Competency mapping for HR
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This document discusses competency mapping and management. It begins with a reference to Shakespeare's famous line "To be, or not to be" from Hamlet, and adapts it to discuss "the competency dilemma" of whether to develop skills through ad hoc learning or take decisive action to build competency. It then provides an overview of THINQ and PeopleView software solutions for competency-based learning and performance management. The document discusses best practices in areas like competency mapping, goal management, performance evaluation, and talent management. It presents an integrated approach using both systems to map jobs and skills, assess competencies, create learning plans, and track performance.
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Competency mapping for HR
- 1. COMPETENCY MAPPINGCOMPETENCY MAPPING PROFESSOR JAYASHREE SADRIPROFESSOR JAYASHREE SADRI and DR. SORAB SADRIand DR. SORAB SADRI
- 2. Hamletâs DilemmaHamletâs Dilemma To be, or not to be: that is the question:To be, or not to be: that is the question: Whether 'tis nobler in the mind to sufferWhether 'tis nobler in the mind to suffer The slings and arrows of outrageousThe slings and arrows of outrageous fortune,fortune, Or to take arms against a sea of troubles,Or to take arms against a sea of troubles, And by opposing end them?And by opposing end them? Hamlet; Act 3, Scene 1Hamlet; Act 3, Scene 1
- 3. The Competency DilemmaThe Competency Dilemma To Skill or not to Skill: That is theTo Skill or not to Skill: That is the question.question. Whether âtis nobler to suffer theWhether âtis nobler to suffer the inadequaciesinadequacies of ad hoc learning, or to take arms againstof ad hoc learning, or to take arms against a seaa sea of learning interventions, jobs & skills andof learning interventions, jobs & skills and byby decisive action build competency?decisive action build competency? (With apologies to Will Shakespeare)(With apologies to Will Shakespeare)
- 4. The Competency DilemmaThe Competency Dilemma How can you move from ad hocHow can you move from ad hoc to competency-based learningto competency-based learning with THINQ and PeopleViewwith THINQ and PeopleView
- 5. Why Performance &Why Performance & Competency Management?Competency Management? Aligns Organizational & ContributorAligns Organizational & Contributor Performance to Corporate Mission, VisionPerformance to Corporate Mission, Vision & Core Competencies& Core Competencies Improves an Organizationâs Ability to Develop,Improves an Organizationâs Ability to Develop, Maintain and Track Competency InformationMaintain and Track Competency Information Supports Recruitment, Performance Management,Supports Recruitment, Performance Management, Career Development and CompensationCareer Development and Compensation ManagementManagement Facilitates Development of Competency CentersFacilitates Development of Competency Centers to Leverage Scarce or Expensive Humanto Leverage Scarce or Expensive Human ResourcesResources
- 6. When Performance &When Performance & Competency Management?Competency Management?
- 7. A Systematic FrameworkA Systematic Framework No formal consistent process Consistent, basic approach to learning management Consistent, comprehensive approach Institutionalized and integrated into business planning The Learning ManagementThe Learning Management Maturity ModelMaturity ModelTMTM Learning and performance- centered organization Ad hoc (I) Managed Learning (II) Competency-driven (III) Integrated Performance (IV) Optimized Workforce (V)
- 8. Key ConsiderationsKey Considerations ď§ How important is Skills & Competency Management to your enterprise? ď§ What is the impact if you donât address this issue? ď§ Where should this capability reside? ď§ HRMS ď§ LMS ď§ Competency Management System ď§ Are there other approaches to solving the competency problem? ď§ What do you look for in a competency management solution?
- 9. AnticipatoryAnticipatory deliverydelivery WisdomWisdom ExtendedExtended enterpriseenterprise modelmodel PerformancePerformance supportsupport AdvancedAdvanced profiling &profiling & predictivepredictive technologiestechnologies NetworkedNetworked Net worthNet worth Re-inventedRe-invented RapidRapid reconfiguratioreconfiguratio nn Return onReturn on assetsassets ShareholderShareholder valuevalue Context-Context- adaptedadapted KnowledgeKnowledge PerformancPerformanc ee managemenmanagemen tt GoalGoal managemenmanagemen tt KnowledgeKnowledge managemenmanagemen InteroperablInteroperabl ee ROIROI correlationscorrelations StrategicStrategic ConnectedConnected processesprocesses AlignmentAlignment of strategyof strategy & execution& execution CompetitiveCompetitive nessness Universal,Universal, assumedassumed interoperabilityinteroperabilityInformationInformation CompetencyCompetency modelingmodeling LCMS / CMSLCMS / CMS BlendedBlended learninglearning 360360°° assessmentassessment IntegratedIntegrated QualitativeQualitative PrescriptivePrescriptive (push)(push) LearningLearning cultureculture AchievementAchievement of businessof business resultsresults ProficiencyProficiency Simple,Simple, standards-standards- basedbasedDataData EnterpriseEnterprise LMSLMS E-LearningE-Learning Custom,Custom, standards-standards- based contentbased content Compliance &Compliance & certificationcertification mgmtmgmt PackagedPackaged QuantitativeQuantitative Planned (pull)Planned (pull) ConsolidatedConsolidated operationsoperations ChangeChange readinessreadiness CostCost avoidanceavoidance NoNo connectiviconnectivi tytyDataData SpreadshSpreadsh eetseets DeptDept LMS(s)LMS(s) COTSCOTS contentcontent AutomateAutomate dd PredictablPredictabl e costs &e costs & ratesrates ReactiveReactive IndependeIndepende ntnt departmedepartme ntsnts RiskRisk reductionreduction VisibilityVisibility & Control& Control Content AgendaContent Agenda DecisionDecision Primary ToolsPrimary Tools && TechnologiesTechnologies IT FocusIT Focus Key MetricKey Metric LearningLearning ProcessProcess OrganizationalOrganizational FocusFocus Driving GoalDriving Goal Business PainBusiness Pain STAGE V:STAGE V: OptimizedOptimized WorkforceWorkforce STAGE IV:STAGE IV: IntegratedIntegrated PerformancPerformanc ee STAGE III:STAGE III: Competency-Competency- drivendriven STAGE II:STAGE II: ManagedManaged ProcessProcess STAGE I:STAGE I: Ad HocAd Hoc 9 DEFINING9 DEFINING CHARACTERISCHARACTERIS TICSTICS LM3â˘: Learning ManagementLM3â˘: Learning Management Maturity Model SummaryMaturity Model Summary
- 10. Ad hoc (I) Managed Learning (II) Competency-driven (III) Integrated Performance (IV) Optimized Workforce (V) Key Not Happening Partially Engaged Fully Engaged Performance OptimizationPerformance Optimization ContinuumContinuum
- 11. Key Not Happening Partially Engaged Fully Engaged Corporate Strategy & Key Business Objectives Staff Customer Distributors/ suppliers Partners Citizens / constituents Extra-Enterprise Integrations w/ ERP, HRIS, Portals, other Legacy Data Stores Content MgmtContent Mgmt AuthoringAuthoring toolstools COTSCOTS providersproviders Third partyThird party developersdevelopers LCMS & CMSLCMS & CMS & DMS& DMS ServicesServices KnowledgeKnowledge MgmtMgmt RepositoryRepository mgmtmgmt WorkflowsWorkflows ElectronicElectronic performanceperformance supportsupport systemssystems AdvancedAdvanced search-and-search-and- navigationnavigation CollaborationCollaboration VirtualVirtual classroomsclassrooms BlendedBlended learninglearning MentoringMentoring DiscussionsDiscussions & chat& chat OnlineOnline MeetingsMeetings CommunitiesCommunities of Practiceof Practice ProgramProgram StrategyStrategy && DesignDesign (Services)(Services) LMSLMS CatalogCatalog admin.admin. EventEvent schedulingscheduling ComplianceCompliance mgmtmgmt Job ChangeChange LeadershipLeadership (Services)(Services) Stage III:Stage III: Competency-drivenCompetency-driven
- 12. Stage IV: Integrated Key Not Happening Partially Engaged Fully Engaged Staff Customer Distributors/ suppliers Partners Citizens / constituents Extra-Enterprise Integrations w/ ERP, HRIS, Portals, other Legacy Data Stores Corporate Strategy & Key Business Objectives Content MgmtContent Mgmt AuthoringAuthoring toolstools COTSCOTS providersproviders Third partyThird party developersdevelopers LCMS & CMSLCMS & CMS & DMS& DMS ServicesServices KnowledgeKnowledge MgmtMgmt RepositoryRepository mgmtmgmt WorkflowsWorkflows ElectronicElectronic performanceperformance supportsupport systemssystems AdvancedAdvanced search-and-search-and- navigationnavigation CollaborationCollaboration VirtualVirtual classroomsclassrooms BlendedBlended learninglearning MentoringMentoring DiscussionsDiscussions & chat& chat OnlineOnline MeetingsMeetings CommunitiesCommunities of Practiceof Practice ProgramProgram StrategyStrategy && DesignDesign (Services)(Services) LMSLMS CatalogCatalog admin.admin. EventEvent schedulingscheduling ComplianceCompliance mgmtmgmt JobJob ChangeChange LeadershipLeadership (Services)(Services) Stage IV:Stage IV: IntegratedIntegrated
- 13. Key Not Happening Partially Engaged Fully Engaged Staff Customer Distributors/ suppliers Partners Citizens / constituents Extra-Enterprise Integrations w/ ERP, HRIS, Portals, other Legacy Data Stores Corporate Strategy & Key Business Objectives Content MgmtContent Mgmt AuthoringAuthoring toolstools COTSCOTS providersproviders Third partyThird party developersdevelopers LCMS & CMS &LCMS & CMS & DMSDMS ServicesServices KnowledgeKnowledge MgmtMgmt RepositoryRepository mgmtmgmt WorkflowsWorkflows ElectronicElectronic performanceperformance supportsupport systemssystems AdvancedAdvanced search-and-search-and- navigationnavigation CollaborationCollaboration VirtualVirtual classroomsclassrooms BlendedBlended learninglearning MentoringMentoring DiscussionsDiscussions & chat& chat OnlineOnline MeetingsMeetings CommunitiesCommunities of Practiceof Practice ProgramProgram StrategyStrategy && DesignDesign (Services)(Services) LMSLMS CatalogCatalog admin.admin. EventEvent schedulingscheduling ComplianceCompliance mgmtmgmt Job ChangeChange LeadershipLeadership (Services)(Services) Stage V:Stage V: OptimisedOptimised
- 14. Performance Appraisal & Assessments Personal Development Plan Personal Learning Plan Learning Consumption & Assessment Performance Objectives and Skills Gaps Performance Objectives and Skills Gaps Skills Enhancement & Goal Tracking Individual and Role-based Prescriptions Assessment scores, Appraisal ratings, Evaluations THINQ Solution OverviewTHINQ Solution Overview
- 15. ď§ Competency Mapping ď§ Define Cascading Organizational Core Competencies ď§ Define Competencies as Sets of Assessable Knowledge, Skills & Abilities (KSAâs) ď§ Job Role Competencies Support Organisational Competencies ď§ Job & Skills Libraries ď§ Define Idealised Job Roles with Competencies & Skills ď§ Target Desired Proficiency Levels ď§ Analysis Services ď§ Define Organisation Specific Job Roles, Competencies & Skills ď§ Align Organisational Competencies with Goals & Objectives Corporate Core Competencies Division Core Competencies Support Department Core Competencies Support Job Role Competencies Support Skills & Knowledge , Skills, Abilities Support Best Practices in Competency Management Best Practices inBest Practices in Competency ManagementCompetency Management
- 16. Organisation Mission & Values Organisation Goals & Objectives Derive From Division Goals & Objectives Department Goals & Objectives Support Support Division Mission & Values Support Department Mission & Values Support Derive From Derive From Individual Goals & Objectives Support Individual Mission & Values Support Derive From ď§ Goal Management ď§ Provide Cascading Mission & Values, Goals & Objectives ⢠Define Organisational Mission & Values ⢠Identify Goals and Objectives that Support Mission & Values ď§ Align Goals to Organisational Competencies ď§ Derive Individual Goals & Objectives from Organisational Goals & Objectives Best Practices inBest Practices in Performance ManagementPerformance Management
- 17. ď§ Performance Evaluation ď§ Assess Individual Performance on a Predefined Cycle Based on Individual Goals & Objectives ⢠Send Performance Assessment Notifications Automatically ⢠Provide 180°, 360° or Multi-Rater Feedback for Individual Performance Assessment ⢠Assign Learning Interventions to Close Performance Gaps. ď§ Assess Organization Performance on a Predefined Cycle Based on Organizational Goals & Objectives ⢠Assess Organizational Performance by Aggregating Individuals Performance Assessment Self-Assessment Manager Assessment Peer Assessment Subordinates Assessment Customer/Partner Assessment Best Practices inBest Practices in Performance ManagementPerformance Management
- 18. ď§ Identify & Manage Key Positions ď§ Define Succession Plan for Key Positions ď§ Identify Candidates for Retention & Promotion ď§ Find Candidates for Jobs (Recruitment) ď§ Manage Career Paths Talent Management &Talent Management & Succession PlanningSuccession Planning
- 19. Organisation Mission & Values Organisation Goals & Objectives Derive From Division Mission & Values Division Goals & Objectives Department Mission & Values Department Goals & Objectives Support Support Support Support Derive From Derive From Individual Mission & Values Individual Goals & Objectives Support Support Derive From Corporate Core Competencies Support Division Core Competencies Department Core Competencies Support Support Support Support Individual Competencies Support Support Knowledge, Skills, Abilities Support Creation and maintenance of a virtuous cycle that powers workforce optimization Performance and CompetencyPerformance and Competency AlignmentAlignment
- 20. Integration ApproachIntegration ApproachTwelve Steps to Skill Recovery Learning Management System PeopleView HCM Learners, Job Assignments, Courses, & Course-Skills Jobs, Job Competency Models (Job-Skills), Skills System of Record for: Learners Courses Course-Skills Transcripts System of Record for: Jobs Job-Skills Assessment Results 1 32 Administrators align learning interventions (Courses) with Skills and determine the Course-Skill proficiency level. Learners are assigned to Jobs. Twelve Steps to Skills Recovery THINQ-PeopleView Approach to Competency Based Learning Management Twelve Steps to Skills Recovery THINQ-PeopleView Approach to Competency Based Learning Management 6 Optional Jobs & Skills may be developed through a Job and Task Analysis for jobs and skills that are not generic. Otherwise, customer selects a generic job competency model from a company such as ITG. 8 Learning Plan is synchronized between LMS and SkillSight 4 Job Skills assessment sent to Learner by invitation e-mail. The e-mail includes a URL link to the assessment. Similar e-mails may be sent to manager, peers and subordinates to provide a 360- degree assessment of skills. 5 Learner completes the assessment. 7 Manager & Learner review assessment results and develop Learning Plan NOTE: Learning Plans can be developed in either system. Learners can add to their Learning Plan thru THINQ Learner. Learner engages in targetted learning interventions (Class, e-Learning, Text, Mentoring, Job Aid, etc.) 9 Skills Assessment Results/Appraisals for Learners Learning Plan Completions sync'ed to SkilSight 10 11 PeopleView SkillSight aggregates results by department and organization. - Reporting - Personnel Sourcing - Training Investment Plan Development - Succession Planning 12 LMS becomes the Strategic Talent Management Engine - Business Opportunity Evaluation - Key staff retention - Measure learning efficiency + Time to competence + Training investment costs + Training Program Efficiency + Kirkpatrick & Phillips learning & ROI assessment + Alignment of Business Strategy & Organizational Skills 2
- 21. Q&AQ&A
Hinweis der Redaktion
- If you remember your high school Hamlet or are familiar with Shakespeare's Hamlet or if you watch Star Trek movies and have heard Hamlet in the original Klingon, you recognize this quotation. Hamlet has the weight of the world on his shoulders. He knows his uncle murdered his father. His mother married the scoundrel and may be culpable. But the king, in the person of his uncle, is Denmark. Does Hamlet take up a just cause â justice for his father, or does he accept the present circumstance, do nothing to correct it â and simply commit suicide? Unlike Hamlet, we are not responsible for the fate of a nation, or the exacting justice for a murdered father.
- The Maturity Model Matrix tracks 9 key characteristics or in some cases âForces of Changeâ that occur as an organization transcends the stages. Many organizations find their efforts all over the matrix. To mitigate weaknesses in your strategy and vision, all elements need to move in concert with each stage. You canât be a Stage IV company if you havenât completed Stage II.
- Note the Key â shows whatâs in place or not, and to what degree I â Most significant pieces are departmental LMS(s), 3 rd party content, perhaps other pieces both not enterprise wide II â Strategy & vision (the compelling event that moves an organization to Stage II). Enterprise LMS, testing & measurement (Kirkpatrick L1, L2). Custom content. III â Competency driven approach with skills alignment to jobs, learning supporting that approach. Collaboration with virtual classroom tools, LCMS, blended learning. Development planning. IV â Goal management, alignment throughout the organization. Tied to 360 assessments and performance evaluations. V â Not surprised that all are engaged. EPSS, and some technologies that donât exist today.
- Key characteristics Senior management support for learning management Competency models in place to build a proficient workforce Competency-based learning and skill assessments in use to align learning against developmental needs of the organization Learning modalities (live, self-paced) blended for increased efficiencies Consistent use of tools and techniques for learning management processes LCMS providing central repository for content development and delivery Universal, assumed interoperability between content and LMS Prescriptive and self-initiated learning occurring Collaboration and mentoring reinforcing knowledge transfer 360-degree feedback instruments in place for skill and performance measurement
- Key characteristics Active senior management support for integration of business planning and learning/performance initiatives Business goals aligned with work activities Interactive dialog among workforce a consistent part of activity management and coaching Developmental planning occurring in relation to accomplishment of work activities Learning and knowledge management systems beginning to integrate with enterprise portal technologies Results of learning and work performance measured and correlated against key business performance metrics
- Key characteristics Flexible, learning and performance-centric organization structure Improvements to the learning and performance management environment actively encouraged Daily work and learning activities directly linked to business priorities Shared understanding and appreciation throughout workforce of the factors and influences affecting the business â Connectedâ organization sharing knowledge and content assets with key components of its extended enterprise Just-in-time blended learning and performance support tools increasing skill proficiency and organizational performance