Competency Based System

8/18/2019 Competency Based System

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OlympicCollege ofngineering &

echnologyBM HR System Assignment



CONTENTS Page

No

Vision, Mission & CoreCompetencies

1

Organization Structure 3

Roles 4

Competenc !ase" Recruitment 1#

Competenc !ase" PMS #$

Competenc !ase" T&% #

Competenc !ase" Career

%e'elopment

31

1



O()MP*C CO((E+E O EN+*NEER*N+ -N%

TEC.NO(O+)

Vision

To provide vala!le resorces to indstry and society in pace "ith the

changing glo!al scenario throgh e#cellence in technical edcation and

research$

Mission

• To impart empirical instrctional programs in higher technological

edcation$

• To pertain in ctting edge research there!y providing additive

literatre$

• To align "ith the leading academic instittions% indstry and

government organiations throgh colla!orative pro'ects$

• To nrtre hman intellectal s(ills to its enith potential$

Core Competencies

• Commnication

• Technological Competence

•

Critical Thin(ing and )ro!lem Solving

• )rofessional Competence

• Team"or(

• *eadership

+



Organizational Structure

The organiational strctre of OCET is ni,e for smooth fnctioning and

commnication -o"$ The -at strctre also helps in ensring academic

freedom% inter disciplinary cltre and e#change of (no"ledge

.



RO(ES

i/ Principal

Job Description

/



The incm!ent shold possess the follo"ing$

1$ Shold have strong leadership a!ilities$

+$ Shold cop p "ith the vision of the 0nstittion$

.$ Shold !e compati!le "ith the management$

/$ Shold have the record of transforming an Engineering college into an

instittion of e#cellence and shold dream to !ecome a

reno"ned %irector of national0nternational repte$

2$ Shold have the capacity to !ild a team and lead it$

3$ Shold !e the 4rst employee to reach and last to leave the college$

5$ Shold !e a!le to encorage the teachers to give their !est and retain the

!est teachers$

6$ Shold have the a!ility to prevent and solve sta7stdent pro!lems

dynamically$

8$ Shold have innovative thin(ing in teaching% research% pro'ects leading to

registration of patent$

19$ Shold !e a!le to periodically revie" and analye every aspect of the

instittion and ta(e corrective action$

11$ Shold have strong liaising a!ility "ith the :niversity% ;overnment%

A0CTE and 0ndstries of repte$

1.$ Shold !e capa!le of getting grants for the instittion$

1/$ Shold !e a!le to ma(e the instittion distinctly di7erent to attract the

!est of the stdents from the mar(et for ensring 199< admission$

12$ Shold involve himself in placement activities$

13$ Shold !e a!le to manage a team of ,ality people to e7ectively

maintain the ,ality$

Competencies Re0uire"

2



• Communication= the a!ility to read% "rite% spea(% listen% and se

nonver!al s(ills e7ectively "ith di7erent adiences$

• Critical Tin2ing= the a!ility to thin( sing analysis% synthesis%

evalation% pro!lem solving% 'dgment% and the creative process$

• Personal +rot an" Responsiilit= the a!ility to nderstand and

manage self% to fnction e7ectively in social and professional

environments and to ma(e reasoned 'dgments !ased on an

nderstanding of the diversity of the commnity$

• *n5ormation Tecnolog an" 6uantitati'e (iterac7 the a!ility to

locate% nderstand% evalate% and synthesie% information and data in a

technological and data driven society

ii/ .O%

Job Description

> )erforming the dties of Teacher ?see @o! escription of a Teacher and

Head a epartment for a particlar s!'ect or grop of s!'ects

> Actively assisting the Head of School in ensring the good professional

practice% standards% and ,ality of teaching and learning of s!'ects throgh

proper dialoge "ith the class teachers and% nder the direction of the

relative Edcation Ocer% promotes a healthy process of reciprocal informal

o!servation of class teaching practicesD

> Advising and contri!ting to crriclm development at school and system

level nder the direction and gidance of the respective Edcation OcerD

> Co>coordinating the teaching and learning of the s!'ects for "hich one is

responsi!leD

3



> Setting e#amination papers% coordinating mar(ing schemes and moderating

e#aminations and assessment processes at ones school as "ell as in other

schoolsD

> Ensring timely and ade,ate provision of te#t!oo(s% materials% ande,ipment re,ired for the e7ective teaching of the s!'ect across schools

in the CollegeD

> Ensring that the maintenance and p(eep of e,ipment related to the

s!'ect at school is reglarly carried otD

> )reparing speci4cations and !dgets for the re,irements of the s!'ect

speci4c teaching tools and e,ipment% inclding la!oratory e,ipmentD

> Mentoring other teachers in the s!'ectlevel of their specialtyD

> Holding and leading reglar departmental meetings and ensring the

(eeping of mintesD

> Encoraging participation in E: pro'ects and other pro'ects in accordance

"ith the S) targets and as agreed "ith the Senior

Competencies re0uire"

Leadership Key Competency = As a leader% the department head is

responsi!le for helping to create a positive and e7ective "or( environment%

team !ilding% commnications% programming spport and professional

development$

Administration Key Competency = As an administrator% the departmenthead is responsi!le for (ey roles related to hiring% orientation% performance

spport% evalation and !dgeting$

Relationship Building Key Competency = As a relationship !ilder% the

department head is responsi!le for ensring that political e7ectiveness%

5



positive "or(ing relationships and commnication !et"een the local oce%

Cooperative E#tension% and varios partners occrs$

iii/ -"min O8cer

Job Description

1$ Oversees and administers the day>to>day activities of the oceD

develops policies% procedres% and systems "hich ensre prodctive

and ecient oce operation$

+$ )rovides assistance and spport to the oce principal in pro!lem

solving% pro'ect planning and management% and development and

e#ection of stated goals and o!'ectives$

.$ Spervises the "or( of employees in spporting roles% inclding

assigning "or(load and monitoring employee performance$

/$ Oversees and facilitates resorces management and administration

procedres and docmentation for the principal$

2$ )erforms research and analysis on speci4c isses% as re,ired% and

independently prepares non>rotine letters andor reports% "hich may

!e highly sensitive and con4dential in natre$

3$ Serves as the primary point of administrative contact and liaison "ith

other oces% individals% and instittions on operational and

programmatic matters concerning the Oce$

5$ Organies and facilitates meetings% conferences% and other specialeventsD coordinates and attends committee meetings% and participates

in committee discssions% as appropriate$

6



6$ Coordinates the disposition andor resoltion of individal pro!lems

and disptes involving faclty% sta7% stdents% andor mem!ers of the

general p!lic% as they arise$

8$ Oversees the operation of oce acconts% and plans and monitorse#penditresD as appropriate% develops andor coordinates !dgets for

the oce and associated acconts$

19$ )rovides andor oversees provision of sta7 spport to the oce%

to inclde handling "al(>p and phone interactions% maintaining

calendars and travel arrangements% screening% analying% and

responding to incoming correspondence% handling day>to>day pro!lems

and sitations% and provision of secretarial spport$

11$ )rovides assistance in the nderstanding and interpretation of

:niversity policies and procedres% as appropriate% and ensres that

oce operations are in compliance "ith policy provisions and

standards$

1+$ Assists in the coordination% spervision% and completion of

special pro'ects% as appropriate$

1.$ )erforms miscellaneos 'o!>related dties as assigned$


Basic Computing Skills F demonstrates the a!ility to se information

technology to receive and share information as an active mem!er of the

organiation and to accomplish position responsi!ilities sccessflly$

Interpersonal Relationships – thin(s careflly a!ot the li(ely e7ect on

others of ones "ords% actions% appearance and mode of !ehavior$ Maintains

sta!le performance and emotional control "hen faced "ith opposition%

pressre% hostility from others andor stressfl conditions$

8



Reliability - demonstrates a high level of dependa!ility in all aspects of the

'o!$ 0ntegrity > acts in an honest and trst"orthy manner !ased on personal

acconta!ility and a moral conviction to do the right thing$

Accountability - demonstrates an nderstanding of the lin( !et"een oneso"n 'o! responsi!ilities and overall organiational goals and needs% and

performs ones 'o! "ith the !roader goals in mind$

i'/ Placement O8cer

Job Description

1$ To organie "or( placements and spport stdents in the "or( placement

process$

+$ To organie and attend placement visits to monitor the progress of

stdents% and

deal e7ectively "ith any issesconcerns that arise$

.$ To carry ot Health & Safety assessments of "or( placement settings% and

to !e

a"are of the isses srronding Health & SafetySafegarding "ithin the

"or( place

environment$

/$ Assist "ith !rie4ng meetings on a grop and individal !asis "ith stdents

and

corse leaders so that they nderstand the "or( placement process% the

level of

spport availa!le and are flly e,ipped to nderta(e a sccessfl "or(

placement$

19



3$ To assist in the distri!tion of relevant docmentation to providers

concerning "or(

placement$

5$ To assist in the development and maintenance of a data!ase of

appropriate

employer and commercialindstrial lin(s$

6$ To assist "ith "or( placement correspondence and telephone en,iries

internally

and e#ternally$

8$ To help monitor the progress of "or( placement throghot the college in

liaison "ith

the Gor( )lacement Co>coordinator$

19$ To commnicate e7ectively "ith the Gor( )lacement Co>coordinator and

appropriate

team mem!ers$

11$ To cover for the Gor( )lacement Co>coordinator at appropriate HEE

meetings "hen

necessary$

1+$ Gilling to nderta(e training "here appropriate$


I A!le to ta(e initiative

I Be -e#i!le to the varied demands of the post

I Be a!le to "or( independently

11



I A!ility to "or( "ith a "ide range of personnel

I Be persasive and diplomatic

'/ Pro5essor

Job Description

• Organie and implement an instrctional program

• 0dentify% choose and implement di7erent teaching methods for all

stdents "ith varios edcational !ac(gronds

• Transfer to stdents theoretical information% practical s(ills% methods

and techni,es

• )rovide a positive and honest environment for stdents dring class

hors

• :se media e,ipment to sstain yor corse

• Esta!lish and maintain good relationships "ith the college sta7%

stdents and their parents

• )rovo(e stdents to organie de!ates

• Stimlate analytical and rational thin(ing

• Spervise stdentJs pro'ects

• E#amine and give stdents a feed!ac( a!ot their academic activity

• evelop and implement a research strategy in a certain 4eld

• )articipate and coordinate research activities

• Grite p!lications a!ot yor research activity

1+



• Sstain presentations at national and international conferences

• )articipate at college fairs

• Grite proposals or applications in order to receive fnding or

accreditation

• Handle stdentJs pro!lems

• Act as ttor and o7er them moral spport

• Consel them concerning their edcational development and career

choosing


• E#cellent "ritten and oral commnication s(ills

• Kery good interpersonal s(ills

• 0ntercltral competences

• )rofessional appearance and presentation s(ills

• Compter pro4ciency

• Academic leadership

• )ro!lem solving capa!ilities

• Highly organied and ecient in time management

• Responsi!le and relia!le

• E#cellent teaching s(ills

• Gillingness to assist and spport stdents

1.



Competenc !ase" Recruitment an"

Selection

*ntro"uction

This gide is designed to aid yo in condcting competency !ased intervie"s

accrately% fairly and o!'ectively$

1$ Ghat are competenciesL

The OCET Competency rame"or( is !ased on the !ehaviors and

characteristics e#hi!ited !y high performers$ 0t spports the :niversitys

Strategic )lan and provides a common langage for the !ehaviors andapproaches to "or( needed to deliver the Strategic )lan$ The rame"or(

re-ects !ehavior patterns "hich distingish highly e7ective performance in a

role$ There are nine !ehavioral competencies% split into three overarching

grops= Working with Others% Delivering Results and Focusing on the Future$

Each competency has a descriptor to give an overvie" of "hat it means$

Each of the overarching areas contains three competencies% each split into

for

levels of achievement$

+$ Ghy se competencies for recritment and selectionL

E#perience "ith a range of organiations sho"s that% "hen com!ined "ith an

assessment of (no"ledge and e#perience% sing competencies improves

accracy in assessing peoples sita!ility or potential for di7erent 'o!s$ They

help prevent intervie"ers and selectors from ma(ing hasty decisions or fromassessing intervie"ees on the !asis of characteristics that are not relevant to

the 'o!$ They can !e sed to help strctre the selection process > intervie"

and tests$ Assessing a candidate against speci4c competencies clari4es their

strengths and "ea(nesses% ma(ing it easier to target any development that

may !e needed shold they !e appointed$

1/



Te Matri9

0t is important to stri(e a !alance !et"een assessing every possi!le criterion

on the )erson Speci4cation and the time and resorces availa!le for the

recritment process$ 0t is good practice to identify the (ey criteria needed tocarry ot the role sccessflly and identify t"o possi!le areas of evidence to

assess the sita!ility of candidates against each criterion$ The application

form or CK "ill otline previos e#perience and ,ali4cationsD the intervie"

and any other assessments "ill test for previos e#perience in relation to the

'o! role% (no"ledge% s(ills and competencies$ 0t is good practice to complete

a matri# to identify "hich criteria "ill !e assessed and ho"$

12



The follo"ing e#ample is for the selection of a *i!rarian$

13



Competency Based Interviews

Familiarize yourself with the competencies to be assessed during the interview. The

definitions and positive behavioral indicators are available in the OCET Competency

Framework. Ensure you are familiar with questions in this guide and the suggested

probes. These questions are eamples you will need to add in contet to annotate the

question! you should develop further questions based on your epectations of the role.

"ou may want to consider adding further probes of your own.

#emember the questions are purely a tool to help you to elicit relevant information.

Therefore! it is more important that you probe deeply around the eamples to

understand a candidate$s behavior and eperience. %ery often a candidate$s answer to

a question will give you some information but not enough to make an assessment of

the competency you are assessing. &hat is needed are probing questions to follow up

the initial question. The funnel below shows how this can work'

Tell me about

(ive me an eample of

&hen

&hy

)ow

&hat did you

15



E'aluation

Once you have made the decision and given feedback to the candidates it is important to

evaluate the whole process without delay. There are always areas where improvements

can be made'

*tart with the competencies + are they still relevant and did the behavioral

indicators help you to gather relevant evidence,

The advert + was the placement right, -ook at the number of responses and

their quality

id the sifting of application forms/C%s go well, 0f not! why not,

id any psychometrics and tests / eercises provide the evidence you needed,

&ere they too easy or too difficult,

The interview + did the questions work as well as intended, o interviewers need

more training, 1re further questions needed,

Finally! what did candidates 2both successful and unsuccessful3 think about the process,

&as it too time consuming, &ere they given the opportunity to show what they are capable

of, &hat impression did they get of OCET, &ould they apply again if another opportunity

arose,

16



18



+9



Competency Based 0ntervie" estions

+1



Competenc !ase" PMS

The sccess of any company depends on ho" "ell it is a!le to align the goals

and o!'ectives of individal employees "ith the goals and o!'ectives of the

organiation$ A company can strengthen the connection !et"een its

strategic plan and the "or( the employees perform "ith a competency>

!ased performance management system$ The ne#t step for competency

implementation at OCET is performance management$ Competencies provide

the !asis to identify performance gaps$ Ta(ing the lead from there%

competency !enchmar(s "ill !e sed to anchor the rating scale for the

mlti>rater performance revie" process$ These competency ratings "ill !e

com!ined "ith ratings on the achievement of other !siness reslts and

goals$

++



OCET ses the SEES approach ?Select F E#pect F Evalate F evelop >

Strategic throgh its Competency>Based )erformance Management System$

This methodical approach consists of competency>!ased intervie" ,estions%

competency e#pectations% performance evalations% and aligned professional

development that spports or strategic plan o!'ectives$ As a reslt% OCET

has !een a!le to ta(e intentional steps to"ards spporting employees in

improving performance in targeted competencies areas$ The College hasdocmented improvements in performance% increases in employee

engagement in professional development% and improved e7ectiveness of

professional development$ This innovative and intentional process has

proven to spport the faclty and sta7 in reaching higher performance%

there!y improving instittional e7ectiveness$

+.



Recommen"e" Steps 5or Replication

1/ *nstitutional Commitment

Before starting the pro'ect to develop a competency>!ased performance

management system% having the College leaderships agreement on the

need for the program as "ell as the spport to commit resorces of time%

personnel% and money is imperative$

Some speci4c considerations inclde=

Based on the sie and strctre of the instittion= Assess the

costs!ene4ts !et"een the program in "hich yo aspire verss the program

in "hich yor instittion needs and is capa!le of sstaining$ Consider overall

retrn>on>investment$ etermine "hich components of the performance

management system can !e adopted and "hen$

Ghat financial resorces are availa!le to prchase and administer a

soft"are soltion for performance evalations and for learning managementL

Ghat is a realistic timeline to e#pect% ta(ing into accont other camps>

"ide initiativesL

#/ *"enti5 Onersip

Althogh it is a cross>divisional e7ort% a departmentdivision shold !e

identi4ed to o"n and sstain the program$ These types of programs are

often fond in Hman Resorces$ Consider incorporating the responsi!ilitiesinto one or more persons 'o! description$ eveloping and sstaining the

competency>!ased performance management system ta(es time$ Having the

responsi!ilities recognied in a 'o! description?s commnicates its

importance$

+/




Ghat departmentdivision is most appropriate to lead the pro'ect and o"n

the long>term administration of the programL

oes this departmentdivision have the talent and personnel time to

commit to this pro'ectL

Ghose role "old !e most inflenced !y the programL o they have the

s(ills to develop% implement% and sstain the programL S(ills needed inclde=

organiational development% pro'ect management% consenss !ilding%

soft"are administration% and (no"ledge of hman resorces% speci4cally

performance management

3/ Recruit a Cross:%i'isional Tas2 orce

0dentify inviting and s(illed leaders% sta7% faclty% and administrators "ho

!ring varied perspectives% are not afraid of change% are sensitive to the

instittional cltre% and are passionately committed to the College$ The

commitment for the Tas( orce cold range from three months to t"o years%

depending on the !readth of responsi!ility$ Tas( orces only developing

competencies "ill li(ely re,ire less time$ Tas( orces revising the

performance management tools ?performance evalations% performance

improvement plans% etc$ "ill li(ely re,ire more time$

0t is important to inclde several employees "ho are (no"ledgea!le of

hman resorces% performance management% organiational development%

and perhaps have e#perience "ith competency>!ased systems$ Ho"ever% it

is e,ally important to inclde as many ?or more mem!ers "ho simply

represent the College commnity and have the talents to learn !asics a!ot

!est practices in those areas as the pro'ect develops$


+2



o the tas( force mem!ers identified have the time to commit to a

comple# long>term pro'ect "hich is otside of their primary 'o! dtiesL

Before the Tas( orce first meets% define the !readth of their role$ 0s the

Tas( orce only responsi!le for creating competenciesL Or are they alsoinvolved in the developmentrevision of the performance evalation process%

aligning the competencies "ith professional development% etc$L

Consider if the Tas( orce cold or shold form s!>committees to spport

their e7orts$

efine *eaderships e#pectations of the Tas( orce to report on progress

?fre,ency% timeline% etc$$

To prevent Nscope creep clarify the !ondaries of "hat the Tas( orce is

not responsi!le for$

4/ Communicate it Campus

Commnicating reglarly "ith faclty and sta7 a!ot the pro'ect helps them

anticipate the changes and removes sspicions "hen they learn their

colleages are on a special N)erformance Management Tas( orce$ Assre

them that information "ill !e provided as the pro'ect develops and they "ill

have opportnities to provide inpt via focs grops% etc$

Select one spo(esperson for the commnication to ensre one consistent

voice throghot the implementation process$ This spo(esperson is li(ely the

person identi4ed to ta(e o"nership over the program and shold !e

availa!le to employees for ,estions% and spport% throghot theimplementation$


+3



0s yor instittional cltre prone to resist changeL 0f so% approaching the

process "ith sensitivity "ill !e important to ensre acceptance

;/ Communicate Competencies an" Pro5essional %e'elopment it

Campus

Employees shold !e informed and trained on the ne" competencies prior to

or at the start of the ne" evalation cycle$ Ensre employees (no" "hich

role>!ased competencies apply to them% if appropriate$ E#plain that althogh

the ne" evalation process is still !eing revised% the competencies "ill !e

the !asis for the evalation$ Be thoghtfl and sensitive in delivery of this

commnication > employees get nervos a!ot performance evalations$

Approach commnications from the vie"point that the process is !eing

improved to more e7ectively spport the facltysta7 and their professional

development$ Commnicating reglarly a!ot each phase and the impact of

the phase% "ill help prepare the employees for a smoother integration$

0ntrodce training opportnities% tied to the competencies% to spport the

employees in their professional development$ )rovide ade,ate trainingopportnities for spervisors to spport this process$


Historically has yor instittion engaged in dismissals and non>rene"als

fre,ently enogh that employees may !e concerned% or even paranoid% that

a ne" competency>!ased system cold threaten their 'o! secrityL 0f so%

consider ta(ing e#tra steps to alleviate concerns sch having open &A

sessions% adding more focs grops% and as(ing for volnteers to pilot the

ne" program$ Approach the process "ith the mindset that Neveryone is

learning this together$

+5



</ E'aluate an" Re'ise te Per5ormance E'aluation orm an"

Process

The performance evalation system is at the core of performance

management$ The options for ho" to approach performance evalations are

!road and shold !e ni,e to each instittion$ ;eneral s!>steps in this

process inclde=

1$ A cross>divisional team ?the Tas( orce or a S!>Committee=

a$ Solicit samples from other instittions and organiations$

!$ ;ather information on !est practices$

c$ Assess strengths and "ea(nesses of the former system$

d$ raft the content of the ne" form$

e$ raft steps in the ne" process$

+$ A smaller pro'ect team ?possi!ly incldes 0nformation Technology=

a$ Revie" and select an online soft"are soltion to spport the form andprocess$

!$ 0mplement the ne" form and process via the soft"are$ ?Pote= Pe"

soft"are implementations may ta(e 1+>+/ "ee(s to complete$

c$ )ilot the ne" processform or gather feed!ac( from focs grops and

revise prior to implementing across camps


Ghen defining the performance evalation process% ho" many spervisors

shold !e inclded in the evalationL

+6



Ghat topics shold !e discssed !et"een employeespervisor dring the

evalationL or e#ample= credentials% professional development% career

aspirations% challenges to their role% pdates to 'o! description% etc$

Ghen selecting a performance management system% "hat reporting

capa!ilities "ill yo re,ire from the ne" systemL Ghat metrics "ill need to

!e in the reportsL

Ghat shold the 0nformation Technologys involvement !e in the

implementation processL

Gho "ill administer the ne" soft"areL 0nformation TechnologyL Hman

ResorcesL

Ho" "ill the data integrity of yor core system College 0nformation

System impact the integration "ith the ne" systemL

epending on sie of college% soft"are system needs to !e fle#i!le%

simple% and sstaina!le$

=/ Communicate & Train on te Ne Per5ormance E'aluation Sstem

Qeep employees informed of the development of the ne" performance

evalation system$ Once availa!le% o7er e#tensive training face>to>face%

online ttorials% and via open la!s$ Employees "ill !e nervos a!ot the ne"

content and process$ )rovide a "ide range of trainings and reference tools

?As% gides% etc$ to spport the employees throgh the process$

Reiterate that this is a learning process for everyone% inclding leadership$

Althogh poor performance "ill not !e ignored% everyone ?inclding

spervisors are encoraged to !e -e#i!le throghot the process ?rela#

deadlines on the completion of the forms% e#ercise patience "ith one

another% etc$$


+8



Ho" comforta!le is the College commnity "ith soft"are>!ased

applicationsL Ghat challenges has the College faced "hen implementing

similar soft"are systems in the pastL

o the employees prefer face>to>face or online training or !othL Ghat

resorces are needed to ensre a !readth of training options are made

availa!leL

o all of yor employees have easy compter access ?consider

;ronds(eepers% Secrity% Cstodial Sta7L 0f not% consider open compter

la!s "ith technical spport to help them throgh the process$

/ +et ee"ac2

After the 4rst performance evalation cycle listen to yor employees$ Hold

focs grops% condct srveys% and solicit feed!ac($ The program "ill gain

more spport and credi!ility "hen faclty and sta7 are involved in the

process and see their opinions are !eing incorporated in steps to

continosly improve$

Evalate feed!ac( from an organiational perspective F "hat may seem to

!e a great idea for improvement for one area of the college cold negatively

impact another$ Some feed!ac( may simply indicate pdates to the camps

training on the evalation process is needed rather than changing the

evalation process itself$


Consider the most effective method for gaining feed!ac( at yor

instittion$ 0n some cltres% focs grops are e7ective "hereas in other

cltres srveys are more appropriate$

.9



0nvite (ey sta(eholders to the feed!ac( process F inclding yor greatest

cheerleaders and yor strongest cynics$

>/ E'aluate an" Re'ise Oter Per5ormance Management

Components

The competencies serve as the !asis for all other performance management

tools$ Once the professional development and performance evalations are

aligned "ith the competencies% all other performance management

components shold !e evalated$ Things to consider may inclde=

o @o! descriptions

o Employment screening criteria

o Coaching nderperforming employee docments

o Career planningSccession planning

o Strategic )lan & O!'ectives


Shold this tas( !e part of the Tas( orceL A set of s!>committees from

the Tas( orceL Or handled via the departmentdivision that o"ns the ne"

programL

After (ey changes and implementations% consider gathering feed!ac( via

focs grops and srveys to continosly improve

Competenc !ase" Training & %e'elopment

.1



The edcation and training fnction "as another area in "hich to leverage

competency>!ased strategy$ The implementation process !egan "ith an

analysis to identify competency gaps$ The reslt of the gap>analysis e#ercise

"as to identify competencies that crrent incm!ents needed to improve$

or training and edcation prposes% competencies "ere divided into three

!road categories= fndamental competencies ?essential competencies that

all employees share across the !oard% core competencies ?fnctional

competencies that help perform the crrent 'o! e7ectively% and visionary

competencies ?competencies that prepare an individal for the ne#t level or

ftre 'o!$ Karios sets of online and in>hose competency>!ased programs

"ere designed$ Speci4c emphasis "as placed on training evalation !y

developing training transfer and performance impact assessment systems$

.+



Step 17 *"enti5 our Pro5essional %e'elopment Strateg Team

Step #7 *"enti5 te Scope o5 te Pro5essional %e'elopment Strateg

Step 37 *"enti5 Pro5essional %e'elopment -pproaces

..



)rofessional training and development approaches inclde=

Classroom Training

Ge! !ased Training

On the 'o! development tips

Mentoring programs

./



Step 47 *"enti5 Pro5essional %e'elopment Resources

Step ;7 Communicate te *mportance an" -'ailailit o5 (earning

Opportunities

Competenc !ase" Career %e'elopment

Here% the competencies "ere sed to identify the long>range potential of

employees$ OECT !elieves that high>cali!er and high>potential employees

"ho consistently e#hi!it e7ective leadership competencies "ill progress in

satisfying career paths$ This process "ill !e validated and closely monitored

against !siness reslts and performance evalations% "hile competency>

!ased training and edcation fnctions allo" employees to enhance their

leadership competencies$ ormal competency>!ased training programs "ill

!e designed and condcted via classroom>!ased learning% compter and

interactive video>assisted training% to e>learning$ The aim of this initiative is

to provide creative% convenient% and technologically advanced learning

opportnities to employees to spport them in their career development

.2



!asic7

I 0dentify individal training needs and re,est training opportnities for

self and assigned sta7$

I :nderstand the !asics of spervision% leadership% performance planning%

and evalation of personnel$

*nterme"iate7

I See( ot opportnities to e#pand personal professional (no"ledge% e$g$%

serve on committees of professional associations% attend and present at

conferences% and e#plore advanced formal edcation opportnities$

I See( opportnities to add to spervisory responsi!ilities$

I )rovide mentoring and gidance to enhance sta7 performance$

-"'ance"7

I emonstrate comprehensive nderstanding of and leadership in the

appropriate training of sta7$

I Ensre that sta7 are mentored to enhance their professional

development$

.3



I Ensre the spervision and evalation is in accordance "ith career

center% division% and instittional policies and procedres$

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Competency Based System

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