One day open training event held in Toronto, Canada.

1. Competencies and competences
by Toronto Training and HR
February 2012

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

3. Introduction
Page 3

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

5. Definitions
Page 5

6. Definitions
What are competencies?
Competence
Competency
Page 6

7. Commonly sought
competencies
Page 7

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

10. Core competences
Page 10

11. Core competences
Strategic management
HR management
Page 11

12. Competency frameworks
Page 12

13. Competency frameworks 1 of 10
TYPES:
Off the shelf
Customized
Page 13

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

19. Competency frameworks 7 of 10
Page 19

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

23. Questions to ask
Page 23

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

26. Organizational capacity
and context
Page 26

27. Organizational capacity and
context
DIMENSIONS TO CONSIDER
Structural facet
Cultural component
Psychological element
Policy component
Contextual facet
Page 27

28. Clusters of competencies
leading to high
performance
Page 28

29. Clusters of competencies leading
to high performance
Cognitive competencies
Emotional intelligence competencies
Social intelligence competencies
Page 29

30. Role analysis
Page 30

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

33. Rules around
competence-related pay
Page 33

34. Rules around
competence-related pay
Consistency rule
Bias-suppression rule
Accuracy rule
Correctability rule
Representativeness rule
Ethicality rule
Page 34

35. Benefits of a competency-
based system
Page 35

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

38. Criticisms of a
competency-based system
Page 38

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

42. Building a competency
model
Page 42

43. Building a competency model
Determine performance criteria
Select criterion sample
Collect data
Develop model
Validate model
Page 43

44. Cultural competency
Page 44

45. Cultural competency
Definition
Why do we need it?
What does it do?
Who is responsible?
Page 45

46. What influences
performance on the job?
Page 46

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

48. Specific types of
competency (VARIOUS)
Page 48

49. Communication
competencies
Page 49

50. Communication competencies
Speaking (capturing your audience)
Listening to others
Written communication
Nonverbal (gestural and body language)
Page 50

51. Interpersonal
competencies
Page 51

52. Interpersonal competencies
Empathy
Consensus building
Networking
Persuasiveness
Negotiating
Diplomacy
Conflict management (resolving conflict)
Respecting others
Being a team player
Page 52

53. Organizational
competencies
Page 53

54. Organizational competencies
Planning the work
Organizing resources
Dealing with crises
Getting the job done
Measuring progress
Taking calculated risks
Page 54

55. Thinking competencies
Page 55

56. Thinking competencies
Strategic thinking
Analytical thinking (analyzing problems)
Committing to action
Applying one's cognitive capability
Identifying the links
Generating creative ideas
Page 56

57. Human Resources
competencies
Page 57

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

59. Leadership competencies
Page 59

60. Leadership competencies
Positioning
Organizational development
Managing transitions
Strategic orientation
Developing a vision
Planning the future
Mastering change
Promoting a healthy workplace
Page 60

61. Client service
competencies
Page 61

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

63. Business competencies
Page 63

64. Business competencies
Financial management
Business decision-making skills
Working within the system
Using business acumen
Making business decisions
Generating revenue
Page 64

65. Self-management
competencies
Page 65

66. Self-management competencies
Being self-motivated
Acting with confidence
Managing own learning
Demonstrating flexibility
Initiating
Page 66

67. Technical and operational
competencies
Page 67

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

69. Competencies for people
working in substance
abuse
Page 69

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

75. Competencies for people
working in sales &
marketing
Page 75

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

77. Competencies for
occupational therapists
Page 77

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

80. Competencies at the
Treasury Board of Canada
Secretariat
Page 80

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

84. Benefits for employers
Page 84

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

88. Benefits for employees
Page 88

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

92. Case study A
Page 92

93. Case study A
Page 93

94. Case study B
Page 94

95. Case study B
Page 95

96. Case study C
Page 96

97. Case study C
Page 97

98. Case study D
Page 98

99. Case study D
Page 99

100. Case study E
Page 100

101. Case study E
Page 101

102. Conclusion & Questions
Page 102

103. Conclusion
Summary
Videos
Questions
Page 103