COMPETENCY-BASEDLEARNING & DEVELOPMENT
Peter Vandenbruaene
Training Institute of the Belgian Federal AdministrationFederal Public Service Policy and Support – DG Recruitment & Development
Some challenges…
DISPA 2019
Challenge 1
What is competency-based learning & development?
Action & Behaviour
Competency-based learning and developmentCompetency-basedlearninganddevelopment
Com
pete
ncy
-base
dle
arn
ing
& d
evel
opm
ent C
ompeten
cy-ba
sedlea
rnin
g&
developm
ent
competency
◦ “Competencies are general descriptions of the behaviour or
actions needed to successfully perform within a particular job or
role context (e.g. job, group of jobs, function, etc).”
◦ “Competencies are abilities or attributes, described in terms of
behaviour, key to effective and/or highly effective performance
within a particular job.”
◦ “Competencies are the knowledge, skills, abilities, and behaviors
that contribute to individual and organizational performance.”
◦ “Competencies are skills rendered visible through behaviour.”
www.talentalign.com
University of Nottingham
Office of HR, National Institutes of Health (USA)
Ton Van Dongen
The federal competency model
Managing
social relations
Managing
tasksManaging data
Managing
employees
Technical
competencies
Managing
Personal
effectiveness
a competency model :
• provides a structured overview of all competencies detained by the
employees within the organization to realize the objectives
• Model = 5 + 1 model focusing on both generic (behavioural) and
technical competencies necessary for performing the job
◦ Progressive complexity in generic competencies (“low” → “high”)
◦ Key competencies (service / collaboration / loyalty / result oriented
& personal development)
• Each generic competency : number of behavioural indicators
(competency dictionary)
Federal competency model
ManagingData
ManagingTasks
ManagingEmployees
Managing Social
relations
Managingpersonal
effectiveness
Understanding data
Execute tasksShare one’s know-how
Communicate Show respect
Assimilate data Structure the
workloadSupport
Listenactively
Adapt oneself
Analyse data Problem solvingManage
collaboratorsTeam work Prove reliability
Integrate data DecideMotivate
collaboratorsAct service-
orientedShow commitment
Innovate OrganizeDevelop
collaboratorsAdvise Manage stress
ConceptualiseManage the
serviceForge teams Influence Self development
Understand the organisation
Manage the organisation
Manage teamsRelation building
Achieve goals
Develop visionGuiding the organisation
InspireNetwork building
Involvement in the organisation
Low
High
Co
mp
lexit
y -
imp
ac
t
employee
organization
Exte
rn
al C
on
text
Recruitment & selection
Exte
rn
al c
on
text
Management Agreement & policy plan
Workforce planning
ID – GCP -TCP
Selection Intake & integration
Development Circles
X° feedback
Competency Development
Knowledge Management
Career
Management &
Guidance
The Employee Life Cycle: an Integrated Competency Model
a roadmap for aligning HR strategy to organizational imperatives
innovation
coaching
social
media
on the job
learning
knowledge
management
e-learning
& blended
learning
talent
developmentlearning
From training to learning
◦ a shift from classic training towards (life-long) learning
◦ “students” are invited to take the responsibility for their learning
process into their own hands.
◦ the implementation of alternative learning solutions (blended learning, e-learning, coaching, peer-learning, networking, etc.)
◦ from Training Needs Assessment to Learning Needs Assessment
Challenge 2
TNA and competency-based learning & development
Future / desired
situation
Current situation
Learning & development to bridge the gap
goal / problem
work situation
knowledge & skills
learning situation
Training Needs Assessment:
analyze at 4 different levels
Challenge 3
Individual, team or organizational level?
Approach:
Input:
- Individual development needs assessment feedback
- Appraisal process interviews
- Job analysis
- Division / Team objectives & targets
Result: Individual Development Plan (IDP)
Top-down
Bottom-up
individual competencies TNA
Input:
- Vision, mission, values
- Organizational objectives & targets
- Strategic Management plan
- Collected Division & Team development
needs assessment feedback
Result: Global Development Plan (GDP)
Top-down
Bottom-up
organizational competencies TNA
Approach:
Input:
- Division / Team objectives & targets
- Team development needs assessment feedback
- Collected Individual development assessment feedback
- Operational Management plans
Result: Team Development Plan (TDP)
Top-down
Bottom-up
team competencies TNA
Challenge 4
Competency vs Talent approach
Current TNA and the resulting training & learning interventions rely
heavily on a competency-based approach
A gap-bridging competency approach basically focusses on
weaknesses instead of strengths
Negative consequences:
loss of motivation, creativity & talent Combine
the best
of both
worlds!
While competencies are not new, what is new is their increased
application across human resource functions to drive Talent
Management and both employee and corporate performance
and realize results that are relevant to the organization’s business
strategies and vision.
Source: www.talentalign.com
Challenge 5
How to evaluate competency-based learning &
development ?
goal / problem
work situation
knowledge & skills
learning situation
impact
performance
learning results
process
How to evaluatecompetency based learning & development ?
1. Reactions
2. Learning
3. Transfer
4. Impact
5. Return on Investment
Source: Donald Kirkpatrick (4-levels), Joseph Kessels (8-field model), Jack Phillips (ROI)
1. Shift from Training to Learning
2. Install appropriate TNA
3. Look at the bigger picture: Individual – Team – Organizational competencies
4. Develop Talent
5. Evaluate accordingly
Competency-based L&D
THANK YOU
Peter Vandenbruaene
Training Institute of the Federal Administration
Federal Public Service Policy and Support DG Recruitment & Development
Boulevard Simon Bolivar 30, 1000 Brussels, BELGIUM+32 478782919 [email protected]
DISPA 2019
