PDF Implementing Competencies Best Practices

Implementing Competencies: A Best Practices Approach
by Dr. Stephen C. Schoonover

President, Schoonover Associates, Inc.
Background
Competencies are context bound. They answer the question

What does a superior performer look like in a specific setting?
In other words, effective competencies are linked to a particular
organizational target or goal. Therefore, depending on the
context, models may be geared toward:
· the total organization (e.g., core competencies or values)

· an entire function (e.g., finance, human resources)
· a career level or band (e.g., individual contributor, team
leader, mid-level manager, strategist, or executive)
· a specific role (e.g., HR generalist)
· a specific job (e.g., compensation analyst)
While the focus of a competency model is one critical element

Stephen C. Schoonover is
in building a framework, another is the level of future
President of Schoonover
orientation. The degree of future orientation depends on how Associates, Inc., a Boston-based
the organization plans to apply the model and the pace and leadership development
consulting firm. Founded in 1983,
nature of changes occurring within the organization. In most
the firm specializes in human
instances, organizations currently try to develop models with resource strategic consulting,
competency model-building, and
factors that will produce success for several years.
performance development
systems.
Traditional competency methods provided clear success
1.
P.O. Box 629, 359 Main Street, Falmouth, MA 02541-0629 Voice: (508) 457-5800 Fax: (508) 457-5806
www.schoonover.com (c) 2002. Schoonover Associates Inc., All Rights Reserved.
measures for individuals in current work In other settings, profiles are framed as
settings. This can actually limit their impact. groupings of related behaviors. This latter
For example, behavioral event interviewing form works best for assessment and
focuses on historical data of excellent development interventions. In contrast,
performers and, sometimes, matching control models using scaled competencies and a
groups. Implicit in this classical methodology range of descriptors of baseline to excellent
is that how top performers succeeded in the performance are best suited for pay
recent past will provide behavioral evidence applications.
relevant to future success.
Two other critical factors should be considered
In settings that change slowly, this in developing competencies the length of
presumption is generally correct. In todays models and the degree of complexity and
rapidly changing work settings, this detail described in behavioral indicators.
assumption is often not true. To match the Frequently, competency initiatives fail because
needs of todays environment, we almost models are too long and too detailed or
always modify classical data gathering because organizations spend too much time
approaches to include benchmarking data and too many resources researching and
and interview modifications. For example, editing behaviors.
practitioners frequently need to balance the
focus of interviews between past performance Consequently, organizations fail to provide a
(i.e., behavioral events), future performance simple framework to users in a timely manner.
needs (i.e., critical incidents) and other Models that work best follow the 80-20 rule.
validation and refinement techniques, such They provide the 20% of behaviors that drive
as surveys or focus groups. 80% of excellent performance.
Competencies may also be structured in

different ways. Sometimes for simplicity and
brevity, each competency in a profile is
presented as a singular concept or definition.
2.
The Study and Implementation of the models, saves time, and is just as valid
Process and legally defensible as model-building from
scratch.
In general, we follow the implementation
process outlined below. (See Figure 1, next
For most specific projects, we would probably
page) Initially, we spend time with key
advocate for semi-structured interviews of a
stakeholders to define needs, outcomes,
selected group of top performers. Typically,
expected impact, and cultural issues and
we thematically analyze the interviews and
organization context. During this initial project
then hold a data integration session or sessions
phase, we also determine design criteria
to generate initial models. If appropriate for
for the competencies:
the organization, we often have project leaders
participate in the interviewing and the data
· is the focus on the level, function, or
analysis. This increases clarity about and
specific roles?
buy-in for the model-building process with
· what is the level of validity required for
internal staff.
desired applications (e.g., reduction-in-
force, succession planning, or selection
Next, we test the models. Usually, this is
applications require more rigor and legal
done through a validation survey and/or focus
defensibility than development
groups/feedback sessions. To generate an
applications)?
initial approved version of models, we most
often present profiles to a stakeholder group
After this initial framing of the project, we
for review and sign off.
use existing models within the company and
our own extensive database of models to
After approval, models are then framed into
produce a strawman model or models as a
specific applications or tools. During this
starting point of the study. With most of our
phase of tool development, we would
current clients, this application of existing
collaborate in designing methods for
excellence profiles along with additional data
measuring impact, and for refining and
gathering decreases cost, improves the quality
updating models over time. No matter what
3.
techniques are applied, we strongly formal measurement of program impact over

recommend systematic tool application and time.
planned updating of models and tools, and
Figure 1: The Study and Implementation Process
Clarify Organizational Content and Challenges
Study Design
Analyze Work
Role/Processes Data Gathering Benchmarking
Thematic Analysis
Generate Development Framework and Competency Profiles
Validate Development Framework and Competencies
Refine and Implement Competencies
Applying competencies properly provides an performance goals to make the fullest impact.
excellent engine for raising the bar, promoting Misapplying competencies can actually have
common standards, and integrating HR a deleterious effect. Too often, models are
processes. However, competencies should be communicated as cure-alls for a range of
coupled with other interventions such as performance problems and organizational
curriculum offerings and setting objective needs which competencies are not designed
4.
to address. In addition, the behavioral out. (Schoonover, 1986, 1988, 1996). Others,
approach upon which competencies are based such as Dubois (1993), also advocate for
can be too reductionistic, too limited or too more systemic, comprehensive approaches
superficial, sometimes cloaking a set of deeper to competency implementation. Indeed, one
needs. In many situations, organizations of the most common problems with
should address culture, strategy, and process implementing competency-based systems is
issues instead of, before, or in parallel with the lack of a plan and commitment to large-
implementing competencies. scale change.
Making Change Happen Clearly an individual practitioner can take the

initiative to adapt existing competencies as
While the content of competencies has
their own standards for assessment and
received significant attention in recent years,
development. However, implementing
information on the extent and type of
competencies in multiple applications across
applications has been limited. A recent study
an entire organization constitutes a large-
by the American Compensation Association
scale change and requires significant resources
focusing on this topic highlights that
and time. In other words, clarifying the critical
competency applications vary widely. They
success factors or competencies required for
generally start with developmental
the success of future professionals is a
interventions and progress toward more
necessary, but not sufficient aspect of
formal, systemic efforts such as performance
functional transformation.
management and compensation (ACA, 1996).
All too often individuals and organizations

Our own studies of competency initiatives
focus on defining the specific behaviors that
indicate that successful programs use more
support excellence, neglecting deterrents to
integrated approaches to competency
change such as culture, structural, process
implementation, provide tools and job aids
and learning systems. In practice, six key
to managers and team members and apply
characteristics consistently ensured the
change management principles during roll-
success of the long-term implementation of
5.
competencies in organizations studied: results for users with relatively little ongoing
support.
Relevance: Approaches that work answer Acculturation: Installing competencies
specific, well articulated, highly felt needs of should result in a significant, lasting
users, employing tools and approaches that organizational change. Too often organizations
have practical, day-to-day impact on define and introduce new standards without
performance development applications. In a plan for sustainability. In competency
other words, lasting implementations are systems that work, they become part of the
market-driven. culture and the mindset of leaders through
Alignment: Competencies impact systems repeated application and refinement over a
that actively support the organizations vision, significant period of time. In other words,
strategy, and key capabilities. Therefore, competencies become a philosophy for raising
they can help individuals understand how the bar, producing accountability and
their own behavior can support these empowerment and ensuring continuous
strategies. feedback and development.
Integration: Competency initiatives that
produce the most significant change are Another perspective that can help practitioners
applied systemically across a range of HR implement competency-based approaches is
development processes. presented in Figure 2 - next page.
·Distribution: Competency standards alone
produce little effect. They must be actively This picture highlights how the various
and relentlessly communicated and installed components of an integrated approach fit
with users. together. Competencies as the linchpin of
Self-Directed Application: Competency such a system articulate how individual
systems frequently fail because they are too behavior supports a teams best practices,
complex or require an unsustainable level of core processes, vision and strategy. They also
sponsorship or program support. serve as the common language and standards
Implementations that work best focus on the embedded in the entire range of performance
development of tools that can produce development processes and tools.
6.
Figure 2: A Systems Approach to Competency-Based Development
As with all large-scale change initiatives, of time. Failure to make a major impact is
successful implementation of competencies frequent, usually stemming from a typical set
depends primarily on designing and sustaining of derailment factors (see Figure 3).
a consistent process over a significant period
7.
Figure 3: Derailment Factors in Implementing Change
· Lack of long-term commitment and persistence
· Lack of vision and early planning
· Lack of commitment, resources or sponsorship
· Lack of an overall systems perspective
· Failure to confront cultural readiness up front
· Lack of milestones and celebrated successes
· Lack of communication across organization boundaries
· Unrealistic expectations about the change process and resources required
· Failure to confront retrenchments
In contrast, initiatives that work consistently are communicated widely, programs

include a series of stages and typical activities commonly make significant impact. Wider
(see Figure 4, next page). affects generally require change team and
field sponsors who bridge inevitable setbacks
In practice, even effective implementations in competency application.
are never a linear process marked by steady
progress. Rather, most competency programs Finally, the culture and mindset change
encounter typical stumbling blocks during generally requires sustained application over
rollout. Often, initial optimism is followed by a period of years and integration of
sagging commitment in the face of competing competency standards into normative
priorities or fad of the month syndrome. practices.
If early adopters are identified and enlisted
to apply competencies and if early successes
8.
Figure 4: Change Leadership Model
Deliver Define
Direct Develop
Step 1 Step 3
Define the Change Direct the Implementation
· Create a vision for change · Generate and monitor change plans

· Ensure change compatibility with the · Pilot and prototype the change
organization culture · Maintain change momentum
· Develop end-user relevance and buy-in · Ensure feedback
early in the process
· Generate key stakeholder support and
sponsorship
Step 2 Step 4
Develop Strategies and Plans Deliver to End-Users
· Build a change team comprised of key · Produce continuous improvement

implementers · Institutionalize new practices and mindset
· Generate a network for change · Maximize end-user utility
· Clarify change strategies and plans Produce a culture of change
· Contract for responsibilities and
accountabilities
9.
American Compensation Association. Raising The Bar: Using Competencies to Enhance Employee Performance.
Scottsdale, AZ, ACA, 1996.
Boyatzis, R.E. The Competent Manager: A Model for Effective Performance. New York, John Wiley and Sons, 1982.
Dalziel, M.M. & Schoonover, S.C. Changing Ways: A Practical Tool for Implementing Change within Organizations. NY,
AMACOM, 1988.
Dubois, D.D. Competency-Based Performance Improvement: A Strategy for Organizational Change. Amherst, MA,
HRD Press, 1993.
Flanagan, J.C. The Critical Incident Technique. Psychological Bulletin, 51(4), 327-358, 1954.
Klemp, G.O. Jr. Job Competence Assessment: Defining the Attributes of the Top Performer. In The Pig in the Python
and Other Tales. (ASTD Research Series, Vol. 8, pp 55-67). Alexandria, VA, American Society for Training and
Development, 1982.
McClelland, D.C. Testing for Competence Rather than Intelligence. American Psychologist, 28(1): 1-14, 1973.
McClelland, D.C. A Guide to Job Competency Assessment. Boston, McBer and Co., Inc., 1976.
Schoonover, S.C., and Weiler, N. GE Technical Leaders - Building Blocks for Success in Manufacturing and
Engineering. Fairfield, CT, GE Corporate Management Development, 1987.
Schoonover, S.C., and Weiler, N. Developing Sales Leadership. Fairfield, CT, GE Corporate Management
Development, 1988.
Spencer, L.M. & Spencer, S.M. Competence at Work: Models for Superior Performance. New York, John Wiley &
Sons, Inc., 1993.
White, R. Motivation Reconsidered: The Concept of Competence. Psychological Review, 66, pp 279-333, 1959.
10.

PDF Implementing Competencies Best Practices

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

PDF Implementing Competencies Best Practices

Загружено:

Авторское право:

Доступные форматы

Implementing Competencies: A Best Practices Approach

by Dr. Stephen C. Schoonover

Competencies are context bound. They answer the question

· the total organization (e.g., core competencies or values)

While the focus of a competency model is one critical element

Competencies may also be structured in

techniques are applied, we strongly formal measurement of program impact over

Figure 1: The Study and Implementation Process

Clarify Organizational Content and Challenges

Validate Development Framework and Competencies

Refine and Implement Competencies

Making Change Happen Clearly an individual practitioner can take the

All too often individuals and organizations

Figure 2: A Systems Approach to Competency-Based Development

Figure 3: Derailment Factors in Implementing Change

· Lack of long-term commitment and persistence

· Lack of vision and early planning

· Lack of commitment, resources or sponsorship

· Lack of an overall systems perspective

· Failure to confront cultural readiness up front

· Lack of milestones and celebrated successes

· Lack of communication across organization boundaries

· Unrealistic expectations about the change process and resources required

· Failure to confront retrenchments

In contrast, initiatives that work consistently are communicated widely, programs

Figure 4: Change Leadership Model

· Create a vision for change · Generate and monitor change plans

· Build a change team comprised of key · Produce continuous improvement

Scottsdale, AZ, ACA, 1996.

HRD Press, 1993.

Engineering. Fairfield, CT, GE Corporate Management Development, 1987.

Sons, Inc., 1993.

Вам также может понравиться