
I used mixed methods in my research -- with an emphasis on constructing a competency model using qualitative approaches like interviews and focus groups.Sampling – several types and combinations of purposeful sampling were used … called mixed purposeful sampling. (criterion, maximum variation, and sampling politically important cases). This sampling assured that data were collected from key informants from throughout the organization.Their participation was an important part of the research design. More than 400 Extension employees were involved in some way, from nominating exemplary performers to participating in focus groups. These employees represented the range of jobs in our organization.Relied on a criterion group of exemplary performers and key internal stakeholders for idea generation, model refinement and validation.The research design included multiple cycles of data gathering, analysis, integration, and peer debriefing in four phases. Major sources of data included the literature, administrative cabinet, a competency project team, focus groups with employees, and a survey.
There were findings at each step in the research which informed the next step. For example…nomination data & focus group data…The key findings from my research are represented by two sets of information constructed through the research process. First is a set of trends and implications. Second is the OSU Extension competency model.The trends and implications represent current thinking on the key trends for OSU Extension and the implications those trends have on Extension work. Trends & Implications document – names and describes 5 trends and the implications they may have on Extension work.The five key trends identified include:Changing and complex conditionsIncreased competition and limited resourcesChanging and complex organizational structuresChanging demographicsTechnology and life in the e-world
7 implications, lessons for Extension work were associated with those trends. For example:Be customer driven with a focus on quality and responsiveness – talks about expectations rising for timely responses and delivery of effective, high quality programs or services.Effectively manage work and life issues – talks about how technology and organizational changes are leading to more challenges with balancing work and personal lives.The next slide shows the 14 core competencies and how they are arranged conceptually in the model.
The OSU Extension Competency model includes a set of core competencies, relevant across job groups, for OSU Extension employees. They are named and described in the model. The competency model includes definitions for terms used in the model, a description of AOEs (Areas of Expertise), and 14 core competencies. Each competency has a title, is defined, and is described with 3-8 key actions that are illustrated using behavioral descriptions.The slide on your screen shows how the 14 competencies are arranged conceptually in the model. Based on the literature and my data, the competencies are grouped to facilitate understanding and illustrate connections among them. The competencies in each group are related and performance on the job might involve a number of competencies across groups that build on each other. There are 4 competencies grouped under interpersonal:Communication, diversity, interpersonal relationships, and teamwork & leadership.6 are grouped under the business of ExtensionCustomer service, knowledge of Extension, resource management, technology adoption & application, thinking & problem solving, and understanding stakeholders & communities.4 are grouped under personal competenciesContinuous learning, flexibility & change, professionalism, and self-direction.
The slide on your screen shows an example of one competency, customer service. You can see that it has a name, definition, and key actions. In the model, customer service is defined as “Works constantly to provide superior services for clientele, making each interaction a positive one. Understands who clientele are (internal and/or external) and delivers quality service through a customer-focused mindset that acknowledges the importance and value of the person being served; acts accordingly; dedicated to meeting expectations and needs of customers; uses customer feedback to improve.”Three of the 5 key actions for customer service are shown here.
Now that you have a sense of what the competency model looks like…Step back and briefly look at findings from the survey which were used to construct the final modelCompetencies & key actions were highly rated. Employees were asked to rate competencies and key actions on a 5-point Likert-type scale (94 employees were in the exemplary performer pool; 67 responded to the survey; 71% response rate)96% of respondents rated each competency overall as moderately imp, very imp, or essential69% rated each key action as moderately imp, very imp, or essentialNo competencies were eliminated as a result of the ratings.716 open-ended comments were reviewed, coded, and used to support or change language in the draft model.Example of a supportive comment for one key action in customer service:“If we don’t respond quickly, there are many other places where folks can go for answers.”
To collect data on relative priority, survey respondents were asked to select three competencies that they thought would be most important for their job performance during the next three years.While all competencies were highly rated, when forced to pick, there were some competencies that were judged to be more important than others.Five competencies that were selected by at least 25% of respondents for their top 3 are shown.It was still difficult for many respondents to pick only 3. One said “Picking three was hard as you cannot accomplish a goal without all of these competencies working together.”
The trends and implications represent current thinking on key trends and their implications for Extension work. These trends and implications were an important precursor to developing a competency model that is future-focused.There are a set of core competencies, relevant across job groups, for OSU Extension employees. They are named and described in the model. Data from employees supported this conclusion – employees across job groups thought the model described the range of core competencies important for successful Extension work.The competency model developed out of this research reflects organizational preferences, it is customized for OSU Extension. This means the model format and structure as well as the specific content is tailored to the needs of the organization. For example:AOEs (e.g., teaching, subject matter expertise)Language for competency titles, definitions, and key actionsThe model has face, content, and catalytic validity. They way in which in the model was constructed and repeatedly cycled back to employees resulted in a model that made sense to them, had high face validity.Content validity was established with the validation survey. Also, alignment between the OSUE model and other research supports the content.I also concluded that the model has catalytic validity, a term used in qualitative research to refer to the criterion of action. Essentially, evidence the research process, results, or both will lead to insight or informed action. There was evidence that employees gained insight about competencies and competency-based HR management through the research process and that they were anticipating application of the competency model to HR functions and their work.
Why competencies and why now for OSU Extension?*OSUE strategic planning process. I had been working with the strategic planning subgroup related to staffing. -frustrations with the performance evaluation process-hiring (e.g., focused too much on hiring based on subject matter/technical expertise)-professional development-succession planning*Through the strategic planning process, transitioning to a CBHRM was identified by the staff base subgroup as one strategy that would address a number of these critical issues related to staffing.Why CBHRM?Given the trends and issues organizations are facing (technology, increased rates & magnitude of change, flatter more flexible org. designs)A competency-based approach to human resources has been recommended as more effective than the traditional jobs-based approachShift focus from what people do (work done, work activity) to the HOWCBHRM – can provide focus on individual behaviors that contribute the most to organizational success.Core competencies (those that cut across jobs) have become increasingly important…distinctions between jobs become blurred, work roles change, environment is less stable.What is this approach (CBHRM) and what are the benefits?*Focus on identification, modeling, and assessment of competencies*Discover the skills, knowledge and characteristics that contribute to organizational success; are high leverage and configure HR activities around those-Much like Pereto’s Principle from economics…the 80:20 rule. In this case we want to identify the 20% of competencies that affect 80% of performance (high leverage).*Benefits - impact/outcomes for individuals and organizations. Examples include:HR functions – provide a common language to discuss performance & integrate hr functionsAlignmentPortability What does CBHR look like? (Use diagram showing competencies supporting the entire hr platform and linking organization strategy with hr and results)
Blank diagram in handoutFill in and discuss
Our research to develop core competencies followed recommended practices and resulted in a model that appears to have high face and content validity. The model is ready for use in the organization, including application to a variety of HR functions.Next steps for OSU Extension include:Communication & education – employees participating in the research appeared to benefit from learning about competencies and competency-based HR management. We have begun and will continue to extend this learning beyond the research participants to the entire organization.Competency assessment– competency assessment (opportunities for self-assessment and discussions with supervisors) will help with education about the competency model and provide baseline data for individuals and the organization related to the core competencies. This data will be used to prioritize investments in professional development opportunities. Integration with HR functionsPerformance management is one good example to discuss briefly. We know that employees and supervisors are frustrated with our current process and would like to see more alignment between what is reviewed and what is important to the organization. Balance between performance results (e.g., teaching, research and service) and competency appraisal.More focus on competencies is appropriate in uncertain environments and qualitative/process-oriented service jobs.Additional research will be needed such as identifying and describing what we are calling AOEs.DialogueRelated to what I presented or your experiences and thoughts/questions for the group.
Wrap UpThank you for joining me today for this seminar.Please complete the evaluation of teaching that will be collected by ….More information about the OSU Extension Competency Study and how OSU Extension is planning to use competency-based HRM is available online through URLs listed on your handout. Again, thank you for joining me.