Partner Institutions, LSPs and PAHRODF Training on Competency Modelling and Job Profiling
Partner Institutions, LSPs and PAHRODF Training on Competency Modelling and Job Profiling Workshop Flow Competency-Based HRM Systems Organizational Context Personal Experience of competencies Job Context Analysis Acquiring the Language of Competencies Job duties and tasks Tasks Alignment Data Gathering Behavioral Event Interviewing Expert Panels Steps to Developing Competency Profiles Analysis and Model Development HR System Applications Thematic Analysis Competency Model format What is Competency-‐Based HRM? A system for integra/ng all aspects of HRM where employees are selected, evaluated, developed, moved and paid using a common measure/standard that supports organiza/onal success. Competency-‐Based HRM HR Management Framework Based on Competency Competency-Based People Strategy Recruitment & Selection CSC Institution MISSION, VISION, STRATEGY Training & Development Performance Management COMPETENCY FRAMEWORK Reward Management Career Management Leadership & Team Development INSTITUTION RESULTS & OUTCOMES The competency framework serves as the common plaAorm for all HR processes, and provides the "link" between individual performance and ins/tu/on results/ outcomes Individual Competency-Based SELECTION & RECRUITMENT Job Profile • Provides a complete picture of the job requirements • Ensures a more systema/c interview process • Focuses interview on cri/cal competencies • Helps dis/nguish between competencies that are trainable and more difficult to develop • Increases likelihood of placing the right people in the right jobs • Minimizes cost of selec/on Competency-Based TRAINING & DEVELOPMENT • Focuses training/development on skills, knowledge and characteris/cs that have the most impact on effec/veness • Aligns training and development ini/a/ves to organiza/onal values and strategies • Maximizes training/development investment • Provides framework for ongoing coaching and feedback CompetencyBased PERFORMANCE MANAGEMENT • Provides a shared understanding of what will be monitored and measured • Focuses the performance appraisal discussion • Provides focus for gaining informa/on about a person’s behavior on the job • Helps iden/fy reasons for gaps in performance • Focuses coaching and correc/ng performance ini/a/ves CompetencyBased SUCCESSION PLANNING • Clarifies the skills, knowledge and characteris/cs required for the future job being eyed • Provides a “fair” template against which future leaders/jobholders can be assessed • Enables organiza/on to prepare its people for future roles • Provides an organiza/on a way to measure its people strengths (bench) CompetencyBased CAREER PATHING • Clarifies the skills, knowledge and characteris/cs required for the future job being eyed • Provides a clear path for personal growth and development • Enables management and employees to manage their career op/ons in the organiza/on CompetencyBased COMPENSATION • If compensa/on contains competency pay elements, employees are encouraged to develop needed competencies • Employees aim for growth and personal development • ResuIts to increased organiza/onal capabili/es Exercise: Job-‐Person Matching for Recruitment, Placement, Retention and Promotion Competency Model Development Methods Generic Model Overlay Job Competence Assessment Customized Generic Model Selec/on of a prepared competency model and superimposed on a job within the organiza/on Iden/fica/on of a universe of generic competencies that fully characterize aWributes of exemplary and average performers Interpreta/on of universal list on the job Research other aWributes Research the job components (tasks, ac/vi/es, roles) and other requirements for exemplary performance Flexible Job Competency Model Assemble and review all available info about the job Interview performers face-‐to-‐ face Develop present and future assump/ons about the job in the context of the organiza/on Establish cri/cal incidents Develop job outputs menu Construct job competency menu and behavioral indicators Competency Model Development Methods Iden/fica/on of a Selec/on of a universe of generic prepared competency model competencies that and superimposed fully characterize on a job within the aWributes of exemplary and organiza/on average performers Interpreta/on of universal list on the job BUY Job Competence Assessment Flexible Job Competency Model Research the job components (tasks, ac/vi/es, roles) and other requirements for exemplary performance Assemble and review all available info about the job Customized Generic Model Generic Model Overlay Research other aWributes BORROW Interview performers face-‐to-‐ face Develop present and future assump/ons about the job in the context of the organiza/on Establish cri/cal incidents Develop job outputs menu Construct job competency menu and behavioral indicators BUILD Understanding Competency Job Competence… an employee’s capacity to meet (or exceed) a job’s requirements by producing the job outputs at an expected level of quality within the constraints of the organiza/on’s internal and external environments. Dubois, 1986 Factors that drive work performance • IQ as predictor of performance • Trade tests/professional tests as predictor of performance • Analysis of Cri/cal Incidents-‐ competencies What is a COMPETENCY? A competency is an underlying characteristic of an individual that is causally related to criterion referenced effective and/or superior performance in a job or situation. Spencer & Spencer Competency… § Underlying characteristic – competency is fairly deep and enduring part of a person’s personality and can predict behavior in a wide variety of situations and tasks § Causally related – a competency causes or predicts behavior and performance § Criterion-‐referenced – the competency actually predicts who does something well or poorly, as measured on a specific criterion or standard. Competency… A combina/on of mo/ves, traits, self-‐ concepts, a[tudes . . .content knowledge, or cogni/ve behavior skills; any individual characteris/c that can be reliably measured . . . and . . . show to differen/ate superior from average performers. (Spencer, McClelland, & Spencer 1994) Competency vs Skill… "The terms "skills and "competencies" are not used as synonyms Skills is used to designate an ability to perform complex motor and/or cognitive acts with ease, precision, and adaptability to changing conditions Competency designates a complex action system encompassing cognitive skills, attitudes and other non-cognitive components.“ If competencies are made visible and training is accessible, individuals can understand and develop the required level of performance competency can be learned and developed over time !! Competency Domains Characteristics domain • Motives • Traits • Self-‐concept Knowledge domain Skills domain Iceberg Model of competencies CharacterisLcs Domain Motives The things a person thinks about that causes action. Motives “direct, drive and select” behavior towards certain action or goal and away from others. Ex. Motivation to achieve Traits Physical characteristics and consistent responses to situations or information. Ex. Reaction time, good eyesight, emotional control CharacterisLcs Domain Self-‐ Concept/values A person’s attitudes, values, mindset, self-‐image Ex. Self-‐confidence, positive thinking Knowledge Domain Information a person has in specific content areas-‐ l Broad business and/or industry knowledge l Specialist knowledge Knowledge Domain Tangible/measurable Ex. number of kilograms in a ton date of the battle of Waterloo Complex Ex. how the Philippine stock market operates effect of interest rates on inflation Non-‐technical information Ex. product and service offerings office locations Technical information Ex. equipment capacity Skills Domain: 4 Categories l Physical Interpersonal Intrapersonal l Cognitive/Intellectual l l Skills Domain Highly concrete capabilities Ex. driving a car, writing a sentence, mathematics Less tangible capabilities Ex. thinking strategically, influencing others, a marketing person’s ability to recognize patterns in consumer behavior Technical capabilities Ex. Drawing, surgery, dentist’s ability to fill a tooth without damaging the nerve Job Competency Model… A job competency model identifies the set of competencies that are required for exemplary job performance within the context of a person’s job roles, responsibilities and relationships in an organization and its internal and external environments. -‐ Boyatzis, 1982 Job Competency Model… Answers the questions: 1. What skills, knowledge and attitudes are required to do the job at a superior level? What behaviors have the most direct impact on performance and success on the job? 2. What specific skills, knowledge and attitudes are necessary for effective performance now and in the foreseeable future? 3. Competency Types Core competencies captures the organization’s values, mission, strategy/competitive advantage, therefore should be possessed by all employees regardless of function Technical/Functional Competencies pertain to specific bodies of knowledge and skills required to perform the defined activities in an industry, function or job. Managerial& leadership competencies relates to skills needed to perform managerial work. Focuses on efficiencies Components of a Competency Model List of competencies -‐ attitudes, skills, knowledge Competency statement-‐ definition of the competencies Behavioral Indicators -‐statements that illustrate how a particular competency must be demonstrated Competency Statement A statement or statements that describe the key ac/ons required to demonstrate a competency Competency Statement: Customer Focus The ability to focus efforts on discovering and mee/ng internal and external customer needs, and develop mutually beneficial rela/onships. Behavioral Indicators l l l l Concrete and specific behaviors that are observable, measurable, and verifiable They illustrate what a person does, as if the competency has already been acquired They describe the ideal state, as if the employee has already mastered it They can be taught or altered through training, coaching and other development strategies. Different Shades/Degree of Competence: Good Cook prepares a one-dish continental meal following a recipe prepares a one-dish continental meal following a recipe prepares a 3-course continental meal following a recipe prepares a 3course continental meal following a recipe prepares an elaborate 3course continental meal without a recipe prepares an elaborate 3-course continental meal without a recipe Creates a menu for up to 8 people Prepares dishes with his own interpretation of recipes Teaches others how to prepare a menu Prepares up to a 6-course meal Leads a team of cooking staff Behavioral Indicators of Customer Service: Frontline Service Personnel Competency Statement: The ability to focus efforts on discovering and mee/ng internal and external customer needs, and develop mutually beneficial rela/onships. Behavioral Indicators: • Greets customers and smiles • Projects attentive body posture. Looks customer in the eye • Asks questions to establish customer needs • Processes customer requests within standards • Liaises with and follows through with other departments to fulfill customer requests • Calls customers for updates on status of requests • Challenges policies to satisfy customers, without sacrificing company interests Behavioral Indicators Defined for Different PosiLons Frontline Service Personnel • Greets customers and smiles • Projects aWen/ve body posture. Looks customer in the eye • Asks ques/ons to establish customer needs • Processes customer requests within standards • Liaises with and follows through with other departments to fulfill customer requests • Calls customers for updates on status of requests • Challenges policies to sa/sfy customers, without sacrificing company interests Branch Head Circulates on the floor to establish direct customer contact and directs staff to take appropriate ac/on Monitors branch Customer Service level Directs staff ac/on to reduce customer queue Coaches staff on how to effec/vely handle customer complaints Influences others outside the team, to accommodate client requests within reason DSWD Competency Framework The contents of the Competency Dictionary is further explained in the following DSWD Competency Framework. COMPETENCY LEVELS 1-‐4 • Shows the progression of sophistication and complexity at which the competency can be demonstrated and utilized in performing essential job duties / responsibilities; each subsequent level encompasses the previous one. Brief general description of the Level DEFINITION: • A brief general description of the competency which provides the user with a general understanding of the type of behavior addressed by a particular competency BEHAVIORAL INDICATORS: • Expressions of specific behaviors associated with the competency at different levels; content validation is necessary to link behaviors to respective competency levels Assigning Competency Levels: Job Profiling Staff Specialist Div Chief Director Level 1/Basic CORE COMPETENCIES Collabora'ng & Networking Commitment to social Protec'on & Development Delivering Excellent Results Personal Effec'veness Problem solving & Decision Making Stewardship of Resources Managing Informa'on LEADERSHIP & MANAGERIAL Managing Performance Mo'va'ng & Inspiring Planning & Organizing Strategic & Systems Thinking Level 2/ Intermediate Level 3/ Advanced Level 4/ Expert Personal Experience of Competencies The Thought-‐Behavior Pa[ern THOUGHT BEHAVIOR OBJECTIVES ATTAINED IN LIFE David McLelland The Thought-‐Behavior Pa[ern MOTIVE THOUGHT BEHAVIOR OBJECTIVES ATTAINED IN LIFE David McLelland MoLves… • Mo/ves are needs or wants related to a person’s desired goals, which are expressed as recurrent thoughts or paWerns of thinking • PaWerns of thinking influence behaviors, which leads the person towards OR away from his or her goals The Three Social MoLves Need for Achievement Need for Affiliation Need for Power Achievement MoLve: Thoughts and Behaviors Thoughts • Outperforming somebody else • A unique achievement • Advancing career • Mee/ng or surpassing a self-‐imposed standard Behaviors • Sets challenging goals • Looks for performance feedback • Takes ini/a/ve • Takes personal responsibility • Tries to be innova/ve • Focused on results – rela/onship is secondary AffiliaLon: Thoughts and Behaviors Thoughts • Maintaining close friendships • Being with others to enjoy their company • Sees group ac/vi/es as opportuni/es to connect • Wants to feel needed Behaviors • Socially ac/ve; talks to others frequently • Chooses to be with others than be alone • Puts people first • Communicates in terms of how others feel • Giving help, advice, support Power: Thoughts and Behaviors Thoughts • Wan/ng to control people and shape situa/ons • Thinks about impact of ac/ons, how another will feel and/or be influenced • Thinks about status, reputa/on, posi/on Behaviors • Ac/ve in the organiza/on’s poli/cs/centers of influence • Influences people thru control or situa/on, or offers of help • Seeks posi/on of leadership; directs others • Seeks, withholds, uses informa/on to control other • Builds pres/ge/reputa/on; collects or displays objects of pres/ge The Underlying Principles 1. The 3 mo/ves are directed towards different sets of goals and objec/ves, and the paWern of behavior that results from the arousal of a mo/ve is quite dis/nct from the other 2. All adults have a combina/on of the 3 mo/ves; these determine behavior 3. Adults differ in rela/ve strength or ‘readiness’ of various mo/ves The Underlying Principles 4. Whether or not a mo/ve is “actualized” depends on the specific situa/on in which the person finds himself 5. Certain characteris/cs of a situa/on arouse or trigger different mo/ves 6. By changing the nature of the situa/on, different mo/ves are aroused or actualized, resul/ng in the energizing of dis/nct paWerns of behavior RelaLonship of MoLves to ObjecLves Motive Thought Behavior Achievement Wanting or caring about performing better Efforts toward doing something well or better Affiliation Wanting to enjoy mutual friendship Power Wanting to have impact on another or others Efforts towards establishing close, friendly relationships Effort towards influencing others Objective Attained High performance ratings High number of friends High impact on others or situation The Achievement Thinking Model G Goal F+ Feel Good SA Anticipate Success N Felt Need FFeel Bad UNSUCCESSFUL ACTION FA Fear of Failure OBJECTIVE ACHIEVEMEN T (ACT) THOUGHTS SUCCESSFU L ACTION (ACT) PLAN OF ACTION § Identify obstacles § Contingency planning WORLD & PERSONAL BARRIERS Bw & Bp HELP FROM PROFESSIONALS (H) Acquiring the Language of Competencies What Does A Competency Statement Look Like? • Worded in behavioral language that describes the things that you can see or hear being done • Allows you to verify understanding of what has been done, is being done, or needs to be done • Starts with verbs in the ac/ve voice since they are descrip/ons of work observable behaviors and/or abili/es AddiLonal Guidelines • Avoid words which are open to varying interpreta/on such as: effec/ve, efficient, good, excellent • Avoid big fuzzy words like: manages, supervises, oversees, ensures, directs, coordinates • The statement should be able to provide a mental picture of what the person is doing and how well the person is doing it, as referenced against a standard A behavior is an action that you can observe, describe and verify Examples… • Contributes to the group with ideas and sugges/ons • Speaks to others using courteous language • Offers alterna/ves for resolving problems • Maintains focus and effec/veness under stressful situa/ons • Handles mul/ple issues simultaneously • Submits work on /me • Informs all par/es concerned of the changes in program arrangements Exercise 1 Iden/fy words that are open to different interpreta/ons. Concern for customer service Is aware of the different needs of internal and external customers; has a strong desire to be of service to others; has empathy for the customer; is willing to partner with customers in solving problems. Concern for customer service Is aware of the different needs of internal and external customers; has a strong desire to be of service to others; has empathy for the customer; is willing to partner with customers in solving problems. Exercise 2 Describe excellence. Give 6 behavioral indicators 1. Rejects work that is not up to standard 2. Asks work that does not meet standards to be repeated 3. Raises own bar; challenges self towards higher levels of performance 4. Submits required reports on /me that are error-‐free and complete 5. Performs beyond expecta/ons Steps to Competency Model Development Steps to Job Competency Model Development Step 1: Establish Organizational Context Step 2: Research Job Components Step 3: Identify Criterion Sample Step 4: Data Collection Step 5: Data Analysis and Competency Model Development Steps to Job Competency Model Development Step 1: Establish Organizational Context • Organizational Mandate and Mission • Vision, Strategy • Strategic Objectives • Culture Establishing organizaLonal context • The context within which a job exists has bearing on complexity with which a person performs job tasks/ ac/vi/es • This requires inves/ga/on of the compe//ve environment, technology, repor/ng structures, legal environment, organiza/onal culture, safety, security and stress issues Establishing OrganizaLonal Context OrganizaLona l Mandate Mission What is the Core business of the ins0tu0on? What differen0ates it from others? What special capabili0es must be present? What unique competencies sets it apart? Vision Where is the ins0tu0on headed to? What challenges must it overcome? What capabili0es and competencies must be acquired/developed to take it there? Strategic ObjecLves What are its goals and what organiza0onal and employee capabili0es are necessary to reach those goals? Is the Competency Ini0a0ve aligned with the strategy and objec0ves? If not, what will be the challenges to its successful implementa0on? Culture What prac0ces/behaviors must be replaced and what must be developed/ nurtured to support the Mandate, Mission, Vision and Objec0ves? What technologies and work processes need to be changed/adopted? What aspects of the culture will help or hinder the competency Ini0a0ve? Are employees likely to embrace it? Is there leadership resolve and commitment? Steps to Job Competency Model Development Step 2: Research Job Components Performance Effectiveness Criteria Tasks, Duties & responsibilities list Alignment across jobs within job family Research Job Components Component 1: Establish Performance EffecLveness Criteria • Iden/fy the job performance requirements, a set of job outputs that define effec/ve performance • Ideal criteria are “hard” outcome measures (i.e. sales, profitability, customer sa0sfac0on, equipment performance, reports/proposals wriHen, posi0ons filled, innova0ons ins0tuted, design concepts, drawings, training design, etc) Importance of Defining the Right EffecLveness Criteria • Our purpose is to determine the criLcal tasks and acLviLes the person/job holder does in order to deliver the outcomes required. Then we establish what competencies were used to accomplish those tasks in an exemplary manner • A job task/ac/vity is cri/cal only when it can be shown to directly relate to the achievement of one or more job performance outputs Research Job Components Component 1: Job Task analysis • The systema/c process of collec/ng relevant, work-‐related informa/on on the nature of a specific job • Establishes – – what jobholders do – outcome/s the job is expected to produce (KRAs) – job responsibili/es, du/es or tasks – Job responsibili/es, du/es or tasks rela/ve to others in the same job family or unit JOB TASK ANALYSIS produces • Job outputs • Tasks/duties • Conditions, tools, equipment • Relationship to other positions Competencies Skills, Knowledge, Attitudes/Traits Job outputs • Tangible and intangible outcomes or results the specific job is responsible for • KRAs (key result areas) Task Analysis • Process of iden/fying all the important tasks and elements of a job (task inventory/task list) • It entails the iden/fica/on of the steps (sub-‐task), ac/vi/es that make up the job • Tasks should all be listed to have a complete snapshot of the job • Hierarchical and/or sequen/al Example: Curriculum designer Output 1: Educational Content Task 1 Task 2 Output 2: Teaching methodology Sub-‐task 1 Competencies (KSAs) Sub-‐task 2 Competencies (KSAs) Sub-‐task 3 Competencies (KSAs) Sub-‐task 1 Competencies (KSAs) Sub-‐task 2 Competencies (KSAs) Sub-‐task 3 Competencies (KSAs) What is a task? • A task is an ac/on/series of ac/ons that lead to the accomplishment of outputs/results • It is a discrete unit of work performed by an individual • It has an iden/fiable beginning and end that is a measurable component of the du/es and responsibili/es of a specific job • Contains a logical and necessary step in the performance of a job duty • Every job is a collec/on of tasks/du/es/responsibili/es CharacterisLcs of a task • A task has a definite beginning and end. • Tasks are performed in rela/vely short periods of /me. They are usually measured in minutes or hours. • Tasks are observable. By observing the performance of a jobholder, a definite determina/on can be made that the task has been performed. • Each task is independent of other ac/ons. Tasks are not dependent on components of a procedure • A task statement is a statement of a highly specific ac/on. It always has a verb and an object Tasks, task steps, duLes • Related tasks make up DUTIES • TASK STEPS form part of a task • More complex jobs (manager, engineer) have du/es and some tasks • Simpler jobs perform tasks or task steps Task statements • The statement starts with a funcLonal or acLon verb that describes an ac/on required of the individual. • Task statements are intended to reveal differences among jobs • Statements that are broad or general that they would not differen/ate between jobs should be omiWed, expanded or broken apart as two or more statements. Task statements AcLon part + Mental acLons (reads, adds, compares, etc) Physical acLons (writes, removes, fits, compiles, etc) Interpersonal acLons (reassures, asks, informs, interviews, etc) Or any combinaLon of the 3 Outcome of the acLon NOT Task statements • "Prac/ce good safety habits" -‐can not be measured • "Supervise personnel" -‐vague; use an ac0on word Replace with: "Plans daily work schedule". • Assists the Senior trainer -‐ too general; be specific Replace with: “conducts research work/performs sta0s0cal analysis” Task format When wri/ng a task statement, we need to ask 3 ques/ons: 1. Does the statement tell what the employee does? 2. Does the statement tell how the employee does it? 3. Does the statement tell why the employee does it? Action To whom/what Why Sorts Correspondences, reports, forms To facilitate filing them Organizes and files Position description, questionnaires, transaction documents To maintain master books, and agency files Prepares and obtains Material lists For the installation, assembly and repair of electronic equipment Prepares A power point presentation Parts and materials To educate the staff on HR policies on Promotion How alphabetically a week ahead of schedule Sample clerical and secretarial tasks 1. Sorts inbound and outbound mail 2. Distributes correspondences within the main building 3. Answers and directs phone calls correctly 4. Maintains filing records for easy access 5. Arranges schedule of boss to avoid conflicts and to direct efforts according to his priority 6. Prepares weekly supplies requisi/on to avoid supplies running short AdministraLve and financial 1. Prepares daily customer invoices to manage collec/bles 2. Prepares weekly expense report to track fund use 3. Coordinates inward stock control 4. Responds to customer inquiries 5. Prepares sta/s/cal report OperaLonal and technical 1. 2. 3. 4. 5. 6. 7. Cleans work areas Applies first aid procedures Corrects technical faults Oils and lubricates vehicles Loads containers Tiles the pa/o Repairs warehouse equipment and performs maintenance procedures Complex tasks 1. Reviews the organiza/on structure of the finance department to ra/onalize staffing 2. Develops and administers corporate giving policies to guide others 3. Develops adver/sing and promo/onal strategies designed to aWract customers, promote company image, and to create advantage over compe//on 4. Inves/gates prospec/ve living facili/es to determine suitability for client placement 5. Conduct straining needs analysis for the Research department to determine priority programs A way to Categorize tasks/duLes Something one does OR performs upon— 1. THINGS 2. PEOPLE 3. DATA AcLons taken on: THINGS activates, adjusts, aligns, assembles, calibrates, constructs, controls, cooks, cuts, crafting, develops, disassembles, drives, grows, handling, inspects, lifts, loads, maintains, maneuvers, manufactures, monitors, mixes, molds, operates, paints, packs, prepares, repairs, services, sets up, transports, writes, PEOPLE advises, administer, briefs, communicates, coordinates, conducts, consults, counsels, critiques, delegates, demonstrates, directs, explains, facilitates, guide discussions, implements, informs, instructs, interviews, manages, mentors, negotiates, notifies, plans, participates, persuades, promotes, provide feedback, organizes, sells, speaks, sponsors, supervises, teaches, trains, tutors, welcomes DATA analyzes, arranges, audits, balances, budgets, calculates, compares, compiles, computes, designs, determines, documents, estimates, forecasts, formulates, identifies, lists, monitors, obtains, predicts, prepares, selects, surveys, tracks, analyses, collects, creates, evaluates, generates, researches, retrieves, sorts, synthesizes, systematizes Job Task Analysis Techniques 1. Job Data Survey 2. Interview of SMEs (present job holder, past job holder, superior) 3. Alignment across job Family 4. Alignment along Outputs: Swim Lane Diagram Job Task Analysis Techniques 1. Job Data Survey 2. Interview of SMEs (present job holder, past job holder, superior) 3. Alignment across job Family 4. Alignment along Outputs: Swim Lane Diagram “Open Space” Alignment Target par/cipants Team of 2 SMEs for each of the jobs in the job family Step 1 Get the team to do task list for their own jobs based on KRAs/expected outputs Step 2 Teams post their task list. Job family members review the pos/ngs to check for overlaps/gaps Step 3 Way to address Gaps/overlaps are nego/ated . Job Family supervisor/director may be called on to mediate Step 4 Finalize the task lis/ng Swim Lane Diagrams aka Rummler-‐Brache Diagrams • A swim lane diagram is a process flowchart that aims to analyze the efficiency of a process • It is a useful tool for iden/fying gaps or overlaps in process steps and in what people are assigned to perform (tasks) • The visual metaphor is a swimming pool, with each par/cipant in the process assigned to “lane” Swim Lane Diagrams: Process Steps Step 1: Focus on a specific process, and put the /tle of your diagram on top Step 2: Enumerate the people involved in this process and assign them to rows, typically beginning with the customer or the par/cipant who provides the first input on the top row Step 3: Create the process flowchart, drawing processes and decisions made, as well as arrows that indicate the process flow. Step 4. Map processes linearly as a series of tasks across the page. Lines and arrows between tasks represent the flow of informa/on Process FlowcharLng Symbols Swim Lane Diagrams: Analysis • Are there any gaps or steps missing? • Is there duplica/on? • Are there overlaps, where several people or teams perform the same task or ac/vity? • Are there ac/vi/es that add no value? Steps to Job Competency Model Development Step 3: Identify Criterion Sample Selection of SMEs “You always learn most from your superstars” IdenLfy Criterion Sample: Steps 1. Iden/fy a group of “superstars” and a compara/ve group of average performers 2. Superstars are those who consistently show high ra/ng on most or all of the criteria 3. The real superstar is someone who does well on the hard criteria and who is genuinely liked and respected by colleagues, subordinates and customers Appropriate PopulaLon Size • Small non-‐sta/s/cal samples (6 superior and 3 average) • Small samples include 2 superior for every 1.5 average Steps to Job Competency Model Development Steps to Job Competency Model Development Step 1: Establish Organizational Context Step 2: Research Job Components Step 3: Identify Criterion Sample Step 4: Data Collection Step 5: Data Analysis and Competency Model Development Steps to Job Competency Model Development Step 4: Data Collection • Direct Observation • Behavioral Event Interviews • Expert Panels Interview • Survey • Computer-‐Based systems Data Collection • aim is to establish how job holders accomplish job duties/ tasks • capture what behaviors they use • focuses on concrete, specific behaviors that can be taught or altered through training, coaching and other developmental approaches Data CollecLon Methods 1. Direct Observa/on 2. Behavioral Event Interviews 3. Expert Panels 4. Surveys 5. Computer-‐based systems ObservaLon Job holders are directly observed performing cri/cal tasks, and their behaviors are coded for competencies • Ideal method for gathering data on technical jobs Disadvantage • Used to ascertain the immediate job context and the work environment (climate, styles of interac/on) • Mental jobs are difficult to observe • Costly and inefficient Surveys Expert panel members and others rate competency items according to importance in effec/ve job performance • Quick and cheap • Large number of jobs can be studied efficiently • Many employees can give inputs • Builds consensus Disadvantages • Data limited by knowledge of survey designers • New competencies can not be iden/fied • Can’t capture nuances Computer-‐based systems Computerized knowledge base gathered from previous studies provides analysis and processing • • • Provides comparison with previous studies Quick and efficient No experts needed Disadvantage • Data dependent on accuracy of responses • Overlooks specialized competencies not in the database Expert panels Panel of experts composed of supervisors/managers of job/s being analyzed, external SMEs, previous jobholders brainstorm • Used when there is only 1 or no job holder • Quick and efficient Disadvantage • Prone to folklore or motherhood statements • Omission of competencies for which members lack the psychological/technical vocabulary Behavioral Event interviews Superior and average performers are interviewed where they describe the most cri/cal situa/ons they have encountered. • • • • shows exactly how superior performers handle specific situa/ons/tasks allows for precise expression unique to organiza/on Explores thought paWerns Freedom from gender, cultural, racial bias Disadvantage • Time and expense • Interview exper/se requirements Behavioral Event Interviewing ObjecLves of BEI 1. to get very detailed descrip/ons of how a person goes about doing his/her work 2. To get SMEs to narrate cri'cal-‐incident short stories that detail specific behaviors, thoughts & ac/ons Preparing for the BEI 1. Select an appropriate SME 2. Arrange a private place and between 1.5-‐ 2 hours of uninterrupted /me 3. Arrange to tape-‐record the interview 4. Have the Job Task List on hand Stages of the BEI Introduction and Explanation Investigate Critical Incidents Conclusion Ease the person into the interview session Get permission to tape-‐record Emphasize the confidenLality of the responses MoLvate the interviewee to parLcipate Make the interviewee at ease Ask about the person’s educa/onal background, life experience and major jobs held up un/l the current post InvesLgate CriLcal Incidents • Effec/ve and ineffec/ve examples of actual past job performance, based on the experience of past and present • Incidents are provided as brief stories sta/ng the situa/on the SME faced, the ac/on/behavior taken, and the outcomes of the ac/on • Get SME to talk in behavioral terms Basic principle of competency approach What people think or say about their motives or skills is not credible. Only what they actually do, in the most critical incidents they have faced, is to be believed. The BEI provides the opportunity to get behind what people say they do, to find out what they really do. Key questions to ask--- S What was the situation (S) T What was the task (T) A What action/s did you take (A) R What was the result/outcome of the actions (R) Approach 1: Thinking of the job as a whole 3 incidents in which SME has performed parLcularly well. These must be incidents that have actually occurred. • What was the situation (S)? What was the task (T) What, specifically did you do (A)? What was the outcome of your behavior (R)? • 3 situations where SME performed poorly Approach 2: Thinking of a parLcular task or duty area 1. Focus on task or duty area 2. Ask the SME to talk about a cri/cal incident in performing the duty/task— “Talk about a situation where you thought you did a particularly good job in conducting a dialogue…… -‐What was the situation? -‐What actions did you take? -‐What was the outcome/result of your actions? Situation The budget preparation shifted from historical projection to zero-based approach and department budget had to be submitted in 4 weeks. We expect the section supervisors to protest and negotiate to extend the deadline. We can’t. Task Prepare the department budget in the given period and this meant that the sections produce their budgets in 3 weeks so I can consolidate the outputs on the 4th week Actions 1. First I met with the section supervisors to explain the shift to… During the meeting, I pointed out the advantages… Then I assured them that help will be provided to educate them… 2. Then I arranged for training on the new system with the Finance department… 3. I worked closely with the supervisors and was on hand to address their concerns… Result As a result, the section heads learned the new system quickly, I met with no resistance at all, and the department budget was submitted on time. The BEI Guide BEI Process Flow Before BEI During BEI Afer BEI Conduct Job Task Analysis Explore critical incidents Transcribe interview • Job Objec/ve Tape the interview Analysis of data • Cri/cal Outputs • Key Tasks • Construct Swim Lane Plan BEI based on critical tasks Data Analysis Conclusion 1. Give verbal cues that you are about to wind up 2. Thank the person 3. Confirm the value of his/her contribu/on Data Analysis and Competency Model Development Data Analysis and Competency Model Development • Thematic Analysis • Constructing the Dictionary • Scaled Behavioral Indicators • Job Profiling Data Analysis • synthesizing the data • looking for paWerns and trends • searching for behaviors that differen/ate superior from average performers Analysis and Model-‐Building Tools Hypothesis generation Involves drawing conclusions through inference Thematic analysis The process of identifying themes or patterns in raw data. Concept formation The process of recognizing a pattern and to recognize a new concept to make sense of raw data When you look at the transcripts, you either-‐ 1. Code interview data for known competencies 2. Code using a “borrowed” Competency Dic/onary 3. Conceptualizing new competencies IdenLfying Competencies: How to Look 1. Form the Analysis Team 3 people, 1 of whom did interview 2. Individual Analysis of Interviews each analyst works on a mix of 4-‐6 superiors and average 3. Team Analysis Key AcLons In Analysis 1. Working independently, each analyst -‐-‐ • Reads transcripts • Highlights specific words rela0ng to a competency • Assigns it a competency name/theme 2. Competencies are coded each /me they appear 3. Highlighted behaviors are posted on a THEME LOG Team Analysis • Each analyst describes competency themes found out ü Supported by behavioral statements ü evidence should be read from transcripts • Unique competencies, not found in dic/onary are discussed • Analyst team members “boil down” the themes into competency clusters • Analysts keep refining the defini/ons • Results are summarized in a model Hand Out Guidelines on ThemaLc Analysis Recognizing DifferenLaLng Behaviors Establish dis/nguishing/differen/a/ng behaviors between superior performers and average performers. Superior performer data Average performer data Questions to Answer... 1. What do superior performers consistently demonstrate that average performers don’t? 2. How do the superior performers perform tasks differently? 3. What behaviors do they exhibit that is different from the average performers? 4. Are there differences in thought patterns/motives/values? If yes, how were they demonstrated? 5. How do they use knowledge/information to accomplish tasks? Hand Out DifferenLaLng superior vs. average performers Drills 1. Superior or Average? 2. What Differentiates Performers? Threshold Competencies… • The essen/al factors that anyone in a job needs to be minimally effec/ve, but that do not dis/nguish him from others. • Both exemplary and average performers demonstrate these Ex. Knowledge of product/services, ability to fill out invoices, ability to post sales through POS DifferenLaLng Competencies… These are held only by exemplary performers, and that they significantly dis/nguish superior from average performance Ex. Achievement orientation in a salesperson is expressed though self-‐imposed higher targets Here are 5 incidents about Carlo: 1. As a boy, Carlo was always keen to take things apart and then to fix them. 2. Carlo was the captain of the college basketball team. 3. Carlo dropped out of school and joined the air force because “he was tired of school”. 4. Carlo was rated top mechanic in his work group. Co-workers looked to him for direction and help. 5. Carlo turned down a commission in the army because he didn’t want to attend officers school and spend 6 months studying. There appear to be certain patterns or themes in Carlo’s life: As a boy, Carlo was always keen to take things apart and then to fix them. Carlo was rated top mechanic in his work group. Carlo was the captain of the college basketball team. Carlo likes and is good with mechanical things Carlo is a leader Co-workers looked to him for direction and help. Carlo dropped out of school and joined the air force because “he was tired of school”. Carlo turned down a commission in the army because he didn’t want to attend officers school and spend 6 months studying. Carlo does not like formal schooling Building the Competency Model Hierarchy of Competencies Core competency Highest expression of a competency. Composite of other lower level competencies ie. Customer focus Sub-‐competency A subset of the core which by itself must be performed at a desired level i.e. Handling Complaints, Computer skill Suppor/ng Founda/on competency that support the expression of the higher level competencies i.e. Interpersonal Skills, Oral Communica0on, Asser0veness, Ac0ve Listening Building the Model From the behaviors, identify the building block competencies Group the building block competencies into themes Decide the competencies Cluster the competencies Competency Clusters Core Competencies A unique bundle that is central to the organization’s purpose, and thus necessary to all members. Core competencies provide a unique competitive advantage Functional/Technical Knowledge/Skill Underpin the performance of the technical or functional component of a job. Information or skill a person has in specific content areas Leadership and Managerial Competencies that are needed for the efficient and effective management of organizational resources, including people. Components of a Competency Model List of competencies -‐ attitudes, skills, knowledge Competency statement-‐ definition of the competencies Behavioral Indicators -‐statements that illustrate how a particular competency must be demonstrated Competency Statement A statement or statements that describe the key ac/ons required to demonstrate a competency Behavioral Indicators l l l l Concrete and specific behaviors that are observable, measurable, and verifiable They illustrate what a person does, as if the competency has already been acquired They describe the ideal state, as if the employee has already mastered it They can be taught or altered through training, coaching and other development strategies. DSWD Competency Framework The contents of the Competency Dictionary is further explained in the following DSWD Competency Framework. COMPETENCY LEVELS 1-‐4 • Shows the progression of sophistication and complexity at which the competency can be demonstrated and utilized in performing essential job duties / responsibilities; each subsequent level encompasses the previous one. Brief general description of the Level DEFINITION: • A brief general description of the competency which provides the user with a general understanding of the type of behavior addressed by a particular competency BEHAVIORAL INDICATORS: • Expressions of specific behaviors associated with the competency at different levels; content validation is necessary to link behaviors to respective competency levels Behavioral Indicators of Customer Service: Frontline Service Personnel Competency Statement: The ability to focus efforts on discovering and mee/ng internal and external customer needs, and develop mutually beneficial rela/onships. Behavioral Indicators: • Greets customers and smiles • Projects attentive body posture. Looks customer in the eye • Asks questions to establish customer needs • Processes customer requests within standards • Liaises with and follows through with other departments to fulfill customer requests • Calls customers for updates on status of requests • Challenges policies to satisfy customers, without sacrificing company interests Behavioral Indicators Defined for Different PosiLons Frontline Service Personnel • Greets customers and smiles • Projects aWen/ve body posture. Looks customer in the eye • Asks ques/ons to establish customer needs • Processes customer requests within standards • Liaises with and follows through with other departments to fulfill customer requests • Calls customers for updates on status of requests • Challenges policies to sa/sfy customers, without sacrificing company interests Branch Head Circulates on the floor to establish direct customer contact and directs staff to take appropriate ac/on Monitors branch Customer Service level Directs staff ac/on to reduce customer queue Coaches staff on how to effec/vely handle customer complaints Influences others outside the team, to accommodate client requests within reason Building the Competency DicLonary Guidelines for Defining Behavioral Indicators • Different roles/jobs can have the same competency • A competency is demonstrated differently depending on the role or job. The behavioral indicators must reflect the difference • When the span of control for a job increases, or becomes more abstract, competency statements tend to become broader Different Shades/Degree/Intensity of Competency Different Shades/Degree of Competence: Good Cook prepares a one-dish continental meal following a recipe prepares a one-dish continental meal following a recipe prepares a 3-course continental meal following a recipe prepares a 3course continental meal following a recipe prepares an elaborate 3course continental meal without a recipe prepares an elaborate 3-course continental meal without a recipe Creates a menu for up to 8 people Prepares dishes with his own interpretation of recipes Teaches others how to prepare a menu Prepares up to a 6-course meal Leads a team of cooking staff Competency Leveling • Requires scaling each identified behavior indicator into a clear progression from lower to higher levels of performance • This scale displays a logical accumulation of competencies as a person moves to a higher level Competency Mastery Levels • The levels show an increasing sophis/ca/on and complexity at which the competency can be demonstrated and u/lized in performing essen/al job du/es/responsibili/es; • Each subsequent level encompasses the previous one Dimensions to determine progression levels of competencies Intensity of the intention involved or completeness of action taken to carry out an intention Complexity in taking more things, people, data, concepts or causes into account Time horizon in seeing further into the future, and planning or taking action based on anticipation of future situations Breadth of impact on the number and position people affected; or the size of the problem addressed Other dimensions Scope The range of responsibilities, from narrow, similarly related responsibilities to broad variety of responsibilities. The degree to which variability of task assignments is present, ranging from similar tasks in a narrow environment to great variability in a broad work environment. Context The environment in which the job responsibilities are completed and addressed, from a wide variety of environments to narrowly defined work context. Complexity The type of job responsibilities that are being completed, ranging from simple routine tasks to highly intricate and advanced operations Autonomy The degree to which you are supervised or not; the amount of decision making power Competency Level Parameters & Descriptions Depth of Knowledge Autonomy (1) Basic Basic recall of concepts, definitions, facts, and processes. Able to make connections/relationships in words, pictures or symbols. Can perform simple and routine procedures Can work under routine supervision. Is able use minor discretion in resolving problems or enquiries. Expected to seek guidance in unexpected situations (2) Intermediate (3) Advanced Apply skills and concepts in familiar/typical situation. Able to talk about relationships by comparison and causeeffect. Can explain the how or why. Expected to make recommendations Works under general direction within a clear framework of accountability. Plans own work, to meet given objectives and processes. Requires deep understanding as exhibited through planning, use of appropriate evidence, and reasoning. Can analyze, evaluate and justify effectiveness of actions. Expected to make decisions Works under broad direction. Full accountability for own technical work, project/ supervisory and financial responsibilities. Receives assignments in the form of objectives. Establishes own milestones, team objectives and delegates assignments. Accountable for actions and decisions taken by self and subordinates (if applicable). (4) Expert Due to complexity (or multiple conditions of the problem), exploration or application requires time to research, think or process. Expected to make non-routine manipulations or connections across multiple disciplines/areas/sources. Has defined authority and responsibility for a significant area of work, including policy formation and application. Establishes organizational objectives and delegates assignments. Is held fully accountable for actions taken and decisions made, both by self and subordinates. Competency Level Parameters & Descriptions (1) Basic (2) Intermediate (3) Advanced Influence Interacts with and may influence others within own work area. Frequent external contact with customers and suppliers. May have more influence in own sphere. Interacts with and influence is extended to other teams and/or own business unit. Influences customers at account level and suppliers. Decisions may impact work assigned to individual/phases of project. Influences organization, customers, suppliers and peers within industry. Some responsibility for work of others and allocation of resources. Decisions impact the success of assigned projects i.e. results, deadlines and budget. Develops business relationships with customers. Complexity Performs routine/simple activities in a structured environment. Requires assistance in resolving unexpected problems. (4) Expert Decisions are critical to organizational success. Influences significant part of own organization, customers or suppliers and industry at senior management level. Use of information/knowledge within one or more organizations. Develops high-level relationships with customers, suppliers and industry leaders. Coaches and trains others. Performs a broad range of Broad range of complex work Application of highest level varied work, sometimes activities that requires management and leadership complex and non routine, application of fundamental skills. Has deep understanding in variety of environments. principles in a wide and often of the pharmaceutical/ unpredictable range of healthcare industry, emerging contexts. Has deep opportunities and its understanding of the implications. institution operations. Job Profiling Job Profiling • The process of assigning the required level of competence in a specific competency/skill area which a job/position needs to demonstrate to perform the duties and tasks at a superior level, in the context of the organization • The competency level is a desired state; it does not reflect the current capabilities of the jobholder but what is aimed for Pointers • As the job responsibilities increase the level of competence assigned to a job/position becomes higher • Technical specialist positions may have higher levels of competence in the Technical areas compared to managers/ directors • The higher a position is in the organizational hierarchy, Leadership and Managerial competencies become more important and technical competencies, while necessary, have to be demonstrated at a threshold level staff specialist Div Chief ✔ ✔" ✔" ✔" ✔ ✔" ✔" ✔" ✔ ✔" ✔" ✔" ✔ ✔ ✔ ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔" ✔ ✔" Director Assigning Competency Levels Staff Specialist Div Chief Director Basic CORE COMPETENCIES Collabora'ng & Networking Commitment to social Protec'on & Development Delivering Excellent Results Personal Effec'veness Problem solving & Decision Making Stewardship of Resources Managing Informa'on LEADERSHIP & MANAGERIAL Managing Performance Mo'va'ng & Inspiring Planning & Organizing Strategic & Systems Thinking Intermediate Advanced Expert Assigning Competency Levels Municipal Link Cluster link Provincial Link Basic FUNCTIONAL COMPETENCIES Community Organizing Process Administra'on Grievance Handling Stakeholder Management Group Facilita'on Skills Knowledge Management Knowledge of Related regula'ons & procedures in local governance, educa'on & health Intermediate Advanced Expert Thank You J
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