competencies that count
DESCRIPTION
Presentation on using a performance approach to link competencies to outcomes and therefore to business results. First delivered at ASTD's international conferenceTRANSCRIPT
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COMPETENCIES THAT COUNT
September 9, 2011
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Our topic
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• A performance based approach to identifying important organizational or job competencies and the outcomes or artifacts that an individual needs to produce as a result of that competency, in order to, drive organizational results
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Session Overview
• Introductions
• Key concepts
• The performance chain and where competencies fit
• 5 steps to building a performance-based competency model
• Making practical use
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Introductions
• Name and where you are from
• Why do you hope to get out of this session?
• What are your critical priorities for the future?
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Discussion
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• How many of you have ever developed a competency model?
• How many of the small businesses you support have some sort of a competency model in place?
• What would you say are the biggest influences and obstacles to performance in the small businesses you support?
DIS
CUSS
ION
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KEY CONCEPTS
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Typical Competency Use and Alignment
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Competency
Hiring and Selection
Training and
Development
Compensation
Career Path &
Succession Planning
Performance Management
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Human Performance Improvement
• Human Performance Improvement – The theory of human performance improvement (HPI)
focuses on defining the outcomes, results and accomplishments achieved by a person, group or organization that lead to organizational success
• Thomas Gilbert – Human Competence – Engineering Worthy Performance
• Behavior is a necessary and integral part of performance, but we must not confuse the two.
– In performance, behavior is a means, and its consequence is the end – Observing a behavior in isolation tells us very little about performance
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Influences to Performance
• The six influences that affect human performance
Information, Expectations & Feedback Tools & Technology Structure & Process
Skills, Knowledge
& Behavior
Selection &
Assignment
(capacity)
Motives & Consequences (attitude)
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Outcome – a Definition
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• Outcome
– The output or end result of a set of actions by a performer that is directly linked to producing a desired business result
– Sample outcomes are:
• A strategic plan
• A quarterly report
• A succession plan
• A successful proposal
DEF
INIT
ION
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Some properties of outcomes
• Any job can be defined and measured in terms of outcomes
• Outcomes provide a ‘lens’ for us to differentiate between high and low value activity
• 99% of jobs roles can be defined in fewer than 9 outcomes
• Outcomes make it clear where to focus time and energy
• Outcomes provide a foundation for development and improve transfer of training
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Competency – a Definition
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“Certain characteristics or abilities of a person that enable him or her to demonstrate the appropriate specific actions.”
(Boyatzis, Richard E. The Competent Manager: A Model for Effective Performance. New York: Wiley, 1982, p. 12)
DEFIN
ITION
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THE PERFORMANCE CHAIN Where do competencies fit?
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The Performance Chain
Influences Tasks & Behaviors
Key Work Processes Outcomes Results
Influencing factors affect people as they perform tasks that are a part of key work processes which enable successful outcomes that achieve business
results
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The Performance Chain
Influences Tasks & Behaviors
Key Work Processes Outcomes Results
Influencing factors affect people as they perform tasks that are a part of key work processes which enable successful outcomes that achieve business
results
Behaviors/Activity
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The Performance Chain
Influences Tasks & Behaviors
Key Work Processes Outcomes Results
The key to the performance chain is how influences, tasks and behaviors, key work processes produce outcomes that
lead to results
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The Transitive Principle of Performance
• In business, we often assume that: – IF Behaviors A with Performer A = Results A
• THEN Behaviors A with Performer B = Results A This is NOT the case with behaviors
• For a deeper explanation of this point see Human Competence: Engineering Worthy Performance by Thomas Gilbert
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The Transitive principle states: IF A=B AND B=C THEN A=C
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Competent – Yes…Valuable…Maybe?
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“Congratulations, your competencies ratings are all exceptional!
Now as soon as we can figure out what you actually accomplish for the company…”
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Challenges
• Relevance – job performers don’t
understand “how this applies to me”
• Attention span – models get too large and
unwieldy
• Disconnect from performance – models
describe CAPACITY for successful
performance and miss the link to results
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Challenges
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“I spent months on these models and then they were barely used. Not because we didn't put the due diligence into making sure the organization was ready (we did), but because we missed something very important”
DIS
CUSS
ION
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What did they miss?
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"What does this mean for my job?"- What do I need to accomplish every day that shows whether or not I am on the right path?
DIS
CUSS
ION
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The Performance Chain
Influences Tasks & Behaviors
Key Work Processes Outcomes Goals
Influencing factors affect people as they perform tasks that are a part of key work processes which enable successful outcomes that achieve business goals
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Competencies that count
• Consider the following competency: Developing Direct Reports
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Provides challenging and stretching tasks and assignments; holds frequent development discussions; is aware of each direct report’s career goals; constructs compelling development plans and executes them; pushes direct reports to accept developmental moves; will take direct reports who need work; is a people builder.
1. Is willing to make job assignments based on people’s development needs or preferences rather than who can do the best job every time
2. Helps individuals leverage their unique talents, experiences, and style as they work on their development opportunities
3. Schedules regular development discussions
4. Works with individuals to ensure action on their IDPs
5. Knows when to let go of the details in order to help others learn from experience
• A net exporter of talent
• Individuals developed beyond their current role
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QUESTIONS?
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BUILDING THE PERFORMANCE BASED COMPETENCY MODEL 5 STEP PROCESS
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1. Organizational competency framework
• Develop an Organizational Competency Framework • Should answer the questions…
– How do competencies “fit” in the organization? • To extend and support the organizations vision/mission • To plan for and meet execution capacity requirements
– How do the organization's goals and its strategic initiatives for achieving those goals rely on capacity?
– How does development of performance capacity integrate with the HR and Learning functions?
– How do Human Performance requirements integrate with strategic management plans and where are the capacity needs and gaps?
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1. Organizational competency framework
• In developing the Organizational Competency Framework, we must consider the connection to human performance factors
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Past Performance Current Performance Predicted Performance
Vision How has the workforce translated the vision to action in the past?
Where have the disconnects occurred?
How closely does our current execution support our vision?
What HP factors prevent better alignment?
Will the Vision be updated/modified to reflect future trends?
What will the workforce need to do in the future to align more closely with the vision?
Mission How has our mission carried forward or been changed by our execution capacity?
How do our current human performance factors align with our mission?
What effect would a change in our mission have on the workforce?
Business Model
How well has our workforce performed within our business model?
How is our workforce capacity aligned to driving success within our current business model?
What can be changed (workforce execution of the model) to drive greater success?
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2. Establish and define use scenarios
• Performer application – How will the model provide clarity for performance? – How will the model be used to illuminate a development path?
• Key Stakeholder needs – What are critical expectations from Key Stakeholders? – How will Key Stakeholders make use of the model to drive business
results? • Applications – How will the model be used in the organization
– Hiring and Selection – Talent Development – Succession Planning – Performance Management
• NOTICE THE ORDER!
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3. Build the performance model – critical outcomes
• Options – if building organically – Use a HPI analysis methodology such as
Performance DNA™ to capture critical outcomes produced by key performers
– Sample questions • What do you produce in your job that is the most
important?
• When your day (and job activities) has gone very well and everything has fallen into place, what do you leave behind when you are done with everything?
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Sample template for collecting outcomes
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Outcome in role (Primary) Outcome EX3 – Talent developed and capable of executing current and future strategy Importance Extremely Difficult Percent of Job time 25% Difficulty Moderately Difficult Success Criteria • Talent can own what they do and represent it
• Talent is capable to move on to another role • Talent is capable of doing their work on their own • Talent that can take on stretch assignments with little direct oversight and direction
Barriers • Lack of consistent face to face time • Giving too much responsibility too slowly • People's self interest • Lack of HR presence in some regions to lead these initiatives • Lack of investment • Lack of training to help bring people to senior levels • lack of standards for leadership training • Silos • Managers who don't understand how to foster senior people • Challenging to keep senior people around • Cultural challenges
Facilitators • Performance management systems tied to competencies and goals and mission • Career ladder for development into senior (technical) roles • Strong leadership capability to coach and mentor • Constant feedback • Know when to let go • Expect the best • Celebrate success • Leadership commitment across the organization to develop talent into senior roles within
functional roles - leaders need to understand what their peers are doing in terms of talent development and find common ground
• Leadership support that encourages cross-functional assignments
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Outcomes weighting and ranking
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Outcome % Job time Importance Difficulty
EX 1 - An organizational design and structure that produces transformative
16% Extremely Important Very Difficult
EX3 - Talent developed and capable of executing current and future strategy
16% Extremely Important Moderately Difficult
EX5 – A clear strategy for the business unit or region
16% Extremely Important Moderately Difficult
EX2 – A strategy to attract and retain top talent around the world
13% Important Very Difficult
EX4 – A succession plan 13% Important Very Difficult
AL 1 – An integrated high performing team with appropriate autonomy
9% Important Moderately Difficult
EN1 - A compelling vision about how the team will succeed
6% Moderately Important
Moderately Difficult
AL2 - A high performing cross-functional team
6% Moderately Important
Moderately Difficult
AL3 – Talent aligned to roles and team 3% Important Moderately Difficult
EN2 – A strategy to communicate goals and objectives
3% Moderately Important
Moderately Difficult
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3. Build the performance model – critical outcomes
• Options – working with a generic competency dictionary/library – Review generic competencies and define outcomes to be produced as
a result of each behavior that will lead to desired business results
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Activity
• Instructions – Select a small business your group is working with
– Choose one or two competencies your group feels are critical to support current and future success
– Review the competency and behavioral indicators
– Define the critical outcomes that must be produced to achieve business results
– Share findings with the large group
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3. Build the performance model – critical outcomes
• Base the data collection on identified use cases – Focus on core outcomes if the model is meant to
serve a broad population in the organization
– Could be job-specific
• Remember – the closer the outcome definition is to actual performance, the higher connection will be to real results
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4. Build the performance model – Map key work activity
• Use a HPI analysis methodology such as Performance DNA™ to capture critical work process and task data
• Focus on getting a clear picture of – How the work supports the outcomes – Work processes – which are critical, where are the
challenges and what facilitates success – Tasks – what are the skills, knowledge and
characteristics required
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5. Identify and Map Competencies to the Model
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Calculate Total Alignment
for Each Competency
Identify Most Closely Aligned Competencies
Identify Competencies
with no Alignment
Document Outcomes Associated with each
Competency
Alignment Against
Each Outcome
Key Work Activity Competency Definitions &
Behaviors
Existing or Library
Critical Outcomes
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Sample competency alignment grid
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Competencies Outcomes Building
effective teams
Business acumen
Command skills
Customer focus
Dealing with ambiguity
Developing direct reports
Drive for results
Financial acumen
Hiring and staffing
Motivating others
Strategic agility
Well communicated vision
X X X X
Believable well defined goals, roles and responsibilities clearly communicated
X X X X X
Effective execution strategy with clear milesontes
X
Team that understands what goal attainment means to them personally
X X X X
Talent aligned to team and responsibilities
X X X X
A high performing cross functional team
X X X X X X
COUNT 4 0 3 0 1 4 3 0 2 4 3
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Adding Competencies
• When adding competencies, use outcomes as a lens through which to review and refine behaviors
• Identify “behaviors” and ensure they are measurable and contribute directly to the outcomes.
• Identify new “behaviors” that need to be added to reflect ‘critical actions’.
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Competency Name
Definition Outcome Behaviors
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Adding Outcomes to Competency Models: Example – “Building Effective Teams”
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Blends people into teams when needed; creates strong morale and spirit in his/her team; shares wins and successes; fosters open dialogue; lets people finish and be responsible for their work; defines success in terms of the whole team; creates a feeling of belonging in the team.
Helping and Learning
Stage I
Contributing Independently
(Personal Leadership)
Stage II
Contributing Through Others
(Local Leadership)
Stage III
Leading Through Vision
(Organizational Leadership)
Stage IV
Outcome:
Measured by:
Outcome: Measured by:
Outcome: Measured by:
Outcome: Measured by:
• Learns the roles and interdependencies within the team
• Becomes familiar with team’s goals and objectives
• Actively participates in team activities
• Learns and adheres to team principles, ground rules, and norms
• Learns to demonstrate respect for team members of all lifestyles and backgrounds
• Takes into account how his/her actions affect the whole team
• Independently completes his/her fair share of the team’s work
• Considers the opinions of other team members
• Works to support a team decision once made, even if s/he didn’t agree initially
• Shares information with teammates to improve team effectiveness
• Exemplifies respect for team members of all lifestyles and backgrounds
• Has a special talent for pulling together people with diverse styles, perspectives, backgrounds and experiences
• Creates a team where individual differences and similarities are respected, valued, understood, and optimized in the context of team goals
• Promotes a spirit of cooperation and teamwork
• Recognizes/rewards team players for successes and effective teamwork
• Makes maximum use of the styles, backgrounds, and experiences of all team members
• Encourages exploration of differences of opinion and potential contribution
• Champions a corporate environment that supports effective teamwork
• Models teamwork by working effectively with other leaders in the organization
• Builds team leadership capabilities throughout the organization
• Empowers teams by setting clear objectives/expectations while letting them decide how to successfully reach their goals
• Builds cross-organization management teams with diverse perspectives
• Strongly supports and rewards departments that respect and leverage diversity
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MAKING PRACTICAL USE
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Developing Selection Profiles
• Define and categorize job responsibilities • Allocate time if possible
• Identify job outcomes
• Map outcomes to competencies
• Identify targeted selection questions – Use a targeted interviewing technique like the
Behavioral Event Interview (BEI)
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Integrating into Performance Management
• Define outcomes by job/role • Link outcomes to competencies • Define success criteria
– Exceeds expectations – Meets expectations – Does not meet expectations
• Communicate performance outcomes and success criteria • Establish frequent performance related discussions
– More than a once a year discussion • Implement (where possible) tools or systems to allow
employees to track and manage their performance
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Designing Training
• Identify critical job outcomes
• Link outcomes to competencies
• Map training curricula and other training tools and resources to the required outcomes detailed in the model
• Design and develop training to produce critical job outcomes using a model like the PERFORM model
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Step Guidance Preview Provide the learner with a contextual overview-- a ‘big picture’ contextual
organizer Enable Provide the learner with key terminology, prerequisite skills, facilitating skills, or
basic subject matter needed to be able to work through the lesson presented. This basic subject matter is presented in the context of the job and behaviors or outcomes to be produced.
Respond Provide the learner with a clear presentation of the performance to be learned, engage the learner in the new behavior, and provide initial feedback
Facilitate Provide the learner with cues and support to further engage the learner in the target behaviors
Operate Provide the learner with an opportunity to demonstrate a target behavior without external assistance
Rehearse Provide the learner with an opportunity to practice the new behavior in contextually-appropriate situations
Merge Provide the learner with practice that requires the integration of multiple units of instruction in situations that reflect real world tasks and behaviors
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QUESTIONS?
44