Competencies and competences February 2012

Competencies and competences

by Toronto Training and HR

February 2012

Contents3-4 Introduction to Toronto Training and HR5-6 Definitions7-9 Commonly sought competencies10-11 Core competences12-22 Competency frameworks23-25 Questions to ask26-27 Organizational capacity and context28-29 Clusters of competencies leading to high

performance30-32 Role analysis33-34 Rules around competence-related pay35-37 Benefits of a competency-based system38-41 Criticisms of a competency-based system42-43 Building a competency model44-45 Cultural competency46-47 What influences performance on the job?

48-83 Specific types of competency (VARIOUS)84-87 Benefits for employers88-91 Benefits for employees92-101 Case studies102-103 Conclusion and questions

Introduction

Introduction to Toronto Training and HR

• Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden

• 10 years in banking• 10 years in training and human resources• Freelance practitioner since 2006• The core services provided by Toronto Training and HR

are:- Training event design- Training event delivery- Reducing costs- Saving time- Improving employee engagement &

morale- Services for job seekers

Definitions

What are competencies?CompetenceCompetency

Commonly sought competencies

1 of 2CommunicationAchievement/results orientationCustomer focusTeamworkLeadershipPlanning and organizingCommercial acumen and business awarenessFlexibility and adaptability

Commonly sought competencies

2 of 2Developing othersProblem-solvingAnalytical thinkingBuilding relationships

Core competences

Strategic managementHR management

Competency frameworks

Competency frameworks 1 of 10

TYPES:Off the shelfCustomized

BEHAVIOURS TO INCLUDE:Communication skillsPeople managementTeam skillsCustomer service skillsResults orientationProblem solving

THE PROCESS, STEP ONE:A review (and potentially a refresh) of the current vision, mission statement and business strategy-this is likely to involve a series of discussions with the senior management teamTHE PROCESS, STEP TWO:Conducting workshops, focus groups and surveys to gather views and data from employees (at all levels) on what they see as being the values, ethos and culture of the organization

THE PROCESS, STEP TWO:This is likely to include asking questions such as:What is important around here?What do we want our clients to think of us?What do we want the public to think of us?What attracts people to work here?What informs the way we do business?What are our guiding principles?How do we expect our colleagues to behave?

THE PROCESS, STEP TWO:How do we do what we do?What do we do best?What’s good about working here?What sets us apart from our competitors?What makes us successful?

THE PROCESS, STEP THREE:Using the data gathered to collaboratively agree and finalise a clear set of agreed organizational valuesTHE PROCESS, STEP FOUR:Presenting these values back to the organization for discussion and review, possibly as a series of internal briefings

AN INTEGRATED BALANCED FRAMEWORK:Innate qualitiesAcquired skillAdapting behaviours

GOALS:Underpinning of performance appraisalsEnhanced employee effectivenessGreater organizational effectivenessBetter analysis of training needsEnhanced career management

IS YOUR COMPETENCY FRAMEWORK FIT FOR PURPOSE?Communicate the purposeIdentify key themesGet conditions rightTackle the root causeKeep it simpleTrain, don’t blame

Questions to ask

Questions to ask 1 of 2

How would you describe the perfect employee?What’s different about employees here?What do you value most in your staff/colleagues?What really sets apart the best people fromothers?Think of the most effective person in your team-what characteristics and qualities make themeffective?

Questions to ask 2 of 2

What do people need to do to get promoted?What will get in the way of people getting promoted here?What gets you noticed around here?What sorts of behaviours are ‘career limiting’ around here – for instance, what might cause an individual to derail, or what would prevent them from ‘fitting in’?

Organizational capacity and context

DIMENSIONS TO CONSIDERStructural facetCultural componentPsychological elementPolicy componentContextual facet

Clusters of competencies leading to high performance

Clusters of competencies leading to high performanceCognitive competenciesEmotional intelligence competenciesSocial intelligence competencies

Role analysis

Role analysis 1 of 2ACTIVITY-BASED TECHNIQUESFocus groupsInventories or questionnairesInterviews including critical incident interviewDiaries and work logs

Role analysis 2 of 2PEOPLE-BASED TECHNIQUESRepertory gridsObservationTesting

Rules around competence-related

Rules around competence-related pay

Consistency ruleBias-suppression ruleAccuracy ruleCorrectability ruleRepresentativeness ruleEthicality rule

Benefits of a competency-based

system

Benefits of a competency-based system 1 of 2

Employees have a well-defined set of behaviours required in their work and are clear about how they are expected to perform their jobsThe appraisal and recruitment systems are fairer and more openRecruiters are able to assess transferable skills and identify required behaviours regardless of career background

Benefits of a competency-based system 2 of 2

There is a link between effective individual inputs to work and organisational performanceProcesses are measurable and standardised across organisational and geographical boundaries

Criticisms of a competency-based

system

Criticisms of a competency-based system 1 of 3

Focus on the past and therefore cannot keep up to date with rapidly-changing environmentsFail to deliver on anticipated improvements in performance Are unwieldy and not user-friendlyCreate clones, as everyone is expected to behave in the same way

LEADERSHIP AND MANAGEMENT DEVLOPMENTCompetency frameworks are expensive to design, install, administer and monitorEncourage a focus on sameness and can therefore impede diversityCarry the assumption that selected individuals can be ‘trained’ into leadership or management positions and then provide good role models for others

LEADERSHIP AND MANAGEMENT DEVELOPMENTRarely discriminate enough between leadership & managementAssume that a number of discrete components can adequately describe critical features of a role, and that those components will remain relatively constant and standardized through timeNarrow leadership & management perspectives can stifle questioning and prevent unlearning

Building a competency model

Determine performance criteriaSelect criterion sampleCollect dataDevelop modelValidate model

Cultural competency

DefinitionWhy do we need it?What does it do?Who is responsible?

What influences performance on the

What influences performance on the job?

Knowledge abilities and aptitudesWork styles, personality, interests, principles, values, attitudes, beliefs and leadership/subordinate styles

Specific types of competency (VARIOUS)

Communication competencies

Speaking (capturing your audience)Listening to othersWritten communicationNonverbal (gestural and body language)

Interpersonal competencies

EmpathyConsensus buildingNetworkingPersuasivenessNegotiatingDiplomacyConflict management (resolving conflict)Respecting othersBeing a team player

Organizational competencies

Planning the workOrganizing resourcesDealing with crisesGetting the job doneMeasuring progressTaking calculated risks

Thinking competencies

Strategic thinkingAnalytical thinking (analyzing problems)Committing to actionApplying one's cognitive capabilityIdentifying the linksGenerating creative ideas

Human Resources competencies

team building which includes: mentoringmotivating work colleaguesemployment relationsselection, promotion and development of peopleencouraging participationdeveloping talentproviding performance feedbackvaluing diversity

Leadership competencies

PositioningOrganizational developmentManaging transitionsStrategic orientationDeveloping a visionPlanning the futureMastering changePromoting a healthy workplace

Client service competencies

Identification and analysis of client needsService orientation and deliveryWorking with clientsFollowing up with clientsBuilding partnershipsCommitting to quality

Business competencies

Financial managementBusiness decision-making skillsWorking within the systemUsing business acumenMaking business decisionsGenerating revenue

Self-management competencies

Being self-motivatedActing with confidenceManaging own learningDemonstrating flexibilityInitiating

Technical and operational

competencies

Technical and operational competencies

Performing office tasksWorking with computer technologyUsing other equipment and toolsDemonstrating technical/professional expertiseWorking with data/numbers

Competencies for people working in substance abuse

Competencies for people working in substance abuse 1

of 5TECHNICAL COMPETENCIES:CounsellingCase managementCrisis interventionCommunity developmentFamily and social supportGroup facilitation Mental health

of 5TECHNICAL COMPETENCIES:PharmacologyPrevention and health promotionProgram development, implementation and evaluationScreening and assessmentTreatment planningUnderstanding substance use, abuse and dependency

of 5BEHAVIOURAL COMPETENCIES:Analytical thinking and decision makingAdaptability and flexibilityClient-centred changeClient service orientationContinuous learningCreativity and innovationCollaboration and network buildingDeveloping others

of 5BEHAVIOURAL COMPETENCIES:Diversity and cultural responsivenessEffective communicationEthical conduct and professionalismInterpersonal rapport and savvyLeadershipPlanning and organizing

of 5BEHAVIOURAL COMPETENCIES:Self-careSelf-managementSelf motivation and driveTeamwork and cooperation

Competencies for people working in sales

& marketing

Competencies for people working in sales & marketingContent remains kingLeads: Volume down, quality UpEnablement’s next step Integrated social properties Data: better buyer and customer insight

Competencies for occupational therapists

Competencies for occupational therapists 1 of 2

CLINICALAssumes professional responsibilityThinks criticallyDemonstrates practice knowledgeUtilizes an occupational therapy process to enable occupationCommunicates and collaborates effectivelyEngages in professional developmentManages own practice, advocates within systems

Competencies for occupational therapists 2 of 2

NON-CLINICALAssumes professional responsibilityThinks criticallyCommunicates and collaborates effectivelyEngages in professional developmentManages own work, advocates within systems

Competencies at theTreasury Board of

Canada Secretariat

Competencies at the Treasury Board of Canada Secretariat 1

of 3Deputy MinisterAssistant Deputy MinisterDirector GeneralDirectorManagerSupervisorEmployee

of 3ALL EXCLUDING EMPLOYEEValues and ethics - Serving through integrity and respectStrategic thinking - Innovating through analysis and ideasEngagement - Mobilizing people, organizations, partnersManagement excellence - Delivering through action management, people management, financial management

of 3EMPLOYEEValues and ethics - Serving through integrity and respectThinking things through - Innovating through Analysis and Ideas Engagement -Working effectively with people, organizations, partners Excellence through results - Delivering through own work, relationships and responsibilities

Benefits for employers

Benefits for employers 1 of 3

Ensures that on-the-job training is cost-effective and productiveEnsures employees achieve a high level of competence in an efficient mannerProvides documentation of the employee’s acquisition of the knowledge, safety, and procedures relating to each task

Reduces cost overruns related to poor performance or miscommunication of employee expectationsImproves communication between employee and management, creating a more positive workplace environmentEnsures the organizational funded training and professional development activities are cost-effective and goal-oriented

Increases employee mobility within the organization, providing the organization with greater ability scale and flex as neededEstablishes a framework for positive feedback by management at scheduled training and performance appraisal intervalsClarifies job standards for performance appraisalsOutlines employee development and promotional paths within the organization

Benefits for employees

Benefits for employees 1 of 3

Provides a clear set of expectations for employees, enabling them to make better decisions and work more effectivelyProvides employees with insight into the overall strategy of their team, department, and organization, leading to greater engagement and motivation

Enables employees to be more proactive beyond their individual roles, by learning additional competencies that are valued by the organizationProvides clear direction for learning new job skillsProvides a reference resource for day-to-day requirementsIncreases the potential for job satisfaction

Provides a mechanism for the recognition of employees’ abilities Ensures that individual professional development and training milestones are recorded and acknowledged by the organization

Case study A

Case study B

Case study C

Case study D

Case study E

Conclusion & Questions

Conclusion

SummaryVideosQuestions

Competencies and competences February 2012

Business

Transcript of Competencies and competences February 2012

Abm competences

Strive to be Leading in Innovation - Evonik Industries · Project house „Medical devices“ has built up extensive competencies ... Combining competences: electro chemistry & biotechnology

VideoconferencinginTeachingCross-cultural Competences · · 2016-02-03VideoconferencinginTeachingCross-cultural Competences MarkétaDenksteinováandStellanSundh ... learntogether.Whiletherearearangeofproductsandservicesavailablethatcan

Digital Competences

© Plan COMPETENCIES Transferring competencies to the field level Bell’Aube Houinato Geneva, February 2007.

Aspire - eltngl.com€¦ · Aspire Intermediate covers the competences for B1 and some of the competencies for B2. Upper Intermediate Aspire covers the competencies for B2. In this

Contextual competences Behavioural Technical · PDF fileScope & deliverables ... and the contextual competences of projects, programmes and ... competences Behavioural competences.

Learning Outcomes and Competences How are they related? · Learning Outcomes and Competences –How are they related? Presentation 3 16 - 17 February 2016 CMEPIUS, Ljubljana, Slovenia

Competencies and competences September 2014

Learning Competences as Citizneship Competences

IT Professionals’ Competences: High School Students’ ViewsHigher Education Space, efforts have been carried out to define the general competencies of all graduates. These competences

Evaluating competences

Core Competences

LIST OF COMPETENCIES AND COMPETENCY … of competences and... · list of competencies and competency indicators by business process ... company interpersonal 1.4.1.t

Writing competences

The Engineers’ Non-technical · PDF fileProfessional bodies declare the importance of engineering non-technical competences ... The domains of non-technical competencies ... (personal

Erasmus+ - Welcome to | · areas for improvement (for example management competences, staff competences, new teaching methods or tools, ... experience and competencies to meet your

Competencies and competences July 2014

ANNEX E Job Profile and Matrix competencies · Job Profile and Matrix of Competences/Skills – Maintenance Technician of CNC Equipments Skills Profile Matrix Competences area Activities

Competences 2007