Competency-based Management for HR Executive.ppt

Competency-based Management for HR Executive.ppt

1. © 2011 HUMAN RESOURCE SYSTEMS GROUP LTD.
6 Antares Dr., Phase II, Suite 100
Ottawa, Ontario Canada
www.hrsg.ca
Competency-based Management for
Executives & HR Professionals
Learning & Assessment
1

3. Competency-based Management:
Assessment and Learning
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
Align competencies and learning with organizational strategy
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 learningprograms 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

16. Module 3.2
Competency
Assessment
16

17. Collecting sufficient evidence of work place or
personal performance to demonstratethat the
individual canperformto 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

22. 22
Competency
Definition
Competency
Rating Scale

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

24. Types of Interview Questions
Job Knowledge
Situational
Behavioral
24

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:
3328

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. Competency Coverage Grid
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. Reliabilityrefers to the consistency orrepeatability 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. Validityrefers 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

40. Defensible System
Fair
Equitable
Valid &
Reliable
Transparent
40

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
Judgementin 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
Judgementin Assessment

43. Common Rating Errors
Leniency is the tendency to assess more
positively than warranted.
Severityis 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 effecterrors 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 errorsoccur 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 reviewsEvidence-based Focuses on what was done, not
how
Subjectivity
Competency assessmentMeasures competencies
Easy process, can be
automated
Subjectivity
Structured interviewsValid, fair, reliable, transparentTime and expertise to build the
process and questions
Candidate & assessors training
Track record reviewsValid, fair, reliable, transparentTime and expertise to build
Candidate & assessors training
Standardized tests (role
plays, in-tray, tests)
Valid, fair, reliable, transparentDoes not always match well to
competencies
Time consuming, costly, expertise
47

48. Online Demonstration of:
48

49. Interpreting
Assessments
49

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

54. Derek’s
Competency
Assessment
54

55. Lea’s
Competency
Assessment
55

56. Interpreting Competency Assessments
Exercise 3
56

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. Verifying Assessments
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. Giving feedback in Workplace
Job Performance –whether employee
completed specific tasks and achieved goals
Work Related behaviour –wayin which
employee performed tasks / achieved
results
60

61. Two effective types of feedback
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

63. Providing DetailedFeedback
Feedback is:
Specific
Accurate
Inquiring
63

64. Tips for Feedback
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

66. Module 3.4
Developing
Individual Learning
Plans
66

67. Traditional Approach to Learning &
Development
67
Traditional Gaps
•Organizational-driven training
programs (notcustomized)
•Manageridentifies 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 competenciesto 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-based Learning &
Assessment Process
69

70. CompetencyCore™Learning Plan
Template
70

71. Learning Resources
CompetencyCore
TM
automatically connects the assessment forms to identify learning plans, which are also linked to specific
resources that are available to achieve the learning objectives (e.g., books, courses, workshops, etc.)
71

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 competenciesthat the learning plan
needs to focus on (establish priorities)
How the learning will be delivered(e.g.,
classroom, on-line, on site)
Costof learning (e.g., formal course vs.
informal coaching)
Timerequired 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
•Informaland 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%

77. Different Learning
Styles
77

78. Learning on My Own
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-Job Learning
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

80. Learning From Others
Classroom Course
Coaching
Discussion Group
Mentoring
Partnering
Peer-Learning
Professional
Association
80

81. Learning Styles
Exercise 5
81

82. Learning Stats
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

86. Module 3.5
Developing
Organizational
Learning Plans
86

87. Purpose of Aggregate Assessment
ReportsCombine 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. CountryCurriculum 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
AcumenCommercial
Leadership &
Behavioral
Organisational
Development
Technology
SystemsGrand Total
MTN 56 32 22 1 55 166
Ericsson 2 72 74
Alcatel 16 16
Ossidian 1 1 11 13
Executrain 13 13
Learning Programs by Vendor
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
Informallearning
(books on topic)
$100 - NoGap
2 –integratesand
interprets broad and
complex issues
Workshop $1,000 - NoGap
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 –managesmacro-
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 identifiesthe 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
•Assessmentof competency through self and supervisor
assessment
•Development of learning plans
•Development of organizational learning strategy
•Pilot in one subsidiary

96. The Results
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. Learning Needs Analysis and Evaluation
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