Competency Overview What’s the Buzz About?

Presented by:Josie Fernandez & Michelle

Ezray, HR Modernization ProjectNovember 5, 2008

What are Competencies?

• What superior performers do more often, more completely and consistently

• Observable behaviors that “make a difference”

• The “how” side of performance

DefinitionCOMPETENCIES

BEHAVIORS(actions)

OUTPUTS

ORGANIZATION RESULTS

Provided by Mercer

Competencies are important for:

• Organizational success• Personal performance• Enhanced contribution

Competencies sends the message that “how” matters as much as “what”

Defining Competencies

Visible

Hidden

SkillsKnowledge

ValuesSelf-Image

TraitsMotives

Provided by Workitect

General Behavioral CompetenciesGeneral Behavioral Competencies

Behaviors critical to individual and group performance

Example: Relationship Building – Builds and maintains a wide variety of positive relationships, both formal and informal to meet the needs of external and internal customers

Technical CompetenciesTechnical Competencies

Demonstrated knowledge in a technical or professional area

May or may not require ongoing, continual adaptation, retraining, upgrading or new learning

Example: Knowledge of Employment Law – Demonstrates knowledge of employment law by accurately applying legal guidelines when hiring employees

Types of Competencies

Competencies provide a strong foundation that

helps integrate HR programs – and

defines and supports

organization success.

Competencies contain prescriptive language that can clarify and drive organizational expectations.

New hire orientation

Training & development

Compensation & rewards

Recruiting & selection

Assessment

Careerroadmaps

Performancemanagement

Successionplanning

Business process

CompetencyFramework

Source: Mercer - Competencies Overview55

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Why Modernize the Current HR System Through the Use of

Competencies?

• Too many classes

• Anticipated labor shortage

• Slow recruitment and hiring process

• Compensation program is not reflective of the labor market and is very complex to administer

• Performance management is frequently not tied to business needs, nor is it consistent

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•35%35% - Current Workforce (roughly Current Workforce (roughly 80,000 employees)80,000 employees)

•50%50% - Managers and Supervisors - Managers and Supervisors•62%62% - Top Leadership (CEAs and - Top Leadership (CEAs and

Exempt)Exempt)

Retiring Baby-Boomers make up…

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Integrate

Based on

Classification

Compensation

Recruitment and

Selection

Workforce Planning

Performance

Management

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ClassificationClassification under the modernized system will: under the modernized system will: Be competency based Consolidate classes Create broad occupational groups Be flexible

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CompensationCompensation under the modernized system will: under the modernized system will: Be competency based Acknowledge individual contributions Consider the labor market Consider internal pay relationships

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Performance ManagementPerformance Management under the modernized under the modernized system will:system will:Be competency basedLink development activities to competenciesRequire annual assessments

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Workforce PlanningWorkforce Planning under the modernized system under the modernized system will:will:Be competency basedInvolve annual planningTie HR needs to agency strategic goals

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Drivers for Introducing the Use of Competencies

Sets Clear Expectations

Provides employees with clear direction on how they can contribute

Reinforces behaviors that are consistent with the organization’s mission, culture and priorities

Identifies Training and Development Actions

Provides employees with a roadmap for building strengths and closing development gaps

Ties to career growth and becoming a “learning organization”

Integrates HR Programs

Improves consistency in recruiting and selection, training, performance management and workforce/succession planning

Streamlines and simplifies HR operations

Source: Mercer - Competencies Overview

GENERIC SAMPLE

Uses of Competency Model: Example #1Development Actions

Building Negotiation Skills: Development Actions

On the job Prepare for negotiations by conducting a mock/role play session; practice listening and probing skills

Shadow senior colleagues as they prepare for critical negotiating sessions

Debrief after negotiating session; give/accept honest feedback and apply key learnings

Practice identifying and adapting to a range of specific provider negotiating styles; seek input from colleagues on “best practices”

Coaching/ mentoring

“Sit in” (or listen in) with senior colleagues in negotiation meetings; summarize observations and implications for how to improve personal negotiating style

Engage a partner to provide feedback on maintaining composure under pressure

Seek feedback from your manager on how to handle a challenging employee issue (e.g., strong performer who does not collaborate well); take action and follow up

Formal training

Take a negotiation skills course

Take a sales training course (e.g., listening skills, reading body language, asking effective questions, persuasiveness, closing skills)

Training & Development

Source: Mercer - Competencies Overview

Uses of a Competency Model: Example #2Career Development Maps

GENERIC SAMPLE

Career Roadmaps

Competencies can help define and communicate career opportunities – both lateral and vertical moves

Source: Mercer - Competencies Overview

GENERIC SAMPLE

Uses of a Competency Model: Example #3 Performance Management Tools

3. Competencies and Values (How was it accomplished?) Planning (Dec/Jan): Discuss how the values and competencies apply to the employee’s position, including the relative importance of each.

A. Competencies Rating (see scale below)

(SE, EE, ME, NI or NM)

Technical Competence – Demonstrates breath and depth of technical skills and capabilities required for position; shares technical knowledge; sets or contributes to company direction within area of technical expertise.

Customer Focus – Provides high quality, proactive service to external and internal customers; seeks feedback and is committed to increase customer satisfaction; builds long-term relationships.

Delivering on Commitments – Meets and strives to exceed all commitments and safety requirements; accepts full accountability; overcomes obstacles; stays focused under pressure; conveys a sense of urgency.

Creating Value – Meets and strives to exceed performance metrics; facilitates and implements value-added changes; challenges the status quo to stimulate innovation.

Managing People and/or Projects – Manages collaboratively and coaches others to achieve optimal performance; delegates effectively; praises/rewards contributions; defines clear roles and responsibilities; sets goals and leads initiatives; adjusts plans as necessary.

Employee Year End Comments on Competencies (Optional)

Manager’s Year End Comments on Competencies (Optional; examples required for SE, NI or NM ratings)

Does Not Meet Minimum

Expectations (NM) Needs

Improvement (NI)

Meets Expectations (Strong Performance)

(ME) Exceeds

Expectations (EE) Significantly Exceeds

Expectations (SE) Year-End

Competency Ratings

. Rarely demonstrates expected behaviors

Usually demonstrates expected behaviors

Consistently demonstrates expected behaviors

Often exceeds expected behaviors

Always exceeds expected behaviors

Performance Management

Many organizations include competencies in their performance management programs to assess “how” employees are performing in their jobs

Source: Mercer - Competencies Overview

GENERIC SAMPLE

Uses of a Competency Model: Example #4Selection – Structured Interview Guides

1. Developing Market Intelligence Understanding what’s happening out there – society, lifestyles, technology, customers (consumers, dental professionals, retail) and competitors – and turning this intelligence into insights about the market and opportunities for ABC.

Targeted Questions

1. Describe your experience in understanding and predicting needs of your customers.

2. What steps would you (do you) take to stay informed about ABC’s competitive market and what new products will help us stay ahead of the competition? What information is important to understand competitors? Give me an example of a nontraditional competitor you would want to learn more about in this role.

3. Give me an example of how you have addressed customer or partner segmentation. What were some of the more interesting findings? Which dimensions were more or less important? How did you apply the lessons learned to business decisions and what was the result?

Developing Evidence Moderate Evidence Strong Evidence

No direct examples or describes concepts in very abstract terms

Understands some facts about the market but does not take the time to think through a structure or an approach to actually apply the information

Gets sidetracked on irrelevant issues

Sometimes ignores potential issues among customers

Generally modest examples

Shows some initiative to stay informed of the market

Moderate ability to leverage information on customers and competition to anticipate product needs

Actively researches and organizes market research data to understand customer segments

Demonstrates a deep understanding of customer needs

Takes a structured and analytical approach to solving problems

Ability to think creatively about the competitive market and customer needs

Develops recommendations on marketing strategies based on customer/partner segmentation

Recruiting & Selection

Competencies provide content that can be converted into selection tools with scoring guides to assist with more effective hiring

Source: Mercer - Competencies Overview

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Preliminary Guiding Principles for the State of California Manager/Supervisor General Competency Model

Competency Model Development Principles

1. The competency model should be aligned with the State’s objectives and culture, and support the HR Modernization project

2. The competency model should be developed from current research and validated by internal subject matter experts

3. The competency model should lend itself to multiple HR programs including workforce planning, performance management, and training

4. The competency model should be clear and compelling, and easy to communicate

Built and validated with input from State of CA Leaders

Aligned with State of CA’s strategies, culture and modernization efforts

Integrated into HR processes

State of California Manager/SupervisorGeneral Competency Model

Source: Mercer - Competencies Overview

Determine/Identify Data Collection Activities

Expert Resource Panels

July 10- Identify major responsibilities and tasks- Identify knowledge, skills, abilities, performance criteria, personal characteristics

July 11- Conduct Future Scan- Develop competencies and behavioral indcators- Level competencies

Between 7/11-7/21- Prepare draft of competency model

July 21- present and gather feedback on draft competency model - collect data on competencies needed at different supervisory/managerial levels- collect data on how incumbents gained competencies

HR Mod Project Planning/Occupational

Group Selection

Develop Competency Model

July 18, 2008

Data Collection Surveys

- Survey all managers and supervisors to validate data collected.- Compile responses and identify anomalies

Incumbent Interviews

(Part 2)- Conduct interviews to identify data that may not have been previously captured- Compile responses and identify anomalies

- Select high-priority classifications - - Identify participants for Expert Resource Panels (focus groups)

Incumbent Interviews

(Part 1)- Conduct interviews to identify initial competency data - Compile responses and identify anomalies

Develop New Classification Structure by Occupational Group

Develop Selection, Evaluation Strategies by

Occupational Group

SPB Review/Approval Process Implementation

MANAGER/SUPERVISOR COMPETENCY MODEL PROCESSMANAGER/SUPERVISOR COMPETENCY MODEL PROCESS

We are Here!

The manager/supervisor general competency model will apply to:

969 Classifications149 Departments13,873 Incumbents

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Competency Dictionary

The Competency Dictionary helps identify general competencies for occupational groups.

The dictionary:• defines a general competency • identifies behaviors associated with that

competency

Sample Competency Change Leadership -Managing, leading, and

enabling the process of change and transition while helping others deal with their effects.

• Behavioral indicators:– Develops new approaches, methods, or

technologies – Develops better, faster, or less expensive

ways to do things – Recognizes the potential benefits of change – Recognizes and manages the challenges

that can accompany change – Encourages others to value change

 

Competency Card Sort Exercise

What We’ve Heard So Far: Most Prevalent Competencies from Expert Resource PanelsThirteen competencies were identified during the Expert Resource Panels as being the most critical and most frequently demonstrated by State of CA leaders.

1. Communication1. Communication

2. Decision Making2. Decision Making

3. Ethics and Integrity3. Ethics and Integrity

4. Personal Credibility4. Personal Credibility

5. Team Leadership5. Team Leadership

6. Interpersonal Skills6. Interpersonal Skills

7. Analytical Thinking7. Analytical Thinking

8. Planning and Organizing8. Planning and Organizing

9. Written Communication9. Written Communication

10. Change Leadership10. Change Leadership

11. Vision and Strategic Thinking11. Vision and Strategic Thinking

12. Human Resource Management12. Human Resource Management

13. Conflict Management13. Conflict Management

= High Performer Interview

Preliminary Draft

Building Trust & Accountability: Ethics & Integrity

  Building Trust and Accountability

First-Level Supervisor Second-Level Supervisor Manager

Ethics & Integrity• Treats others with respect• Takes responsibility• Uses applicable professional standards and establishes procedures • Identifies ethical dilemmas and takes action

• Is approachable, supportive and willing to listen; Understands team member concerns• Admits mistakes and attempts to achieve a positive outcome• Follows and promotes professional standards, established procedures, and policies when taking action and making decisions• Identifies ethical dilemmas and conflicts of interest; Takes appropriate action

• Respects and values others’ perspectives and contributions, even when styles and approaches are different • Takes responsibility for team's output and mistakes, develops solutions, and provides feedback where necessary• Sets example and ensures others' professional standards meet established procedures and policies • Models ethical behavior and promotes organizational values to team members

• Looks for ways to build stronger teams by bringing together individuals with different styles and approaches • Fosters an environment that requires team members to take responsibility • Identifies and communicates conflicts of interest and proposes improvement of professional standards, procedures, and policies• Serves as a role model in consistently emphasizing integrity and respect for people at the highest levels and across the organization

Sample Manager/Supervisor Competency By Level

What’s Next?

• Create a competency based classification system for managers and supervisors. This will begin with the Staff Services Manager Series and the Scientist Managers and Supervisors.

• Design and implement testing, compensation, training, and performance management programs based on these competencies.

• Create a model pay program that recognizes an individual’s job-related value and allows compensation based on these assets (e.g., higher education degree, job related certifications, specified performance factors).

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• Create broad occupational groups for classification purposes.

• Build a collaborative state workforce development resource that leverages the state’s higher education resources – community colleges, state, and UC systems

• Automate HR systems to better:– Recruit, classify, track, and compensate all

state employees; and,– Include on-line integrated tools to assist

state managers and supervisors in recruiting and hiring, and evaluating and managing.

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Begin design of Begin design of initial initial

competency competency modelsmodels

First First occupational occupational group model group model

roll-outroll-out

Major components Major components designed, designed,

developed, developed, implementedimplemented

Final Roll-outFinal Roll-out

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Questions