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One day open training event held in Toronto, Canada.
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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
Page 3
Introduction
Page 4
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
Page 5
Definitions
Page 6
Definitions
What are competencies?CompetenceCompetency
Page 7
Commonly sought competencies
Page 8
Commonly sought competencies
1 of 2CommunicationAchievement/results orientationCustomer focusTeamworkLeadershipPlanning and organizingCommercial acumen and business awarenessFlexibility and adaptability
Page 9
Commonly sought competencies
2 of 2Developing othersProblem-solvingAnalytical thinkingBuilding relationships
Page 10
Core competences
Page 11
Core competences
Strategic managementHR management
Page 12
Competency frameworks
Page 13
Competency frameworks 1 of 10
TYPES:Off the shelfCustomized
Page 14
Competency frameworks 2 of 10
BEHAVIOURS TO INCLUDE:Communication skillsPeople managementTeam skillsCustomer service skillsResults orientationProblem solving
Page 15
Competency frameworks 3 of 10
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
Page 16
Competency frameworks 4 of 10
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?
Page 17
Competency frameworks 5 of 10
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?
Page 18
Competency frameworks 6 of 10
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
Page 19
Competency frameworks 7 of 10
Page 20
Competency frameworks 8 of 10
AN INTEGRATED BALANCED FRAMEWORK:Innate qualitiesAcquired skillAdapting behaviours
Page 21
Competency frameworks 9 of 10
GOALS:Underpinning of performance appraisalsEnhanced employee effectivenessGreater organizational effectivenessBetter analysis of training needsEnhanced career management
Page 22
Competency frameworks 10 of 10
IS YOUR COMPETENCY FRAMEWORK FIT FOR PURPOSE?Communicate the purposeIdentify key themesGet conditions rightTackle the root causeKeep it simpleTrain, don’t blame
Page 23
Questions to ask
Page 24
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?
Page 25
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’?
Page 26
Organizational capacity and context
Page 27
Organizational capacity and context
DIMENSIONS TO CONSIDERStructural facetCultural componentPsychological elementPolicy componentContextual facet
Page 28
Clusters of competencies leading to high performance
Page 29
Clusters of competencies leading to high performanceCognitive competenciesEmotional intelligence competenciesSocial intelligence competencies
Page 30
Role analysis
Page 31
Role analysis 1 of 2ACTIVITY-BASED TECHNIQUESFocus groupsInventories or questionnairesInterviews including critical incident interviewDiaries and work logs
Page 32
Role analysis 2 of 2PEOPLE-BASED TECHNIQUESRepertory gridsObservationTesting
Page 33
Rules around competence-related
pay
Page 34
Rules around competence-related pay
Consistency ruleBias-suppression ruleAccuracy ruleCorrectability ruleRepresentativeness ruleEthicality rule
Page 35
Benefits of a competency-based
system
Page 36
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
Page 37
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
Page 38
Criticisms of a competency-based
system
Page 39
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
Page 40
Criticisms of a competency-based system 2 of 3
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
Page 41
Criticisms of a competency-based system 3 of 3
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
Page 42
Building a competency model
Page 43
Building a competency model
Determine performance criteriaSelect criterion sampleCollect dataDevelop modelValidate model
Page 44
Cultural competency
Page 45
Cultural competency
DefinitionWhy do we need it?What does it do?Who is responsible?
Page 46
What influences performance on the
job?
Page 47
What influences performance on the job?
Knowledge abilities and aptitudesWork styles, personality, interests, principles, values, attitudes, beliefs and leadership/subordinate styles
Page 48
Specific types of competency (VARIOUS)
Page 49
Communication competencies
Page 50
Communication competencies
Speaking (capturing your audience)Listening to othersWritten communicationNonverbal (gestural and body language)
Page 51
Interpersonal competencies
Page 52
Interpersonal competencies
EmpathyConsensus buildingNetworkingPersuasivenessNegotiatingDiplomacyConflict management (resolving conflict)Respecting othersBeing a team player
Page 53
Organizational competencies
Page 54
Organizational competencies
Planning the workOrganizing resourcesDealing with crisesGetting the job doneMeasuring progressTaking calculated risks
Page 55
Thinking competencies
Page 56
Thinking competencies
Strategic thinkingAnalytical thinking (analyzing problems)Committing to actionApplying one's cognitive capabilityIdentifying the linksGenerating creative ideas
Page 57
Human Resources competencies
Page 58
Human Resources competencies
team building which includes: mentoringmotivating work colleaguesemployment relationsselection, promotion and development of peopleencouraging participationdeveloping talentproviding performance feedbackvaluing diversity
Page 59
Leadership competencies
Page 60
Leadership competencies
PositioningOrganizational developmentManaging transitionsStrategic orientationDeveloping a visionPlanning the futureMastering changePromoting a healthy workplace
Page 61
Client service competencies
Page 62
Client service competencies
Identification and analysis of client needsService orientation and deliveryWorking with clientsFollowing up with clientsBuilding partnershipsCommitting to quality
Page 63
Business competencies
Page 64
Business competencies
Financial managementBusiness decision-making skillsWorking within the systemUsing business acumenMaking business decisionsGenerating revenue
Page 65
Self-management competencies
Page 66
Self-management competencies
Being self-motivatedActing with confidenceManaging own learningDemonstrating flexibilityInitiating
Page 67
Technical and operational
competencies
Page 68
Technical and operational competencies
Performing office tasksWorking with computer technologyUsing other equipment and toolsDemonstrating technical/professional expertiseWorking with data/numbers
Page 69
Competencies for people working in substance abuse
Page 70
Competencies for people working in substance abuse 1
of 5TECHNICAL COMPETENCIES:CounsellingCase managementCrisis interventionCommunity developmentFamily and social supportGroup facilitation Mental health
Page 71
Competencies for people working in substance abuse 2
of 5TECHNICAL COMPETENCIES:PharmacologyPrevention and health promotionProgram development, implementation and evaluationScreening and assessmentTreatment planningUnderstanding substance use, abuse and dependency
Page 72
Competencies for people working in substance abuse 3
of 5BEHAVIOURAL COMPETENCIES:Analytical thinking and decision makingAdaptability and flexibilityClient-centred changeClient service orientationContinuous learningCreativity and innovationCollaboration and network buildingDeveloping others
Page 73
Competencies for people working in substance abuse 4
of 5BEHAVIOURAL COMPETENCIES:Diversity and cultural responsivenessEffective communicationEthical conduct and professionalismInterpersonal rapport and savvyLeadershipPlanning and organizing
Page 74
Competencies for people working in substance abuse 5
of 5BEHAVIOURAL COMPETENCIES:Self-careSelf-managementSelf motivation and driveTeamwork and cooperation
Page 75
Competencies for people working in sales
& marketing
Page 76
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
Page 77
Competencies for occupational therapists
Page 78
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
Page 79
Competencies for occupational therapists 2 of 2
NON-CLINICALAssumes professional responsibilityThinks criticallyCommunicates and collaborates effectivelyEngages in professional developmentManages own work, advocates within systems
Page 80
Competencies at theTreasury Board of
Canada Secretariat
Page 81
Competencies at the Treasury Board of Canada Secretariat 1
of 3Deputy MinisterAssistant Deputy MinisterDirector GeneralDirectorManagerSupervisorEmployee
Page 82
Competencies at the Treasury Board of Canada Secretariat 2
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
Page 83
Competencies at the Treasury Board of Canada Secretariat 3
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
Page 84
Benefits for employers
Page 85
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
Page 86
Benefits for employers 2 of 3
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
Page 87
Benefits for employers 3 of 3
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
Page 88
Benefits for employees
Page 89
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
Page 90
Benefits for employees 2 of 3
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
Page 91
Benefits for employees 3 of 3
Provides a mechanism for the recognition of employees’ abilities Ensures that individual professional development and training milestones are recorded and acknowledged by the organization
Page 92
Case study A
Page 93
Case study A
Page 94
Case study B
Page 95
Case study B
Page 96
Case study C
Page 97
Case study C
Page 98
Case study D
Page 99
Case study D
Page 100
Case study E
Page 101
Case study E
Page 102
Conclusion & Questions
Page 103
Conclusion
SummaryVideosQuestions