CHAPTER-7.pptx Competency Based Management Training

Chapter Seven States on Competency Based Management Training

1. CHAPTER-7 COMPETENCY BASED MANAGEMENT TRAINING

2. What is a Competency Simply defined, a competency is a specific skill, trait or attribute that meets the following criteria: Is behavioral Is part of a larger skill set or discipline Can be learned or developed – Identifies “what can be done” vs. “what is known” The competency is a link between the role and the role holder. It enables the role holder to perform competently, proficiently, productively, creatively, innovatively to assure quality of products and services at minimum price, without waste, on right time, with minimum efforts and without stress. Competency is ability to do or perform or take responsibility. [Phil Race] There are two principal types of competencies- General Competencies : Address skills relevant to broad groups of individuals, regardless of job role. For example, communication and leadership skills. Technical Competencies: Address skills relevant to specific job roles or families of job roles.

3. 4 Features of Competencies Features of competency Emanates from professional life Defined proficiency Defined in a context Ability to perform Demonstrated Certified Associated to whole role Learned

4. 5 Classification of Competencies Present and future Core and peripheral Compulsory and optional Hard and soft Primary and secondary Essential and desirable Inside and outside organization Routine and non routine Conventional and innovative Technical and managerial Entrepreneurial Social/interpersonal Research/ discovery/ visionary Change management Coping/ self development High/low

5. 6 Process of Deriving Competencies Role: Present and potential, Core and peripheral, Hard and soft, Primary and secondary, Essential and desirable, Inside and outside organization, Routine and non routine, Changing and innovative Competencies and Proficiency of Professionals Business of the organization External environment Expectations of stakeholders

6. INTRODUCTION The Competency-Based Organizational Management training is designed to equip with critical skills to use competencies that deliver objective and evidence-based results in terms of optimized productivity. Competencies are derived from proven exemplary performance behaviours which in turn define highly desired behaviours that create successful results. These behaviours can be used proactively in the entire spectrum of talent management – from selection, assessment, talent management and retention, performance management employee development, succession planning and career management. Utilizing qualitative and quantitative measurements, be able to prove competency-based decisions throughout the organization for sustainable results. Thereafter, design competency-based key processes in your organization by applying the competency framework to key people related functions, ensuring that the right people are in the right jobs at the right time, and are suitably developed, motivated and retained in the most effective manner.

7. MEANING When adults join a training program, they bring with them two elements: they have varying levels of knowledge and they learn at varying paces. Competency-based training programs recognize these differences and match the training with the learner. Unlike the content-based training, competency-based training programs focus on the trainer. This enables learners to move through topics on an as-needed basis. It also means that the adult learners can progress through the training program quickly, without spending time on material they are already familiar with. They can focus on new content longer. Competency-based training saves time and money for you as a training manager. The basic feature of any competency-based training is that it measures learning that occurs in a training program, rather than time. Simply put, your employees would progress through training based on their skills and competencies regardless of the time needed to complete the course.

8. Competency based training programmes Is a plan to develop professionally competent and proficient managers and professionals to assume responsibility, accept and face challenges of the corporate world and enjoy professional life. The competencies are identified and classified through training needs analysis. The classification depends on the type of the organisation and its business

9. Benefits of Competency-Based Training Time management.  This can make it easier to fit into already busy work schedules—allowing your employees to gain skills without taking them awayfrom other tasks for too long. User-directed.  These types of modules are often self-paced, which means they can be completed at the user’s discretion. Reduced cost.  Less money is wasted on components of a program that are not as useful. Allows personalization.  One individual may be able to skip modules in which he or she is already knowledgeable, thus saving everyone’s time and effort. Flexible use.  It can be used on its own or in conjunction with other learning methodologies, depending on the overall training goals. Better retention.  Learners can be more focused since they are able to take the training units at times that best suit them. Workplace integration.  This can be tied to career progression or to receiving pay raises in some cases. 

10. NEED AND IMPORATANCE OF COMPETENCY BASED TRAINING PROGRAMMES Objectivity Tool of communication Unity of actions Alignment of actions Organisation of resources HRD Marketing the products and services of the organisation Comparability Universal acceptability Valid and reliable certification Establishing equivalence Flexibility in achieving competencies

11. PURPOSE OF COMPETENCY BASED MANAGEMENT TRAINING Base for communication with internal and external stakeholders Unity in action is maintained among management training implementers. Provide sense of order and direction for implementation Ensure cooperation, commitment and support from various stakeholders. The resources can be deployed at right time to minimize wastage. Implementation crisis can be prevented. Learning challenges can be designed and implemented. Guide to focus on training processes. Role clarity of implementers. Reveal future opportunities. Instrument for collaborationg,networking and expanding the business area of the organisation .

12. CHARACTERISTICS OF COMPETENCY BASED TRAINING PROGRAMMES Professionally designed Logically driven Research based Focus on present as well as future Entry behaviour of the managers Focus on core competencies Benchmarked No wastage Flexible behaviour Self-explanatory Scope for creativity and innovation Continously updated Certification

13. 16 Paradigm Shift in Management Training Criteria Current Practices Shift Required Training needs analysis Purpose Solve problems Prevent problems and implement innovations and change Approach Reactive Causal Proactive, research based, scientific and systematic Focus Present organization Future Organisation and environment Time One time activity Continuous activity Based on Content gaps Generalized approach Core competency Competency gap Specialized approach

14. 17 Paradigm shift in lifecycle of training Criteria Current Practices Shift Required Training design Philosophy Designed by experienced trainers Designed by professionals and stakeholders including trainers Approach Blue print Job and task analysis Process approach, role and organisational analysis, innovation plans and major changes Present and near future consideration Principles of education psychology and training Vision of the organisation Principles of andragogy and learning Supply driven No bench marking Demand driven Benchmarking with the best

15. 18 Paradigm shift in lifecycle of training Criteria Current Practices Shift Required Training design Focus Trainer Content Content and skills testing Broad based Trainees Competency development Demonstration of competency specific Duration Rigid Fixed Flexible Responsibility of learning Trainer Trainee

16. 19 Paradigm shift in lifecycle of training Criteria Current Practices Shift Required Training implementation Implementation plan Not prepared Trainers rely on their experiences Cluster of competency, competency plan prepared Learning resources Ready made Developed according to needs of the competency Competency offering Rigid Multiple and flexible options Learning Passive Active Role of the trainer Directive Participative Motivation Trainer influences the behaviour of the trainee Promote self motivation for learning

17. 20 Paradigm shift in lifecycle of training Criteria Current Practices Shift Required Training implementation Power Trainer enjoy administrative and expert power Empowers trainees to learn Learning to learn concept is promoted Emphasis Topic completion Learning about changing business, innovation and development Trainers think Trainees need to be controlled Trainees have potential to learn on their own if guided Recognition Trainers take credit for success Trainees take credit for sucess Rewards Extrinsic Extrinsic as well as intrinsic Information Controlled Free flow of information

18. 21 Paradigm shift in lifecycle of training Criteria Current Practices Shift Required Training implementation Problems Trainer own the problem Trainee own the problem Communication Often one way Multi channels of communication for learning Creativity and innovation Limited scope Foster creativity in learning Promote thinking skills Perspective for development Limited scope Life long learning Learning methods Trainer centred Trainee centred Output based Use of media Traditional Multimedia Real life situation

19. 22 Paradigm shift in lifecycle of training Criteria Current Practices Shift Required Training implementation Ways of learning Formal Forma and informal Outcome of learning Completing the training and appearing in the test Competency and proficiency development Learning for life

20. 23 Paradigm shift in lifecycle of training Criteria Current Practices Shift Required Training evaluation Method Based on formal and informal feedback No impact assessment Evaluation is based on well defined criteria such as improvement in performance, improvement in result, increase in profit, expansion of business, satisfaction of customers, enhancement of corporate culture, etc Impact assessment Life cycle of revision of training programmes Very long As short as significant changes in corporate world

21. Paradigm shifts in management training Training needs analysis Purpose Solve problem Prevent problem and implement innovationsand change Approach Reactive casual Proactive,research base, scientific,systematic Focus Present Organisation Future, organisation and environment Time One time activity Continuous activity Based on Content gaps, generalised approach Core competency competencygaps and new requirements,specialised approach

22. Training design Philosophy Designed by experienced trainers Designed by experienced trainers, professionals Approach No benchmark Principles of training Present and near future considerations Blue print approach Supply driven Benchmarking Principles of learning Vision consideration Process approach Demand driven Focus Trainer, content, skills testing, broad based Trainees, competency development, demonstration, specific Duration Rigid, fixed flexible Responsibility of learning Trainer Trainee