员工素质模型.ppt

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1、COMPETENCY MODELING Rod Freudenberg,Ph.D.Hollie A.Levy,Ph.D.Los Angeles Unified School DistrictPersonnel Selection BranchPresentation to PTC/SCApril 28,2004Outline1.What problem are we trying to fix?2.Where do“competencies”fit in?3.What is the state of current practice?4.What is a competency?5.What

2、is competency modeling?6.How did LAUSD develop its“starter”set?7.What is the LAUSD Competency Framework?8.How will it evolve?9.How is it used in Selection?10.Lessons learned so far11.Next steps2The Challenge:LAUSD Classified Service40,000 Classified employees40,000 Certificated1100 job classificatio

3、ns Some have thousands of incumbents,some have a single incumbent Several new classes per monthNumerous departments/divisionsFacilities,Transportation,Cafeteria,Business Services,ITD,Police,and so onRapid growth and contraction simultaneouslyBond funding for new school construction$10B+IT revolution

4、 of labor intensive processesSchool Safety initiativesState-wide budget cuts layoffs Personnel Commission:“Do more with no more or less”3Problem:Traditional Functional SilosClassification and Compensation StudiesJob Analysis and Test DevelopmentTraining Needs Analysis and Program DevelopmentPerforma

5、nce Appraisal and FeedbackCareer PlanningWorkforce Planning4Problem:High Variability in Terminology Across FunctionsWorker requirements in job descriptionsAbilities and other characteristics in selection analysis Factors and dimensions assessed with ratings(interviews,performance appraisals,performa

6、nce tests)Training areas in training needs analysisAcross OccasionsAcross job classifications Within job classifications over timeAmong analysts within the same functionsWithin the same analyst from analysis to analysisAre we reinventing thesame constructs over and over?5Why Competencies?Workforce N

7、eeded To Meet Organizational Objectives(now and for the future)6State of Current PracticeFrom Pearlman(2002)summary of SIOP Task Force:lNo consensus as to how competencies differ from KSAOs,or whether competencies are underlying traits vs.readily trainablel“Good”competency modeling examples are most

8、ly conventional job analysis methods positioned as competency modeling -“Trojan Horse”l“Bad”competency modeling examples suffer from poor conceptual/definitional clarity,lack of methodological rigor,and used in ways unsuited to the stated purpose7What is a Competency?A general capability or pattern

9、of work behaviorEnabler of successful performance Applicable to a wide range of occupations and organizational levels Observable,measurable,and developableLinked to the goals,values,and operational objectives of the organization8Competency ModelingSystematic approach to identifying and weighting the

10、 competencies(hows)that enable goal achievement(whats)LEVELS OF ANALYSISlOrganization strategic workforce planning and change managementlJob/Role performance planning and managementlIndividual career development9Foundation for the LAUSD Competency SetSmall project team of experienced LAUSD analystsR

11、eview of existing practice in public,private,and consulting sectorsSorting,CategorizingReview of existing class descriptions,constructs used in selection plans,training programs and courses,etc.10Example Source Material andBest PracticesCompetency Architect Card Set(Lominger LTD.,Inc)Polaris Compete

12、ncy Card Set(OSI)Profilor(Personnel Decisions Inc.)Hay Group Competencies FrameworkAssessment Center Dimensions(e.g.,DDI)SCANS(Department of Labor)State of GeorgiaState of MontanaSempra EnergyNumerous 360 degree feedback models(Upward Feedback Forum)LAUSD Job Analysis/Exam Plan Folders,Class Descrip

13、tions,Etc.11Producing the“Roughly Right”LAUSD Competency SetSelected the“Best of the Breed”lConceptual clarity and distinctivenesslRelevance to LAUSDlComprehensiveParaphrased/restated in LAUSD languageDeveloped descriptive behavioral statementsCirculated across PC analysts for evaluation 12Product:4

14、7 Competencies in 7 Groupings1.REASONING:Competencies needed for learning,using information and data,and intelligent performance 2.OCCUPATIONAL:The knowledge and skills of an occupational group acquired through training and experience3.PERSONAL EFFECTIVENESS:Competencies that enable the effective ap

15、plication of ones skills and abilities4.COMMUNICATION:Competencies that facilitate the give and take of information5.INTERPERSONAL:Competencies that establish and maintain effective working relationships6.GROUP:Competencies that help make teams,workgroups,units effective7.ORGANIZATION:Competencies t

16、hat help make whole organizations and systems effective13Competency Hierarchy14Competency List(underlined competency starts new group)Analysis and Problem SolvingDecision MakingMath SkillReading ComprehensionContinuous Learning Industry KnowledgePhysical SkillsProfessional/Technical ExpertiseSafety

17、FocusSensory Perception SkillsUsing TechnologyAction&Results FocusDependability DiligenceFlexibility Handling StressInitiative and InnovativenessIntegritySelf ManagementInformingListeningOral CommunicationPresentation SkillWritingConflict ManagementInfluencingNegotiatingRelationship BuildingService

18、OrientationAssessing TalentDelegatingDeveloping OthersGroup FacilitationInvolving OthersLeadershipManaging PerformanceTeamworkBudget SavvyCustomer FocusLeveraging TechnologyManaging ChangeOrganizational SavvyPlanning and OrganizingProcess ManagementProject ManagementStrategic FocusValuing Diversity1

19、5Structure of a LAUSD Competency Grouping:Personal EffectivenessName:DiligenceTag:Attending to details and qualityEffective:Is committed to excellence on the job.Shows a high level of care and thoroughness in handling the details of the job.Checks work to ensure completeness and accuracy.Makes few i

20、f any errors.Maintains focus and quality under distracting working conditions and high workload-doesnt drop the ball.Ineffective:May be careless,making numerous mistakes when working.Work may need to be regularly reviewed for accuracy and completeness.May try to get by on the least amount of effort

21、necessary.May forget or otherwise fail to follow through on assignments.May attempt to have others do his/her work.16Continuous Process of going from“Roughly Right”to“Got It Right”Capture lessons learned from usersContinuous feedbackFocus groupsProcess owner and feedback review panelReview suggestio

22、ns and feedbackDecide upon changesVersion control We are now on version 1.017Competency Modelingfor Selection(a.k.a.Job Analysis)1.Selection of appropriate Subject Matter Experts 2.Identify and prioritize the key activities of the job 3.Identify the most essential competencies Forced distribution ca

23、rd sort performed by SMEs4.For each duty,identify competencies that best differentiate excellent from acceptable performance5.Mathematically determine weight for each competency as driver of overall job performance18DemoExcel TemplateAnalytic ToolDocumentation ToolExamination Planning Tool19Experien

24、ce So FarGood acceptance by clients,candidates,and analysts Effective application of standard computer tools(e.g.,Excel)to aid in the analysis and exam planningCompetencies appear sufficiently comprehensiveSome competencies overlap with others somewhatForced distribution,down-selecting is hard for S

25、MEs!20Exam Design and Test DevelopmentAnalyst determines which methods will be most effective and efficient to assess the most critical competencies.Written test,T&E,Interview,Performance,etc.Weights of the constituent competencies drive the weights of the parts(methods).This documents the“validatio

26、n of the top-level exam design.”Exam development requires its own methodology for operationalizing the competencies for the job and for assessment.This is the“test validation”step.Linkage of competencies to duties provides the roadmap to job related test content.21Competency-Oriented InterviewingDra

27、w from Duties x Competencies linkages for contentQuestion structurelSimple(1:1)lComplex(1:many)Question typelBehaviorallSituationallKnowledgelRole-play/performance/simulation22Interview Design MatrixQuestions-by-CompetenciesQuestions formulated to evoke evidence of each competencyDesign-in sufficien

28、t opportunities to sample/observe competenciesDetermine the total number of designed-in opportunities to observe each competency23Interview Design MatrixCompetencyQuestionAnalysis&Prob-SolvgDecision MakingProf/TecExpertiseConflict MgmtHandling StressProject MgmtBudget Savvy1.Please tell us how your

29、background,education,training and experience have prepared you for this position.What is your experience managing projects?To what extent have you been responsible for project budgets?XXX2.Please tell us about the most complicated project you have managed.What problems/obstacles did you handle?How d

30、id you overcome these obstacles?How did you ensure that the project was completed on time and on budget?How did you manage the stress of dealing with multiple deadlines?XXXXXX3.Please tell us about a time when you had to deal with an upset customer or co-worker.What was the situation?How did you man

31、age the situation?What was the result?XXXMinimal opportunities to show evidence212122224Impact on SelectionReduced variability in analytic methods and better overall quality Thorough,consistent,contemporaneous documentation of analysis Clear rationale for competency weighting in examinationsDecrease

32、d training time for new analystsDecreased time-to-completion of analysisIncreased ease in working with experienced SMEsOngoing growing computerized knowledge base of competency models with each analysisBasis for competency-based interviews and training and experience evaluations25Plan for the Future

33、Benchmark levels within competencies based on:ComplexityDevelopment timeScope/Organizational SpanImpact/ConsequencesWhich can drive competency-based:Score-banking:Assessments that can be“banked”for more than one classificationDevelopment courses,the completion of which can be banked as competency scoresPerformance Management and PlanningClassification and CompensationAdditional differentiation/clustering information(Additional compensable considerations for equal pay for equal work)26Vision:Competency-Based Human Resources Management System Strategic Workforce Planning27