In the design phase of acompetency framework(Designing a competencyframework, Issue 10) weemphasised the need to involvepeople from the line. Why? For us it is about ownership.Whose competency framework is it anyway?
We as a consultancy could comealong and, with some input from the HR function and acouple of line managers, build a framework. Or we could sitdown with a small team and get them to understand what isnecessary and they could thendesign the framework. You couldeven read these modules, lockyourself away with a copioussupply of coffee and in splendidisolation build a framework –your framework. You could havethe glow of creativity andownership. In these circum-stances what is clear is that thepeople for whom the frameworkis intended have not beeninvolved. They have no
ownership. This is the ideal basisfor rejection.
I was invited to talk to the UKsales director of a large interna-tional company about somework he wanted done. In thecourse of the conversation Irecognised that if the companyhad a competency frameworkwe would have the behaviouralbasis for the analysis and thechanges required. So I asked ifthey had one. Yes, they did.Could I see it? Um, yes. A dustyA5 binder with pristine pageswithin was produced. ‘So whathave you used it for?’ I asked.The director looked at me in apuzzled way. ‘I have no idea,’ hesaid. ‘About two or maybe threeyears ago HR sent it out with aload of bumph. Oh yes, they ransome briefings but it was justmore useless stuff that they keptdreaming up.’ Whoops, I decidedthis was not a fruitful route toexplore at this stage.
It is our view that the users mustbe involved at the stages of thedesign, interviews and focusgroups, as we described in ourprevious module.
But that does not involve manypeople. Given that people never hear about the things you want them to hear about,the chances are that a largeproportion of people will havenever heard of the competen-cies, or if they have they do notknow the organisation hasembarked upon producing theirown competency framework.
So the ideas need to besocialised some months beforethe completing of the design.How many months? About sixwould be ideal but perhaps asfew as three months may be OK if the company grapevine iswell developed.
Design
TRAIN the TRAINER • Issue 11
● Communication and support.
● Piloting the framework.
● Training.
Key learning points
Authors
Barry E Johnson BA MCMI MCIPD and Mandy Geal BA are directors of LEARNINGpartners Ltd. Both Mandy and
Barry have considerable business experience. Barry was the senior manager responsible for training, resourcing and
development in Europe for a global company before joining LEARNINGpartners. He operated training on a ‘zero
budget basis’. Mandy was the MD of her own software house before becoming a founding director of
The advantage of using anidentified, carefully selectedgroup of employees and aparticular process is that thevariables can be contained. Thismeans that feedback can bespecific and that enablesproblems to be solved andsuccesses learned from. What arethe options?
● An occupational group, e.g.design engineers or customersupport with the purpose ofbuilding functional careerstructures.
● A site, e.g. a small site with arange of functions, perhapswith the aim of improving thesoft skills and the culture.
● One level or grade, e.g. teamleaders with the aim ofimproving individualperformance.
● Vertical team, e.g. people with a common outcomeresponsibility who cross levels(bottom to top) and functionswith the purpose of improvingquality (meeting customerrequirements).
● A representative sample, e.g.perhaps people across divisions,across functions, who have anumber of years’ service tolook at cross-functional careerprogression.
● A people process, e.g. using thecompetencies in recruitmentselection.
When considering the launch andthe use of the competencyframework, be clear how theframework will be published. Thepilot may not be initiallypublished in its final form. Thinkabout updating the contents andcross-referencing these toassociated tools, such asdevelopment actions, selectionguides, recommended trainingevents and reading lists.
● A ring binder, which gives ahandy easy-to-read andacceptable format. Difficult toupdate and requires extensivecross-referencing.
● Intranet, which makes it easyto link to other associated toolsand information. Users needaccess to a PC.
● Competency cards in a CD pack,with the title and definition onone side and the behaviours inlevels on the other. The sight ofa supervisor with a member oftheir peripatetic repair teamusing the cards to identifydevelopment needs in a ‘greasyspoon café’ was one that madethe hard work that had goneinto the design all worthwhile.
Our experience is that communi-cation, communication, communication is vital to getpeople to know that there is acompetency framework out there for them to use.
Training, training, training is the mechanism to enable peopleto have the skills to use theframework for their benefit and through that to benefit the company.
If people are to have the skills,then they need to practise thoseskills in the security of a learningenvironment. Remember, nobodyever learned to ride a bicycle justby being told about it. You needpractice to do it.
A competency frameworkgathering dust on a shelf is notcontributing to profits.
Piloting
Where do we start a pilot?
Training
How will the frameworkbe made available?
So what are the options andwhere might they be used?
● The pilot population has agoal and an operatingcontext.
● The people involved willneed training to fulfil therequired outcome using theframework and also toidentify and communicatewhat went well and whatneeds to be improved.
Key points for a pilot
Launching and using competency frameworks
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‘Socialised’; I wonder what thatmeans.
Managers have networks.Information flows across thenetworks. It’s not formal. It’s notstructured. It’s, well, the way peopleknow what is going on and effectivecommunicators in organisations useit to get people to find out aboutthings well before any formallaunch. This applies to any importantprocess or event that will belaunched. The positive spin is theessence of good socialisation. So youhad better pick carefully the likelysupporters and you had better letthem have the positives of what youare doing and what is in it for them.
At the same time as the decision tohave a competency framework ismade it is useful to engage theboard. We have had the ‘champion’say, ‘They won’t be interested inthis.’ Let’s just consider for amoment. We are going to engage a small number of people for a considerable time to build thecompetency framework. We mayengage a consultancy with the professional skills and experience to be a major or minor contributorin getting it right and reduce thecost and time but all this can be seen as an expense. We will engagestaff and managers in interviews and focus groups.
There are three key reasons forengaging the board members:
1 Their people will be diverted for some period of time. Thecompany is investing money (See Calculating the return oninvestment, Issue 5). As peoplemake profits and the purpose ofa competency framework is toimprove company performancethrough people, the board willwant to know about this.
2 If a board member other thanthe HR director is the champion,this adds credibility and twopeople can keep the board up to date.
3 Once the board are allies, thenthe company processes such asbriefing will at a minimum raiseawareness in the managers.
If you are a unionised organisation,involve the union representativesearly. The union often asks what is init for their members. Work throughyour responses carefully beforehand.Unions have a legitimate role ofprotecting and advancing theirmembers’ interests. So what is in itfor the members?
In the module on design we raisedthe question of supporters andblockers. The supporters will beengaged in socialising the conceptsand other information. What aboutthe blockers?
Some people are blockers justbecause they have not beenengaged. That solution is easy.Identify them and engage them.
Be aware of the political blockers –those who hold power and can anddo disrupt. Know their acceptancebuttons and press them early.
For example:● money – demonstrate the return
on investment;
● quality – show how competenciessupport the customer;
● process or efficiency – show howthe organisation processes areintegrated and supported;
● development – show how theframework will support individualdevelopment.
The great thing about competencyframeworks is that they underpin allthe above and more.
● The board is in support.
● The ideas have been socialisedthrough the managementstructure.
● Staff awareness is in place.
● The union sees no threat.
● The supporters are supporting.
● The blockers are not unhappy.
● The groundwork has been laid.
● The question is where to start theformal launch. This is determinedpartly by the purpose. If it is tosolve a particular problem, thenthe launch may be focused on thatpractical need. If it is more generalunderpinning of the peopleprocesses in the organisation, thenthink about the options.
Some or all of the following may be used: ● Group and team briefings.
● Special leaflet or brochure.
● Item in the staff newspaper.
● Training for managers and other users.
TRAIN the TRAINER
You will probably have done all ofthese before. The only cautionarywords are, don’t assume briefingsalone work, don’t believe peopleread newsletters, e-mails,brochures or articles. And onlyengage in training people when itis of direct use to them.The question is, what will havereal pay-off for what group bywhen? To aid you in answeringthat question, let’s review themost common uses.
Competencies are used byemployees in an organisation toenable them to understand the‘on-the-job’ behaviours thatimprove their performance and,therefore, their opportunity forsuccess in the organisation.
Competencies help people to be more objective about otherpeople and, therefore, make fairer decisions about their own,or another person’s role,performance or development.
Competencies are used to shapeother ‘people’ tools and processes.See Figure 1.
You may notice that performanceprofiles form the core of mostoperations related to people. Wehave worked with many people to help them produce performance-focused profiles in workshops,where the understanding and useof the competencies is quicklycemented in place.
You may also notice that pay is notstrongly emphasised. We wouldrecommend using competenciessuccessfully for at least three yearsbefore getting into competency-based pay, and then only if youare sure that it will not disrupt theother areas that you are usingcompetencies for. Why? Pay ispowerful and emotive.
Figure 2 demonstrates other areaswhere the competency behavioursare key to providing the claritythat underpins key decisions aboutpeople and make the businesssuccessful. The areas where wehave found it easiest to launchcompetencies are the following:
● Recruitment and promotionselection – competencies giveclarity about what is requiredand what people can do.
● Performance management –competencies help gatherobjective information about anindividual’s skills and potential.
● Development guides for use bymanagers and individuals –competencies help give clarityand objectivity for feedback andcoaching.
In all these areas we have foundthat linking the competencies todevelopment actions that theperson can carry out on the job is a main motivator for implement-ing the competencies. Providingthis as a tool for managers andindividuals demonstrates theorganisation’s interest in the staff and at the same time givespeople ownership of their owndevelopment of transferable skills.
Engaging the board
Supporters and blockers
Close to the launch
Options
Resource andsuccession planning
Performancemanagement
Careerdevelopment
Recruitment
Pay
Training anddevelopment
Organisationdevelopment
Competencies
Performanceprofiles
Fig. 1: Competencies are used to shape other ‘people’ tools and processes
