Competency Management Defining McGill’s Competency Directory MANAGEMENT FORUM JUNE 7, 2005.

Competency Management

Defining McGill’s Competency Directory

MANAGEMENT FORUMJUNE 7, 2005

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“M” Compensation

Staff Development

Performance

DialogueCompetenciesManagement

Career & Succession Planning

Global HR Approach

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Strategic Orientation

Values

Competency

Framework

2. Staff Development

1. Compensation

Management

3. Performance Dialogue

4. Staffing

5. Career Development

6. Succession planning

Com

pete

ncy

man

agem

ent Integrated

approachHuman Resources ManagementHuman Resources Management

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Key Drivers of Change

Satisfy students’ expectations for quality service

Compete effectively to recruit the best students

Address new demands of academics for support

Continue managing rapid technological change

Initiate more continuous improvement initiatives

Increase and nurture partnerships

Benchmark management practices

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Emerging Institutional Capabilities

Customer Focus

Excellence and Quality

Innovation and Creativity

Tolerance and Diversity

Personal Growth and Development

Accountability

Collaboration

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Emerging Institutional Capabilities

Customer Focus

experience a customer/stakeholder service

mindset;

evaluate and enhance services with the

customer/stakeholder in mind;

present a professional image in our

communications and service orientation

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Emerging Institutional Capabilities

Excellence and Quality

apply best practices in everything we do;

raise the bar in setting goals and performance

standards;

encourage risk taking and accept mistakes as

learning opportunities;

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Emerging Institutional Capabilities

Personal Growth and Development

coach and evaluate staff for both performance

and potential;

take responsibility for self-development;

plan and account for the development of team

members.

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Emerging Institutional Capabilities

Accountability

empower people: your signature counts;

value ethical behaviour and integrity in service,

communication and decision making;

demonstrate managerial courage to deal with

conflict, performance, safety, equity or issues;

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McGill Competency Directory

What Competencies Will Be Required To:

Work In McGill’s Changing Environment?

Achieve McGill’s Mission over the next 3 years?

CORECOMPETENCIES

•Composure

•Customer focus

•Dealing with ambiguity

•Process management

Technical & Functional Skills

Education & Experience

SUPERVISORY

•Managerial courage

•Motivating others

•Building effective teams(Levels 3 & 4)

•Directing others (Levels 1 & 2)

© Copyright 2003, Michael M. Lombardo and Robert W. Eichinger. ALL RIGHTS RESERVED.

Competency Directory

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McGill’s Competency DirectorySkilledIs dedicated to meeting the expectations and requirements of internal and external customersGets first-hand customer information and uses it for improvements in products and servicesActs with customers in mindEstablishes and maintains effective relationships with customers and gains their thrust and respect

UnskilledDoesn’t think of the customer firstMay think he/she already knows what they needMay focus on internal operations and get blindsided by customer problemsMay not make the first move – won’t meet and get to know customersUncomfortable with new people contactsMay be unwilling to handle criticisms, complaints, and special requestsMay not listen well to customers, may be defensiveMay not make the time for customer contact

Cu

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CORECOMPETENCIES

•Composure

•Customer focus

•Dealing with ambiguity

•Process management

LEVEL 2 •Approachability•Organizing•Problem solving•Written communications

LEVEL 3 •Conflict management•Decision quality•Organisational agility•Planning

LEVEL 1 •Action oriented•Approachability•Learning on the fly•Problem solving

LEVEL 4 •Innovation management•Managing vision and purpose•Quality management •Strategic agility

Technical & Functional Skills

Education & Experience

SUPERVISORY

•Managerial courage

•Motivating others

•Building effective teams(Levels 3 & 4)

•Directing others (Levels 1 & 2)

© Copyright 2003, Michael M. Lombardo and Robert W. Eichinger. ALL RIGHTS RESERVED.

Competency Directory

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These competencies should enable us to:

Seek out and make strategic partnerships work;

Become an innovation leader in our market;

Organize work to meet customer expectations

Have the capability for significant internal change transfer knowledge throughout the University;

transfer best practices outside-in

learn from experience, successes and mistakes

i.e. Become more agile externally and internally in dealing with multiple stakeholders

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Benefits of the Competency Directory Your message: “Keep it simple and practical”

1. Provides a common language and

consistent set of measures

2. Definitions of skilled and

unskilled will help in discussing

performance (Performance Dialogue)

3. Competencies will provide focus for staff

development activities

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Continuing our Journey.....Performance Dialogue

The Competency Directory will …..

Facilitate and focus performance discussions;

Empower supervisors to give more specific

feedback on an ongoing basis;

Help identify specific behaviours that are well

demonstrated, as well as some behaviours that

need to be developed.

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Performance Dialogue: Competencies

Review the competencies and their definitions to determine which 2-3 competencies are the most important for the coming year.

Within each of these competencies, use the indicators for “skilled” and “unskilled” to identify the strengths and the areas for development: Use “skilled” indicators as the basis to give a

positive evaluation and feedback;

Use indicators of “skilled” and “unskilled” to describe your expectations.

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McGill’s Competency DirectorySkilledIs dedicated to meeting the expectations and requirements of internal and external customersGets first-hand customer information and uses it for improvements in products and servicesActs with customers in mindEstablishes and maintains effective relationships with customers and gains their thrust and respect

UnskilledDoesn’t think of the customer firstMay think he/she already knows what they needMay focus on internal operations and get blindsided by customer problemsMay not make the first move – won’t meet and get to know customersUncomfortable with new people contactsMay be unwilling to handle criticisms, complaints, and special requestsMay not listen well to customers, may be defensiveMay not make the time for customer contact

Cu

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fo

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Performance Dialogue: Customer Focus

you could ask the person to tell you about

situations when he/she has obtained first

hand information from customers and used it

to improve the service;

you could use “Uncomfortable with new

people contacts” to

give feedback to the individual based on a

specific recent event,

ask the person for self-evaluation.

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Continuing our Journey.....Staff Development

The Competency Directory will …..

Orient the objectives of the Supervisory

Training program;

Help supervisors and staff members identify

specific development plans and follow-up;

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Customer Focus Development Resources

1. Workshops (HR Staff Development):

“Managing in a Customer Focused Service Environment”

“Managing Conflict and Differences” could be a

complementary workshop if necessary.

2. Special projects and developmental assignments:

• Survey current and past clients to identify their needs and

assess the satisfaction, and make recommendations;

• co-lead training sessions for staff members.

3. Additional reading:

• The Pursuit of WOW

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Continuing our Journey.....Staffing and Career Management

The Competency Directory will …..

Describe “other qualifying skills/ abilities” for

staffing;

Guide career planning and development.

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STAFFING: BEHAVIOURAL INTERVIEW QUESTIONSCustomer Focus

1. Describe a situation when you implemented new

practices to improve service quality or timeliness.

- How were the changes received by the staff

and by the customers?

- How did you measure the improvements and the

client satisfaction?

2. Describe a situation when you gave feedback to a

staff member concerning his/her interaction with a

customer. What was the person’s reaction?

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Next Steps

Communication Information Sessions early Fall 2005

Performance DialogueProgressive Integration Fall 2005Winter 2006

Staff DevelopmentSupervisory Training Fall 2005Winter 2006

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Wrap-up

Comments and questions