2. 3-4 Introduction to Toronto Training and HR
5-6 Definitions
Contents 7-9 Commonly sought competencies
10-11 Core competences
12-22 Competency frameworks
23-25 Questions to ask
26-27 Organizational capacity and context
28-29 Clusters of competencies leading to high
performance
30-32 Role analysis
33-34 Rules around competence-related pay
35-37 Benefits of a competency-based system
38-41 Criticisms of a competency-based system
42-43 Building a competency model
44-45 Cultural competency
46-47 What influences performance on the job?
48-83 Specific types of competency (VARIOUS)
84-87 Benefits for employers
88-91 Benefits for employees
92-101 Case studies
102-103 Conclusion and questions
4. Introduction to Toronto Training
and HR
• Toronto Training and HR is a specialist training and human
resources consultancy headed by Timothy Holden
• 10 years in banking
• 10 years in training and human resources
• Freelance practitioner since 2006
• The core services provided by Toronto Training and HR are:
- Training event design
- Training event delivery
- Reducing costs
- Saving time
- Improving employee engagement & morale
- Services for job seekers
Page 4
8. Commonly sought competencies
1 of 2
Communication
Achievement/results orientation
Customer focus
Teamwork
Leadership
Planning and organizing
Commercial acumen and business awareness
Flexibility and adaptability
Page 8
9. Commonly sought competencies
2 of 2
Developing others
Problem-solving
Analytical thinking
Building relationships
Page 9
14. Competency frameworks 2 of 10
BEHAVIOURS TO INCLUDE:
Communication skills
People management
Team skills
Customer service skills
Results orientation
Problem solving
Page 14
15. Competency frameworks 3 of 10
THE PROCESS, STEP ONE:
A review (and potentially a refresh) of the current
vision, mission statement and business strategy-
this is likely to involve a series of discussions with
the senior management team
THE PROCESS, STEP TWO:
Conducting workshops, focus groups and surveys
to gather views and data from employees (at all
levels) on what they see as being the values, ethos
and culture of the organization
Page 15
16. Competency frameworks 4 of 10
THE PROCESS, STEP TWO:
This is likely to include asking questions such as:
What is important around here?
What do we want our clients to think of us?
What do we want the public to think of us?
What attracts people to work here?
What informs the way we do business?
What are our guiding principles?
How do we expect our colleagues to behave?
Page 16
17. Competency frameworks 5 of 10
THE PROCESS, STEP TWO:
How do we do what we do?
What do we do best?
What’s good about working here?
What sets us apart from our competitors?
What makes us successful?
Page 17
18. Competency frameworks 6 of 10
THE PROCESS, STEP THREE:
Using the data gathered to collaboratively agree
and finalise a clear set of agreed organizational
values
THE PROCESS, STEP FOUR:
Presenting these values back to the organization
for discussion and review, possibly as a series of
internal briefings
Page 18
20. Competency frameworks 8 of 10
AN INTEGRATED BALANCED FRAMEWORK:
Innate qualities
Acquired skill
Adapting behaviours
Page 20
21. Competency frameworks 9 of 10
GOALS:
Underpinning of performance appraisals
Enhanced employee effectiveness
Greater organizational effectiveness
Better analysis of training needs
Enhanced career management
Page 21
22. Competency frameworks 10 of 10
IS YOUR COMPETENCY FRAMEWORK FIT FOR
PURPOSE?
Communicate the purpose
Identify key themes
Get conditions right
Tackle the root cause
Keep it simple
Train, don’t blame
Page 22
24. Questions to ask 1 of 2
How would you describe the perfect employee?
What’s different about employees here?
What do you value most in your staff/colleagues?
What really sets apart the best people from
others?
Think of the most effective person in your team-
what characteristics and qualities make them
effective?
Page 24
25. Questions to ask 2 of 2
What do people need to do to get promoted?
What will get in the way of people getting
promoted here?
What gets you noticed around here?
What sorts of behaviours are ‘career limiting’
around here – for instance, what might cause an
individual to derail, or what would prevent them
from ‘fitting in’?
Page 25
27. Organizational capacity and
context
DIMENSIONS TO CONSIDER
Structural facet
Cultural component
Psychological element
Policy component
Contextual facet
Page 27
29. Clusters of competencies leading
to high performance
Cognitive competencies
Emotional intelligence competencies
Social intelligence competencies
Page 29
31. Role analysis 1 of 2
ACTIVITY-BASED TECHNIQUES
Focus groups
Inventories or questionnaires
Interviews including critical incident interview
Diaries and work logs
Page 31
32. Role analysis 2 of 2
PEOPLE-BASED TECHNIQUES
Repertory grids
Observation
Testing
Page 32
36. Benefits of a competency-based
system 1 of 2
Employees have a well-defined set of behaviours
required in their work and are clear about how
they are expected to perform their jobs
The appraisal and recruitment systems are fairer
and more open
Recruiters are able to assess transferable skills and
identify required behaviours regardless of career
background
Page 36
37. Benefits of a competency-based
system 2 of 2
There is a link between effective individual inputs
to work and organisational performance
Processes are measurable and standardised across
organisational and geographical boundaries
Page 37
39. Criticisms of a competency-based
system 1 of 3
Focus on the past and therefore cannot keep up to
date with rapidly-changing environments
Fail to deliver on anticipated improvements in
performance
Are unwieldy and not user-friendly
Create clones, as everyone is expected to behave
in the same way
Page 39
40. Criticisms of a competency-based
system 2 of 3
LEADERSHIP AND MANAGEMENT DEVLOPMENT
Competency frameworks are expensive to design,
install, administer and monitor
Encourage a focus on sameness and can therefore
impede diversity
Carry the assumption that selected individuals can
be ‘trained’ into leadership or management
positions and then provide good role models for
others
Page 40
41. Criticisms of a competency-based
system 3 of 3
LEADERSHIP AND MANAGEMENT DEVELOPMENT
Rarely discriminate enough between leadership &
management
Assume that a number of discrete components can
adequately describe critical features of a role, and
that those components will remain relatively
constant and standardized through time
Narrow leadership & management perspectives
can stifle questioning and prevent unlearning
Page 41
47. What influences performance on
the job?
Knowledge abilities and aptitudes
Work styles, personality, interests, principles,
values, attitudes, beliefs and
leadership/subordinate styles
Page 47
58. Human Resources competencies
team building which includes:
mentoring
motivating work colleagues
employment relations
selection, promotion and development of people
encouraging participation
developing talent
providing performance feedback
valuing diversity
Page 58
62. Client service competencies
Identification and analysis of client needs
Service orientation and delivery
Working with clients
Following up with clients
Building partnerships
Committing to quality
Page 62
68. Technical and operational
competencies
Performing office tasks
Working with computer technology
Using other equipment and tools
Demonstrating technical/professional expertise
Working with data/numbers
Page 68
70. Competencies for people working
in substance abuse 1 of 5
TECHNICAL COMPETENCIES:
Counselling
Case management
Crisis intervention
Community development
Family and social support
Group facilitation
Mental health
Page 70
71. Competencies for people working
in substance abuse 2 of 5
TECHNICAL COMPETENCIES:
Pharmacology
Prevention and health promotion
Program development, implementation and
evaluation
Screening and assessment
Treatment planning
Understanding substance use, abuse and
dependency
Page 71
72. Competencies for people working
in substance abuse 3 of 5
BEHAVIOURAL COMPETENCIES:
Analytical thinking and decision making
Adaptability and flexibility
Client-centred change
Client service orientation
Continuous learning
Creativity and innovation
Collaboration and network building
Developing others
Page 72
73. Competencies for people working
in substance abuse 4 of 5
BEHAVIOURAL COMPETENCIES:
Diversity and cultural responsiveness
Effective communication
Ethical conduct and professionalism
Interpersonal rapport and savvy
Leadership
Planning and organizing
Page 73
74. Competencies for people working
in substance abuse 5 of 5
BEHAVIOURAL COMPETENCIES:
Self-care
Self-management
Self motivation and drive
Teamwork and cooperation
Page 74
76. Competencies for people working
in sales & marketing
Content remains king
Leads: Volume down, quality Up
Enablement’s next step
Integrated social properties
Data: better buyer and customer insight
Page 76
78. Competencies for occupational
therapists 1 of 2
CLINICAL
Assumes professional responsibility
Thinks critically
Demonstrates practice knowledge
Utilizes an occupational therapy process to enable
occupation
Communicates and collaborates effectively
Engages in professional development
Manages own practice, advocates within systems
Page 78
79. Competencies for occupational
therapists 2 of 2
NON-CLINICAL
Assumes professional responsibility
Thinks critically
Communicates and collaborates effectively
Engages in professional development
Manages own work, advocates within systems
Page 79
81. Competencies at the Treasury
Board of Canada Secretariat 1 of 3
Deputy Minister
Assistant Deputy Minister
Director General
Director
Manager
Supervisor
Employee
Page 81
82. Competencies at the Treasury
Board of Canada Secretariat 2 of 3
ALL EXCLUDING EMPLOYEE
Values and ethics - Serving through integrity and
respect
Strategic thinking - Innovating through analysis
and ideas
Engagement - Mobilizing people, organizations,
partners
Management excellence - Delivering through
action management, people management,
financial management
Page 82
83. Competencies at the Treasury
Board of Canada Secretariat 3 of 3
EMPLOYEE
Values and ethics - Serving through integrity and
respect
Thinking things through - Innovating through
Analysis and Ideas
Engagement -Working effectively with people,
organizations, partners
Excellence through results - Delivering through
own work, relationships and responsibilities
Page 83
85. Benefits for employers 1 of 3
Ensures that on-the-job training is cost-effective
and productive
Ensures employees achieve a high level of
competence in an efficient manner
Provides documentation of the employee’s
acquisition of the knowledge, safety, and
procedures relating to each task
Page 85
86. Benefits for employers 2 of 3
Reduces cost overruns related to poor
performance or miscommunication of employee
expectations
Improves communication between employee and
management, creating a more positive workplace
environment
Ensures the organizational funded training and
professional development activities are cost-
effective and goal-oriented
Page 86
87. Benefits for employers 3 of 3
Increases employee mobility within the
organization, providing the organization with
greater ability scale and flex as needed
Establishes a framework for positive feedback by
management at scheduled training and
performance appraisal intervals
Clarifies job standards for performance appraisals
Outlines employee development and promotional
paths within the organization
Page 87
89. Benefits for employees 1 of 3
Provides a clear set of expectations for employees,
enabling them to make better decisions and work
more effectively
Provides employees with insight into the overall
strategy of their team, department, and
organization, leading to greater engagement and
motivation
Page 89
90. Benefits for employees 2 of 3
Enables employees to be more proactive beyond
their individual roles, by learning additional
competencies that are valued by the organization
Provides clear direction for learning new job skills
Provides a reference resource for day-to-day
requirements
Increases the potential for job satisfaction
Page 90
91. Benefits for employees 3 of 3
Provides a mechanism for the recognition of
employees’ abilities
Ensures that individual professional development
and training milestones are recorded and
acknowledged by the organization
Page 91