ALL ABOUT DESIGNING
A COMPETENCY
FRAMEWORK
COURSE
OBJECTIVES
1. Definitions A > Z of C o m p e t e n c y
Framework.
2 . C F t y p e s a n d their c o m p o n e n t s .
3 . S e l e c t th e r i g h t C F b a s e d o n
C o m p a n y context.
4 . H o w to d e v e l o p C / L C F A > Z.
AGENDA
01 A > Z C o m p e t e n c y F r a m e w o r k (CF)
Definitions . 03 CF A p p l ic ation/
Ma p p i n g
- C F Obje c tive s a n d Application - Applic ation in H R cycle
- C o m p e t e n c y Definition - 360 f e e d b a c k
- Responsibility vs C o m p e t e n c y
- Types of C o m p e t e n c y a n d their priority
- C o m p o n e n t s of a C o m p e t e n c y F r a m e w o r k
- A> Z types of Proficiency Levels.
02 A > Z D e s ig n ing
C o mp e te n c y F ar
a Core/Lea d e r s h
meworkC ( / L C F .)
ip
- S t e p by ste p of D e s i g n i n g a C/LCF.
- C o n d u c t B O D interviews.
- G r o u p activity: Start to d e s i g n a C/LCF.
- W r i t i n g a C o m p e t e n c y c o n t a i n s behaviors
P H M
PHM T HTAHN
AHN H SANG
SANG – CF
– CF DESIGNING
DESIGNING
LEARNER RULES
Silent your Use your Note on the
phone laptop/ tablet handout
only for
teamw ork
GROUPING
A > Z COMPETENCY F R A ME WOR K
(CF) DEFINITIONS
01
PHM T H A N H SANG – CF DESIGNING
C F OBJECTIVES AND APPLICATION
EMPLOYEE EXPERIENCE CYCLE
E xit Interview Employer Branding
Tale nt A c q u i s i t i o n
Compensation
• Searching
& Be ne fit s • Interviewing
• E E Information • Selection
• Staff M g n t .
• E E Status Mgnt.
Orie nta tio n
Competency
& Probation Total
Rewards
Framework • Vision & Mission
Management
• C o re Values
C o m p a n y Activities • Culture
Performance
Talent D e v e l o p m e n t Management
• Training/ C o a c h in g / Mentoring • OGSM
• Succession Planning • KPIs
COMPETENCY DEFINITION
C o m p e t e n c y : T h e c o m b i n a t i o n of o b s e r v a b l e k n o w l e d g e , skills,
attitude, a n d p e r s o n a l attributes th a t c o n t r i b u t e to e n h a n c e d
e m p l o y e e p e r f o r m a n c e a n d u l t i m at e l y result in o rga n i z a ti o na l
success
Knowledge Skills A t t it u d e P e r s o n a l attributes
• is awareness • are learned behaviors • Is how we perceive
Traits, Values,
and approach the
Personality,
• acquired through • acquired through environment and
Characteristic
learning and deliberate, systematic, people around
experience and sustained effort • Can be changed
RESPONSIBILITY VS. C O M P E T E N C Y 01
RESPONSIBILITY COMPETENCY
W H A T (to achieve) H O W (to achieve)
KNOWLEDGE SKILLS
OGSM, K P I E mp lo y e e ’ s behaviors
Quantitative Qualitative
ATTITUDE
F o c u s o n short-t e r m F o c u s o n l o n g –term
target d e v e l o p m e n t strategies of
resource
01
COMPETENCY TYPES & DEFINITION
blood heart hand
core leadership functional
competency competency competency
COMPANY LEADER EMPLOYEE
DNA VALUE EXPERTISE
general/generic
competencies that all Leadership competencies is a specific knowledge
employees must are essentially the or skill area that relates
possess to enable the behaviors or skills that to successful
organization to achieve define an effective leader. performance in the job
its mandate and vision
B A S E D to Vision, Mission, Core Value, Function, Duty, Job Des.
Business context, Strategy
BUILD
01
COMPETENCY TYPES & DEFINITION
LCF
CCF
FCF FCF
FCF
PRIORITY OF COMPETENCY TYPES
Start -u p CCF FCF LCF
Restructure LCF FCF CCF
Sustainable
business FCF CCF LCF
COMPETENCY CLUSTER/ GROUPING
(IF ANY)
COMPONENTS OF A COMPETENCY
Definition P r of i c i e n c y L e v e l s
Briefly d e sc rib e w h a t this c o m p e t e n c y Classify t h e behaviors
Cluster Competency
contains a n d is i n t e n d e d for required b y e a c h level
Behavior
Specific K n o w l e d g e , Skills a n d
Attitudes required to d e mo n st ra t e
c o m p e t e n c y at e a c h level
PROFICIENCY LEVELS
H O W M A N Y P R O F I C I E N C Y L E V E L S is G O O D E N O U G H ?
0 1 2 3 4 5
EMPLOYEE LEVELS
A > Z DESIGNING
A CORE/ L E A D E R S H I P 02
COMPETENCY FRAMEWORK
(C/LCF).
W O R K F L O W OF DESIGNING A C/LCF
A c o n f i r m e d direction/
01 expectation
Conduct B O D
03 A final version
Conduct B O D
05 A p a c k a g e of e n d
p r o d u c t to release
in t e rvie win g presentation P l a n to L a u n c h
R e a d t h e strategy, Design M a p p i n g to H R
vision, mission, core process/ policy.
values a n d structure 02
A p rop os al version to
p re s e n t 04 A full process/ toolkit of
H R application
06
A draft of:
• Lis t of C o m p e t e n c i e s
• Definitions
• Prof icie n cy levels
09 H R t e a m (especially 07
HRBP)
imp lemen t at ion .
Pilot a p p l y + t r a c k i n g Launching
b y level (C-2 u p
+ evaluate.
08 a n d all levels).
A relax??? A good feedback
CONDUCT BOD INTERVIEWS
Aspects need to clarify
Challenging
Balance Score Success Internal &
Card Profile External
factors
Note:
• S o m e t i m e s t h e a n s w e r g e t s d e e p b e l o w t h e B e h a v i o r layer > m u s t d e t e r m i n e w h i c h layer it b e l o n g s
to.
• T h e p e r s o n in q u e s t i o n is t h e C E O w h o d o e s n o t u n d e r s t a n d clearly t h e C F > well p r e p a r i n g t h e list of
c o m p e t e n c i e s a n d m a k e s u r e y o u h a v e a brief u n d e r s t a n d i n g of e a c h C o m p e t e n c y in t h e list.
G R O U P ACTIVITY: D E S IG N A C / L C F
Competency
Competency Definition
Cluster
WRITING A COMPETENCY DEFINITIONS
AND BEHAVIORS
1 . T h e c o n t e x t –when, h o w and/or w h e r e t h e c o m p e t e n c y is used.
2 . A v e r b - r e l a t i n g to c o g n i t i o n or a c t i o n s - for e x a m p l e , U n d e r s t a n d s , D e s c r i b e s , C a r r ie s out,…
3 . T h e c o n t e n t - w h a t t h e c o g n i t i o n or a c t i o n is a b o u t – for e x a m p l e , a p r o c e d u r e .
4 . A n e x p e c t e d level of p e r f o r m a n c e - i.e., C o m p l e t e l y , a c c u r a t e l y , safely, correctly,… .
H e l p m e m b e r s u n d e r s t a n d their values to p r o m o t e e a c h m e m b e r ' s s t r e n g t h a n d i m p r o v e t e a m efficiency
KNOWLEDGE SKILLS
Measuring Knowledge M e a s ur ing Skills
U s e q u e s t i o n s to find the W h a t is b e i n g m e a s u r e d here
k n o w l e d g e of guidelines, policies, is a c t io n s - so observation is
core principles, e q u i p m e n t u s a g e essential.
p r o c e d u r e s a n d so.
T h e observation m a y b e
1 . B y a c o l l e a g u e o n t h e job.
2. Directly b y t h e assessor
ATTITUDE over a p erio d of time/ pre-
arranged time
3. Test.
4. Documentation.
Measuring Attitude
B a s e d o n e mp loye e ’s expressio n
that w a s g o o d or bad, positive or
negative, for or against.
G R O U P ACTIVITY: D E S IG N A C / L C F
Proficiency
B e h a v io r s
Levels
02
COMBINATION CASES IN CF
1 2
Combine Combine
t h e d e f i n i ti on s the behaviors
WHICH PHASE IS THE MOST IMPORTANT
1 2 3
ĐịnhS heìlnehctmtohdeelr +igchotncept Applic ation (link to H R
p hm
ù hoợdpevl/ớiccoônncgetpy.t to D e s i g n a n efficient C F
cycle)
Organization
R E F E R A L MATERIALS
C/ L C F FCF
https://www.skillsfuture.
gov.sg/skills-f r a m e w o r k
https://www.careeronestop.org/
CompetencyModel/competency
-m o d e l s / p y r a m i d - h o m e . a s p x
W H A T COMPETENCIES
F O R CF’s DESIGNER
W H A T COMPETENCIES
F O R CF’s DESIGNER
1 . O r g a n iz a t io n Effectiveness & Developmen t /
E x c e lle n c e
2 . N a v i g a t i n g t h e Organization
3. Business Acumen.
4. Consultation.
5. Communication.
6. People – Learning & Development.
7 . D e s i g n T h i n k i n g: E m p a t h y – D e f i n e – I d e a t e –
P r o t o t y p e – Test
8. Reading & Writing
03 Talent Acquisition
C F APPLICATION/ Performance Management
H R C Y C L E MAPPING
Talent Development
C F MAPPING
Proficiency levels m a p p i n g matrix
Jr. Team Leader/
Competency Executive/ Supervisor/ Sr. Manager/ Vice President/
Competency Team Leader/
Cluster Specialist Manager Director CEO
Senior Specialist
1 Trust Building 1 2 3 4 5
2 Continuous Learning 1 2 3 4 5
3 Self- 1 2 3 4 5
Digital Transformation
Management
4 Business Acumen 1 2 3 4 5
5 Global Orientation 1 2 3 4 5
6 Teamwork 1 2 3 4 5
7 Communication 1 2 3 4 5
8 Execution Result Oriented 1 2 3 4 5
9 Excellence Creativity and Innovation 1 2 3 4 5
Planning and Resource
10 1 2 3 4 5
Management
11 People Enabling People 3 4 5
12 Management Motivating & Inspiring Others 3 4 5
13 Vision & Change Management 2 3
14 Strategy Strategic Planning 2 3
T A L E N T ACQUISITION
Talent
Acquisition
Interview
J o b Description Competencies-based
questionnaire
PERFORMANCE
MANAGEMENT
WHAT and HOW
85 - 15 70 - 30
50 - 50 30 - 70
TALENT
DEVELOPMENT
360 F E E D B A C K Self-assessment
Line Manager
C o l l e c t i n g pe rc e ptions a b o u t a person’s
p e r f o r m a n c e & behavior f r o m others
90°
180°
270° 360°
Subordinate Colleagues
Customers
360 F E E D B A C K S A M P L E Same level LCF Self- LM
Average average Required assessment assessment
Strategic Planning 1,45 1,71 2 1 1,5
VISION &
STRATEGY
Change Management 2,27 2,46 2 2 2
Motivating and Inspiring Others 2,18 2,44 4 2 2
PEOPLE
MANAGEMENT
Enabling People 2,27 2,57 4 2 1,5
Innovation 1,95 2,72 4 2 1,75
Planning and Resource Management 1,86 2,57 4 1 1,75
EXECUTION
Result Oriented 2,18 2,53 4 3 2
EXCELLENCE
Communication 2,5 3,01 4 2 2,75
Teamwork 2,09 2,78 4 2 2,5
Global Orientation 1,68 2,49 4 2 1,25
Business Acumen 1,73 2,62 4 1 2
SELF-
Digital Transformation 2,73 2,85 4 3 2,5
MANAGEMENT
Continuous Learning 2,27 2,94 4 2 1,5
Trust Building 2,23 3,24 4 2 1,75
TALENT
DEVELOPMENT
Individual D e v e l o p m e n t P l a n (IDP)
Sample form
RED ALERT
CF is Qualitative CF without
Proficiency Levels
1. Quantitative or
Qualitative? but
2. Only on paper Result of the CF without
Application is Behaviors
Quantitative
