hay group - aps competency implementation guide

1、<p>　　TABLE OF CONTENTS</p><p><b>　　PAGE</b></p><p>　　I.Using Competencies1</p><p>　　Overview1</p><p>　　Recruitment1</p><p>　　Selectio

2、n & Staffing2</p><p>　　Learning & Development2</p><p>　　Career & Succession Planning2</p><p>　　Performance Management2</p><p>　　Rewards & Recognitio

3、n3</p><p>　　II.Useful Tools4</p><p>　　Job Profile4</p><p>　　Job Profile – Part A5</p><p>　　Job Competency Profile – Part B6</p><p>　　Competency Based

4、 Interview Questions7</p><p>　　Competency Based Interview Scoring11</p><p>　　Competency Self-Assessment Worksheet13</p><p>　　Corporate Options to Assessing Individual Competencie

5、s21</p><p>　　I. USING COMPETENCIES</p><p><b>　　OVERVIEW</b></p><p>　　Competencies are: any attitude, skill, behaviour, motive or other personal characteristic that are

6、 essential to perform a job, or more importantly, differentiate superior performers from solid performers.</p><p>　　Competencies provide a means of looking at those behaviours that differentiate the “best fr

7、om the rest” and a common language for talking about critical on-the-job behaviours.</p><p>　　The APS competencies provide an integrated approach to support multiple applications and initiatives, and yet sti

8、ll allow for comparability of results across government.</p><p>　　As the illustration suggests, competencies can be used for a variety of human resources applications. The following pages describe the uses o

9、f competencies in each of the areas. </p><p>　　RECRUITMENT: Competencies can be used to ensure individuals applying for a position fully understand the requirements of the position, both the technical and th

10、e behavioural. As the center of the “atom” demonstrates, job competency requirements can provide important information to candidates. For example, when recruiting for supervisory positions it is important to let potentia

11、l candidates know that “Developing Others” is a critical part of the job. In addition, the core competencies let all pot</p><p>　　Tool: The Job Profile can assist you in creating an effective job posting. (

12、Page 4)</p><p>　　SELECTION & STAFFING: It is important to ensure that those selected meet not just the technical requirements but also the behavioural requirements for the job. Asking competency based qu

13、estions and assessing the answers based on the competency profile for the job can assist in hiring those that meet the competency requirements. </p><p>　　Tool: Competency Based Interview Questions and record

14、 keeping sheet. (Page 7) </p><p>　　LEARNING AND DEVELOPMENT: Competencies can be developed and used to improve performance. Competencies support the achievement of more readily measurable criteria, such as

15、meeting budgets or achieving departmental goals. The competencies observed during a selection interview or recorded as part of performance management can be used as a starting point for development planning. Individuals

16、can compare where they are currently at to what level of competency proficiency they wish or need to be at. T</p><p>　　CAREER AND SUCCESSION PLANNING: Competencies can also be used to plan career paths (at a

17、n individual level) or assist in succession planning (at a corporate level). As an assessment of potential and future development, competencies form an important part of succession planning. Competency profiles and compe

18、tency expectations for different positions can be used to assist in career decision making. For example, if you wish to move from an HR assistant to an HR consultant, you can examine the diffe</p><p>　　www.p

19、ao.gov.ab.ca/assess-services </p><p>　　PERFORMANCE MANAGEMENT: Performance management is defined as: “A process for establishing a shared understanding about what is to be achieved, how it is to be achieved;

20、 and an approach to managing people that increases the probability of achieving success.” And thus it includes not just performance appraisal but other means of communicating expected behaviours to employees.</p>

21、<p>　　Competencies are critical behaviours demonstrated on the job and, as such, are often included as part of performance management. Performance management is about achieving results in a manner that is consistent

22、 with organizational expectations and desired behaviours. Competencies provide expectations for “how” the job is performed, not just “what” gets done. Assessing competencies as a part of performance management is an impo

23、rtant means of assisting employees in understanding performance expecta</p><p>　　REWARDS AND RECOGNITION: To be effective, rewards and recognition need to be consistent with organizational expectations and l

24、inked to organizational goals. Competencies are one way of conveying organizational expectations of behaviours. For example, a ministry may define an expectation for the competency of Teamwork and then align its rewards

25、and recognition program to reflect the importance of this competency. At a corporate level, Client Focus is one of the primary components of the Premier’s</p><p>　　II. USEFUL TOOLS</p><p>　　JOB

26、 PROFILE</p><p>　　The job profile should be completed by an HR professional with knowledge of the position, the manager of the position or an incumbent. The job description should be used as a source of info

27、rmation. The first page (part A) (page 5) largely reflects the information often found in a job description. The second page (part B) (page 6) is to assist in determining the competency requirements for the position. If

28、a competency profile and levels of excellence exist for the position, that information shou</p><p>　　If a competency profile does not exist for that position, a rating of the relative importance of each comp

29、etency for that position should be determined. Core competencies must always be considered “important” for every position in the APS. Role specific competencies depend upon the accountabilities of the role listed on the

30、first page. For example, a position with accountability for managing large projects and considerable budgets, may have Resource Management as a critical competency. The same </p><p>　　JOB PROFILE – Part A<

31、;/p><p>　　JOB SUMMARY:</p><p>　　WORK CONTEXT:</p><p>　　DIMENSIONS:</p><p>　　ACCOUNTABILITIES:</p><p>　　JOB COMPETENCY PROFILE – Part B</p><p>　　D

32、epartment/Job Competencies</p><p>　　COMPETENCY BASED INTERVIEW QUESTIONS</p><p>　　This tool is helpful for those who are conducting a behavioural-based interview. When using this tool, a few cri

33、tical competencies should be chosen and the same questions asked of each candidate. Note that for each competency, different questions are provided that tap into different levels of the competencies. Only one question sh

34、ould be asked for each competency. Probing for behaviours that demonstrate the competencies should be used to get a full picture of the candidates’ past behaviours. Pro</p><p>　　Some Examples</p><

35、p>　　CORE COMPETENCIES</p><p>　　Adaptability</p><p>　　Tell me about a time when you changed your priorities to meet others’ expectations.</p><p>　　Describe a time when you altered

36、 your own behaviour to fit the situation.</p><p>　　Tell me about a time when you had to change your point of view or your plans to take into account new information or changing priorities.</p><p&g

37、t;　　Client Focus</p><p>　　Give an example of how you provided service to a client/stakeholder beyond their expectations. How did you identify the need? How did you respond?</p><p>　　Tell me abou

38、t a time when you had to deal with a client/stakeholder service issue.</p><p>　　Describe a situation in which you acted as an advocate within your organization for stakeholders’ needs, where there was some o

39、rganizational resistance to be overcome. </p><p>　　Communication</p><p>　　Describe a situation you were involved in that required a multi-dimensional communication strategy. </p><p>

40、;　　Give an example of a difficult or sensitive situation that required extensive communication? </p><p>　　Tell me about a time when you really had to pay attention to what someone else was saying, actively s

41、eeking to understand their message.</p><p>　　Organizational Awareness</p><p>　　Describe the culture of your organization and give an example of how you work within this culture to achieve a goal

42、.</p><p>　　Describe the things you consider and the steps you take in assessing the viability of a new idea or initiative.</p><p>　　Tell me about a time when you used your knowledge of the organ

43、ization to get what you needed.</p><p>　　Problem Solving and Judgment</p><p>　　Tell me about a time when you had to identify the underlying causes to a problem.</p><p>　　Describe a

44、time when you had to analyze a problem and generate a solution.</p><p>　　Tell me about a situation where you had to solve a problem or make a decision that required careful thought. What did you do?</p>

45、;<p>　　Results Orientation</p><p>　　Tell me about a time when you set and achieved a goal.</p><p>　　Tell me about a time when you improved the way things were typically done on the job.&l

46、t;/p><p>　　Describe something you have done to improve the performance of your work unit. </p><p>　　Describe something you have done to maximize or improve the use of resources beyond your own work

47、 unit to achieve improved results.</p><p><b>　　Teamwork</b></p><p>　　Tell me about a time when you worked successfully as a member of a team.</p><p>　　Describe a situati

48、on where you were successful in getting people to work together effectively.</p><p>　　Describe a situation in which you were a member (not a leader) of a team, and a conflict arose within the team. What did

49、you do? </p><p>　　ROLE SPECIFIC COMPETENCIES</p><p>　　Developing Others</p><p>　　Tell me about a time when you coached someone to help them improve their skills or job performance.

50、What did you do?</p><p>　　Describe a time when you provided feedback to someone about their performance.</p><p>　　Give me an example of a time when you recognized that a member of your team had

51、a performance difficulty/deficiency. What did you do?</p><p>　　Innovation</p><p>　　Describe something you have done that was new and different for your organization, that improved performance an

52、d/or productivity.</p><p>　　Tell me about a time when you identified a new, unusual or different approach for addressing a problem or task.</p><p>　　Tell me about a recent problem in which old s

53、olutions wouldn’t work. How did you solve the problem?</p><p>　　Impact and Influence</p><p>　　Describe a recent situation in which you convinced an individual or a group to do something.</p&g

54、t;<p>　　Describe a time when you went through a series of steps to influence an individual or a group on an important issue. </p><p>　　Describe a situation in which you needed to influence different s

55、takeholders with differing perspectives. </p><p>　　Leadership</p><p>　　Tell me about a time when you had to lead a group to achieve an objective.</p><p>　　Describe a situation where

56、 you had to ensure that your “actions spoke louder than your words” to a team.</p><p>　　Describe a situation where you inspired others to meet a common goal.</p><p>　　Relationship Building</p

57、><p>　　Describe a situation in which you developed an effective win/win relationship with a stakeholder or client. How did you go about building the relationship?</p><p>　　Tell me about a time when

58、 you relied on a contact in your network to help you with a work related task or problem.</p><p>　　Give me an example of a time when you deliberately attempted to build rapport with a co-worker or customer.&

59、lt;/p><p>　　Resource Management</p><p>　　Describe a situation in which you took a creative approach to resourcing to achieve a goal.</p><p>　　Tell me about a time when you had to deal

60、with a particular resource management issue regarding either people, materials, or assets.</p><p>　　Describe the options you would consider to resource a project or goal if you did not have the available res

61、ources within your own span of control.</p><p>　　Describe a situation in which you established a partnership with another organization or stakeholder to achieve a mutual goal. What steps did you take to ensu

62、re the partnership was effective?</p><p>　　Self-Management</p><p>　　Describe the level of stress in your job and what you do to manage it.</p><p>　　Describe a time when you were in

63、a high pressure situation.</p><p>　　Describe a time when things didn’t turn out as you had planned and you had to analyze the situation to address the issue. </p><p>　　Strategic Thinking</p&g

64、t;<p>　　Describe a challenge or opportunity you identified based on your industry knowledge and how you developed a strategy to respond to it.</p><p>　　Describe a time you created a strategy to achiev

65、e a longer term business objective. </p><p>　　Describe a time when you used your business knowledge to understand a specific business situation.</p><p>　　COMPETENCY BASED INTERVIEW SCORING:</

66、p><p>　　DEMONSTRATED CORE COMPETENCIES</p><p>　　COMPETENCY BASED INTERVIEW SCORING:</p><p>　　DEMONSTRATED ROLE SPECIFIC COMPETENCIES</p><p>　　COMPETENCY SELF-ASSESSMENT WO

67、RKSHEET</p><p>　　This tool can be used for a self-assessment to assist in developmental planning. To complete the tool you will need:</p><p>　　APS competency model</p><p>　　Competen

68、cy Self-Assessment Worksheet</p><p>　　Competency Profile for your role (if one exists) </p><p>　　Highlight the names of those competencies that are included in your competency profile and put an

69、 “X” next to the levels of excellence for your role (see sample below)</p><p>　　If your position does not have a competency profile/levels of excellence defined, complete a job profile and discuss which comp

70、etencies and levels are most critical for your position with your manager.</p><p>　　For each of the competencies highlighted on your worksheet, complete the following steps: </p><p>　　Refer to t

71、he APS competency model and review the behaviours under level “A”.</p><p>　　Ask yourself which of those behaviours you demonstrate consistently and get good results with. If you consistently demonstrate thos

72、e behaviours, move on to level “B” and so on until you reach a level where you do not demonstrate the behaviours consistently or you do not get good results, give yourself the rating of the previous level. Mark an “X” in

73、 that level on the Self-Assessment Worksheet (see sample below). </p><p>　　Complete Steps 2 and 3 for the remainder of the competencies in your profile. </p><p>　　For example, when looking at Ad

74、aptability do you: accept others’ viewpoints? Acknowledge that others are entitled to their opinion? Stay positive when change is introduced? If you answer yes, and you do this most of the time, you can check the first l

75、evel of Adaptability. Then ask yourself about the behaviours under level B (Do you consistently work creatively within standard procedures? Do you accept change even when there’s ambiguity?). If you do these behaviours,

76、but only some of the time, th</p><p>　　In the “Comments on Strengths/Developmental Needs” provide some comment on your next steps. For example, how do you plan to use and further develop your strengths? How

77、do you plan to focus on areas of need?</p><p><b>　　Example:</b></p><p>　　COMPETENCY SELF-ASSESSMENT WORKSHEET</p><p>　　Core Competencies</p><p>　　COMPETENCY

78、 SELF-ASSESSMENT WORKSHEET</p><p>　　Core Competencies (cont’d)</p><p>　　COMPETENCY SELF-ASSESSMENT WORKSHEET</p><p>　　Core Competencies (cont’d)</p><p>　　COMPETENCY SEL

79、F-ASSESSMENT WORKSHEET</p><p>　　Role Specific Competencies</p><p>　　COMPETENCY SELF-ASSESSMENT WORKSHEET</p><p>　　Role Specific Competencies (cont’d)</p><p>　　COMPETENC

80、Y SELF-ASSESSMENT WORKSHEET</p><p>　　Role Specific Competencies (cont’d)</p><p>　　CORPORATE OPTIONS TO ASSESSING INDIVIDUAL COMPETENCIES</p><p>　　COMPETENCY ASSESSMENT: Assists ind

81、ividuals with targeting their development strategies through the use of multi-rater feedback based on the Alberta public service. The process ensures that employees have the opportunity to identify both their areas of s

82、trength and opportunities for improvement, which consequently allows them to prepare an individual learning and development plan. </p><p>　　Benefits to the Individual</p><p>　　The following ben

83、efits of assessing and planning can be realized by the individual: </p><p>　　More informed of areas that should be addressed to reach career goals</p><p>　　Given responsibility to actively make

84、decisions regarding future development </p><p>　　Encouraged to modify abilities and behaviours in a way that improves job effectiveness and personal achievement capabilities </p><p>　　Empowere

85、d to progress and develop</p><p>　　Encouraged to find ways to become involved in certain activities/events that will help develop weaker areas</p><p>　　Desirable behaviours are reinforced</p&

86、gt;<p>　　Benefits to the Organization</p><p>　　The following benefits of individual assessment and planning can be realized by the organization:</p><p>　　Ability to achieve business plan

87、objectives is enhanced, thereby improving overall performance </p><p>　　Competency gaps are identified, and focus can be placed on these areas for development</p><p>　　A strategic approach to go

88、al alignment can be adopted</p><p>　　Employees will be more individually capable, and overall, more satisfied and productive</p><p>　　Productivity will be enhanced, group interaction will improv

89、e, and employees will be more focused on critical job-related behaviours. </p><p>　　Leadership potential can be determined</p><p>　　Managing and motivating different types of employees will be

90、more successful</p><p>　　Strengths of individuals can be optimized. </p><p>　　Better able to lead and support its employees’ development, as an understanding of their attitudes, morale, needs,

91、capabilities, and concerns will be acquired </p><p>　　Strength will be gained as a whole as individuals collectively work on their own competency gaps</p><p>　　Assessment Services – Is one elem

92、ent of the Leadership Development Strategy and is based on Alberta public service. It helps employees to identify their individual training needs, while assisting them in responding to the requirement for competency dev

93、elopment. The purpose is to assist with individual development planning by using multi-rater feedback from multiple sources, including the respective supervisor, peers, and direct reports and then having employees atten

94、d a workshop, which assists</p><p>　　Executive Assessment Services – A component of the Corporate Executive Development Program, which provides opportunities to develop leadership capacity in the Alberta pub

95、lic service and to ensure well-qualified successors are available to assume senior positions. Deputy Ministers, Chief Executive Officers of the Agencies, Boards and Commissions on the Deputy Ministers’ Committee, Assist

96、ant Deputy Ministers, and executive managers have access to this service. The purpose is to assist with indiv</p><p>　　Module 6 of Senior and Executive Managers’ Development Program (SEMDP), “Transformatio

97、nal Leadership: Building a Leadership Culture”, uses a self and multi-rater assessment tool to provide each developing leader with feedback regarding their existing leadership practices. Participants can gather this fee

98、dback at timely intervals to identify, refine, or modify their developmental objectives. Personal improvement strategies are then developed by each participant. For more information about the</p><p>　　Albe

99、rta Corporate Service Centre (ACSC) Training Opportunities – The following courses have assessment components built into them to assist in assessing employee developmental needs:</p><p>　　Meeting the Challen

100、ges of Leadership – This course provides the opportunity to build confidence, skills, and knowledge about leadership abilities through assessment exercises, group and individual activities, and case studies. </p>

101、<p>　　Transition to Supervisor – This course is designed to assist participants in deciding whether to pursue a career path in supervisory/coaching leadership. It involves the opportunity to assess their inclinati

102、ons as a potential coach, develop a career track in supervisory/team leadership, and assess personal values and goals related to leadership. </p><p>　　Career Management – This hands-on workshop provides part

103、icipants with a process for effective career management - matching personal style, needs, values, interests, and skills with the options available and re-evaluating the participant’s direction on an ongoing basis. Part

104、icipants will use tools to better understand their personal style, identify and describe their needs, values, interests, and skills, identify gaps in their knowledge and skills, and develop a learning plan and a personal