insuring that
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white paper

Competency Coach® processes

The 90’s have been a time of unprecedented organizational change. Structures and practices which have been in place for decades are being replaced by concepts such as TQM, reengineering and strategic balancing. In the drive to raise customer satisfaction and quality while lowering errors and costs, the focus continues to be on people and processes. This means that people must do the right thing in the right way at the right time … all the time.

Quality measurement standards such as Baldrige, ISO 9000 and various state recognition programs specify that must processes be in place (1) to determine required job competencies, and (2) to track individual employee qualifications to perform all jobs.

Organizations are asking these essential questions:

“Are we spending our training/development dollars most effectively?”

“How do we insure employees are getting relevant training and are raising their competencies to required standards?”

“How can we measure competencies reliably and link them to training and developmental resources we need to provide?”

“How can we use these measurements to coach and counsel employees?”

The answer is to implement a Competency Modeling and Report system to provide data for efficient and cost-effective training and development decision making.

the penalty of no data

Few organizations have comprehensive Competency Modeling and Reporting (CMAR) systems in place. Without any actual data on training and developmental needs, it is difficult to provide individualized assessment and results tracking. It is also impossible to create efficient, customized training plans year to year. As a result, organizations find themselves:

Sending everyone to training by job title – whether they need it or not
Assuming knowledge ... “competency by attendance”
Scheduling classes and having no one sign up
Generating low satisfaction from training with off-target content
Failing to create important development resources when needed
Needing to “fill a half-day at the region meeting” and having no content

The result is wasted time for the human resources/training staff and lower productivity for employee target audiences.

a competency modeling process

Following is a CMAR process that provides organizations with the data they need to effectively allocate their development resources. It has been developed in conjunction with major enterprises that have implemented successful CMAR systems. Typical steps include:

1.  Identification of core competencies by title/position.
Competencies can be identified by reviewing existing internal documentation such as job descriptions, process charts, training programs, appraisal formats, etc. Information is also available through industry sources and benchmarking. Competencies can be though employee focus groups and individual job requirements interviewing. The result is a list of overall competencies for all job positions considered.

2.  Development of competency level required by title/position.
Individual competencies are then defined on a one-to-N scale. “1” represents no knowledge and “N” represents complete mastery of the competency. Definitions for each level of competency are developed. These are used as input for authoring the questionnaire.

3.  Authoring skill-based and managerial validation questionnaires.
The “N” possible responses are created for each competency. A variety of behavioral and/or statistical validation techniques can be used to assure the proper linkage between response and competency to be measured.
4. Creation, distribution and return of the questionnaires.
Some organizations prefer to have an outside firm handle the initial data entry for privacy reasons. Other clients consider the data to be useful to the entire organization and make the results available to all managers.

5.  Data entry of results.
Depending upon the distribution method, mail or e-mail, this often involves extensive follow-up to insure a one hundred percent response rate. Once fully loaded, the CMAR system is ready for report generation.

6.  Validation of reliability.
Trust levels vary from organization to organization. Results can be compared to subordinates’ responses as a reasonability check. Random “accuracy audits” can be conducted by phone (usually reported back to the sponsoring client anonymously) to determine if there was “bracket creep.” Our experience is that employees are usually very accurate … often more critical of themselves than management is because employees recognize that honest answers will help them get the training they need to perform better on the job.

7.  Printing and distribution of individual and organization reports.
Reports can be produced internally with either custom or specialty software, or using a manual system.

8.  Training to utilize reports in feedback and counseling.
Managers/supervisors and recipients will require training on reading and interpreting reports. Managers/supervisors will also require training on conducting the CMAR review session and on scheduling development activities.

9.  Training of client to maintain and use the CMAR system.
Continuing processes must be established to use the system annually or as needed to create development plans and evaluate the needs for various resources.

a competency modeling and reporting system

CooperComm offers a complete CMAR system, Competency Coach® for Windows. Built on a relational database, it is an empty competency template with pre-established links connecting people to titles to competencies to questionnaires to standards to resources. The program also provides extensive standard and user customizable reporting on screen, and in print using black and white or color.

Competency Coach® for Windows is designed to be easy to learn and use. It’s operation follows standard Windows conventions and several additional simple command structures. The program is also designed to provide flexibility in data entry. There is often more than one place to enter data specific data. (See Step 4 below.)

Following is a typical approach to getting started in Competency Coach® for Windows.

personnel data entry

The process begins by analyzing how reports are to be organized and choosing how to divide the people to be included into workgroups. This usually follows a natural division such as departments, regions, locations, branches, etc.

1. Enter all of the workgroup data in the List/Workgroup/Workgroup window.

2. Enter the employees in each workgroup using the List/Workgroup\Personnel window.

3. Enter the complete list of titles in the List/Title/Title window. The title list should cover every employee entered in Step 2 above.

4. Link people and titles. If the personnel list is alphabetical by person, use the List/Person/Title window. If the personnel list is organized by title, use the List/Title/Personnel window.

The personnel data entry process is now completed. Workgroups are linked to people to title.

competency data entry

The competency model data is now ready to be entered. The hierarchy is competency category to competency to response.

Analyze how the competency model should be organized. A competency model often contains 50 to 70 individual competencies, so dividing the list into categories makes the questionnaire and reports easier to read and understand. A category may typically contain up to ten individual competencies. Example are: management, personnel, organization policies, industry knowledge, computer skills, community involvement, etc.

5. Create competency categories. Enter the competency categories which make up your model in the List/Competency/Category window.

6. Enter the individual competencies in the List/Competency/Competency window. The code can be used to reference the competency, for example “0502” could refer to the second competency of the fifth category.

It is also possible to vary the number of choices allowed for responses. This is particularly useful in occasionally using a two choice “yes/no” response set. In general, it is less confusing if a standard number of responses is used consistently. A five choice, skill-based response set is recommended.

7.  Enter the responses for each competency in the List/Competency/Response window. These response possibilities make up the questionnaire contents used to measure competencies. The responses provide the detailed specifics of the competency model.

8.  Link the competency standards to titles using the List/Competency/Title window. For example, based on the possible responses a personnel manager may need to be a “5” in the Personnel Policies competency, a line manager may need to be a “4” and a front-line worker may need to be at a “3” level.

It is also possible to apply a “1 to N” weighting factor to each competency by title. In this way, competencies can be given different levels of importance in identifying and reporting gaps. For example, a personnel manager might have a “3” weight for the Personnel Policies competency, a line manager a “2” and a front-line worker a “1” weight. Safety, on the other hand, might be weighted a “3” in importance for all employees.

This completes the data entry of the Competency Model. The systems portion of this effort is straight forward. It is critical that the data entered be of the highest quality. The quality of the competency modeling and reporting process is leveraged from the accuracy of the competencies identified and the quality of the questionnaire to measure the competency levels accurately.

resource data entry

The final data to be input involves linking developmental resources to individual competencies. While gap identification and reporting can be done without this data, no individualized development plans or overall training planning can be provided without resource data.

9.  Enter relevant resource types in the List/Resource/Type window. For example, types might include: seminars, workshops, books, videotapes, audiotapes, computer based training, web based training, on-the-job training, work-besides, mentoring, self-study, and so on.

10. Enter all individual resources in the List/Resource/Resources window. These resources support the development of individual competencies in the model.

11. Link individual resources to resource type in the List/Resource/Resources window.

12.  Remember than an individual resource can support more than one competency, and individual competencies may be developed through using more than one resource. One way to link individual resources to competencies is supported in the List/Resource/Competency window. This is most useful in starting with individual resources and linking them to all supported competencies.

An alternative method of linking resources to competencies is to use the List/Competency/Resource window. This allows starting with individual competencies and identifying supporting resources. It is helpful to use both approaches to make certain that all competencies are supported and that all resources are effectively used.

13. Create the position curriculums which will be used in the Individual development plan report. Link Title to Resources in the List/Title/Curriculum window.

This completes the resources data entry and linking requirement. Competency Coach® for Windows is now ready to assist you in developing reports, improvement plans and training plans.

reporting

Competency Coach® for Windows provides the capability of generating customized reports without additional programming. The reports support a complete development planning and resource planning process.

14. Print out proof reports as required. These are available in the Reports/Proofing/... menu sequence. Data entry and model linkage reports are available as needed to check the accuracy of the key entry work.

15. Print out the Response Distribution by Competency report. This provides a high level view of the overall competency levels of participants.

16. Print out individual reports. Report packages might include:

    For participant:
        Response Standard Comparison
        Priority Development Needs (with resources)
        Individual Development Plan

    For manager:
        Response Standard Comparison
        Priority Development Needs (with resources)
        Individual Development Plan
        Leader Response

          

Following the appropriate training on how to interpret and use the reports in counseling and development, these reports can be distributed to all participants and their managers.

17. Print out Resource Summary reports using the Report/Resource Requirements print selection window. This report provides complete information on resource requirements. It can be used to determine questions such as: How many people need to attend each class? How many books need to be bought?

The Resource Summary report can be readily customized. Any subset of workgroup, title, resource, competency or individuals can be selected. This provides answers to questions such as, “How many managers from Regions One and Two should attend the Personnel Policy course? If there aren’t enough attendees from those two regions, how many would we get if we add Regions Three and Four?”

           

The Resource Summary reports allow users to do complete resource needs analysis and planning. The reports can provide detail down to the individual name thereby creating the invitation list.

18. Print out Training Requirements by Competency reports. This information helps identify the competencies which have the most individuals below standards. This provides additional insight into the capabilities of participants and of specific areas of need.

The Training Requirements by Competency report can be readily customized. Any subset of workgroup, title, resource, competency or individuals can be selected.

The Training Requirements by Competency reports allow users to identify or create resources for specific competency gaps. For example, this answers questions such as, “We have all the salespeople in for a day ... what should we train them on?” Specific competency needs can be identified and specialized development can be provided for this single meeting.

This is how Competency Coach® for Windows automates the Competency Modeling measurement and reporting function.

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