CBHRS - May 28-30, 2019 PDF

Competency-based
HR Course
(May 28- 30, 2019)
1
OBJECTIVES
• Recommend the adoption of a Competency-Based Human

Resource in your respective organization.
• Understand the critical components of a Competency

Framework.
• Simulate the conduct and completion of these critical

Competency Framework components.
• Develop a plan to install and implement your own

Competency Framework into your respective
organization.
CSI. Shaping the Servant-Hero towards Public Service Excellence.

CONCEPTUAL FRAMEWORK
INTEGRATING COMPETENCIES 2INTO

DAYS
HUMAN
RESOURCE SYSTEMS/PROCESSES
AND COACHING
3 DAYS
COMPETENCY ASSESSMENT
AND COACHING
COMPETENCY-BASED QUALIFICATION
3 DAYS
STANDARDS AND JOB DESCRIPTION
AND COACHING
3 DAYS AND
COMPETENCY MODEL DEVELOPMENT
PROFILINGAND COACHING

CONCEPTUAL FRAMEWORK
PRIME HRM
INTEGRATING COMPETENCIES 2INTO
DAYS
HUMAN
RESOURCE SYSTEMS/PROCESSES
AND COACHING
3 DAYS
AND COACHING
COMPETENCY-BASED QUALIFICATION
3 DAYS
STANDARDS AND JOB DESCRIPTION
AND COACHING
3 DAYS AND
COMPETENCY MODEL DEVELOPMENT
PROFILINGAND COACHING

WORKSHOP FLOW
MODULE 1
• Introduction to Competencies Day 1
MODULE 2
• Competency Discovery
MODULE 3 • Competency Profiling Day 2
MODULE 4 • Competency Assessment Day 3
MODULE 5 • Competency integration

PRIME HRM
• Search mechanism for best ESSENTIAL HR FUNCTIONS

practices in HR management
• Venue for exchange and

development of expertise in RECRUITMENT AND SELECTION
HR between/among
government agencies
LEARNING AND DEVELOPMENT
• Empower agencies in the
performance of essential HR
functions
PERFORMANCE MANAGEMENT
• Promote and reward
excellent HR practices
REWARDS PROGRAMS
6
PRIME HRM
LEVEL 1 TRANSACTIONAL
ASSESS
LEVEL 2 PROCESS DEFINED
ASSIST
LEVEL 3 INTEGRATED
AWARD
LEVEL 4 STRATEGIC
7
PRIME HRM
LEVEL 1 TRANSACTIONAL
ASSESS
LEVEL 2 PROCESS DEFINED
ASSIST
LEVEL 3 INTEGRATED
AWARD
LEVEL 4 STRATEGIC
8
THE CHANGING ROLE OF HUMAN RESOURCE
• HR is a highly diverse field

HR MUST SHIFT FROM
• HR objective is to develop and FOCUSING ON THE
maintain workforce as ORGANIZATION

organization’s source of OF THE BUSINESS
competitive advantage TO FOCUSING ON
THE BUSINESS OF THE

• All HR efforts must be ORGANIZATION
integrated
9
Strategic
Strategic
Transactional
Transactional
10
Strategic 15%
60%
Transactional/ 85% 40%
Operational
Note: % of available resources
11
12
Ulrich’s Four Role Model
Future Strategic Focus
Strategic Change
When NOT done well . Agent
Partner ..
Aligning HRcreate
and a lot of issues
Transformation &
Business Strategy Change
Process
People
Administrative Expert Employee Champion
Day to Day Operational Focus

13

Ulrich’s Four Role Model
Future Strategic Focus
Strategic Change
Partner Agent
Process
People
When done well give organization
Administrative Expert Employee Champion
a great strategic advantage
Day to Day Operational Focus

14

15

COMPETENCE THROUGH THE YEARS…
1900 1940 1980 1990 2000
16

Factors that Predict Work Performance
Competencies
Analysis of Critical Incidents -
Trade tests/ professional tests

as predictor of performance
IQ as predictor of performance

COMPETENCIES
• Today, more Fortune 500

organizations use competencies
than any other talent
management framework.
• It is a proven framework that

integrates the core processes of
HR, making organizations more
efficient and effective.
• While most organizations will

learn or appreciate competencies
– some hesitate to move forward
because of the perceived time
and effort involved.
18

COMPETENCIES IN THE PUBLIC SECTOR
• CSC was looking for a model to

predict effective performance –
Competent and Credible Civil
Servants
• Benchmarked Local Public and

Private Offices
• Benchmarked Singapore Public

Offices and Australia Education
System
• Currently a feature required in

SPMS, HR Development Plans,
Learning and Development
Planning, as well as PRIME HRM.
19

WHAT IS A COMPETENCY
• A competency is the underlying characteristics of

an individual that is causally related to criterion
referenced effective and/ or superior performance
in a job or situation.
CRITERION
UNDERLYING
CAUSALLY RELATED
CHARACTERISTIC REFERENCED
fairly deep and

enduring part of a a competency predicts who does
person’s personality causes or predicts something well or
and can predict behavior and poorly, as measured
behavior in a wide performance on a specific criterion
variety of situations or standard
and tasks
20
SPENCER AND SPENCER
WHAT IS A COMPETENCY
are observable,
measurable and vital
knowledge, skills and
attitudes that are
translations of
capabilities deemed
essential for
organizational success.
a CSC definition
21
ELEMENTS OF A COMPETENCY MODEL
Critical
Behaviors
to Analysis Skills
Accomplis
h
Objectives
Uses references such as checklists and standard
Distinct operating manuals to identify possible solutions to
Graduatio problems.
n of
Behaviors
and
Identifies nature and aspects of a problem.
Proficienci
es
Gathers and analyzes information relevant to the
Varying problem.
Proficienc
y
Requirem Follows defined steps or procedures, or uses past
ents per
Employee experience in solving a problem.
Level
Breaks down problems into components using
Applicable
analytical techniques.
to Human
Resource
Processes
Makes valid and reliable assumptions when
/Systems information is not available to identify possible
solutions to problems.
22

Critical
Behaviors
to Analysis Skills
Accomplis
h
Objectives
Uses references such as checklists and standard
LEVEL 1 operating manuals to identify possible solutions to
Distinct problems.
Graduation
of Behaviors
and LEVEL 2 Identifies nature and aspects of a problem.
Proficiencies
Gathers and analyzes information relevant to the
Varying problem.
Proficienc
y
Requirem Follows defined steps or procedures, or uses past
ents per
Employee experience in solving a problem.
Level
LEVEL 3 Breaks down problems into components using
Applicable
analytical techniques.
to Human
Resource
Processes
Makes valid and reliable assumptions when
/Systems information is not available to identify possible
solutions to problems.
23

Critical
Behaviors
to
Staff Supervisor Manager
Accomplis
h
Objectives Competency 1 Level 1 Level 1 Level 2
Distinct
Graduatio Competency 2 Level 1 Level 2 Level 3
n of
Behaviors
and
Proficienci Competency 3 Level 1 Level 2
es
Varying Competency 4 Level 1 Level 2

Proficiency
Requirements
per
Employee Competency 5 Level 1 Level 2 Level 3
Level
Competency 6 Level 1 Level 2 Level 3

Applicable
to Human
Resource Competency 7 Level 1 Level 2
Processes
/Systems
24

Critical
Behaviors
to
Accomplis
h
Objectives
Distinct
Graduatio Recruitment Talent Training and
n of
and Selection Inventory Development
Behaviors
and
Proficienci
es
Varying
Proficienc Talent
y
Performance Management Total Rewards
Requirem
ents per Management (Career and Programs
Employee Succession)
Level
Applicable
to Human
Resource
Processes
/Systems
25

COMPETENCY DEVELOPMENT METHODS
Build Buy Borrow
• Inexpensive but • Expensive but • Inexpensive and

may take time quick; years of quick
research and
validation
• Scopes the • Limits choices to • Limits choices to

appropriate what is available; what is available;
competencies the forces forces
organization organizations to organizations to
requires adapt the model adapt the model
• Adaptable to HR • Not easily be • Some changes

systems and adaptable to necessary to
processes; can organization’s HR adapt model to
be progressive in systems and HR systems and
approach processes processes
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COMPETENCY MODEL APPLICATIONS
Application 1 Application 2 Application 3
JOB/ROLE TALENT PERFORMANCE

PROFILING PROFILING MANAGEMENT
Application 4 Application 5 Application 6
TALENT TRAINING AND SUCCESSION

INVENTORY DEVELOPMENT MANAGEMENT
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WHAT A COMPETENCY LOOKS LIKE
• Worded in behavioral language • The statement should

that describes the things that you provide a mental picture of
can see or hear being done. what a person is doing and
how well the person is doing
• Allows you to verify or validate it, as referenced against a
what has been done, is being standard.
done, or needs to be done.
• Avoid words which are open
to varying interpretation
• Starts with verbs in the active such as effective, efficient,
voice in order for them to be good, excellent.
observable, measurable and
teachable. • Avoid big fuzzy words like
manages, supervises,
oversees, ensures, directs,
coordinates.
28

EXAMPLES…
• Contributes to the group with ideas and suggestions
• Speaks to others using courteous language
• Offers alternatives for resolving problems
• Maintains focus and effectiveness under stressful situations
• Handles multiple issues simultaneously
• Submit work on time
• Informs all parties concerned of the challenges in program

arrangements
29

COMPETENCY LANGUAGE EXERCISE
CUSTOMER SERVICE
• Is aware of the different needs of
internal and external customers
• Has a strong desire to be of service to

other
• Has empathy for the customer
• Is willing to partner with customer in

solving problems.
30

COMPETENCY LANGUAGE EXERCISE
• Describe EXCELLENCE
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COMPETENCY DISCOVERY
1 Organization Context
2 Job Context
3 Data Collection
4 Dictionary Development
32

STEP 1 – ORGANIZATION CONTEXT
• The context within which a job exists has a bearing

on the complexity with which a person performs job
tasks/ activities
• This requires investigation of the competitive

environment, technology, reporting structures, legal
environment, organizational culture, safety, security
and stress issues.
• The organization’s mandates, values, vision,

mission, goals and strategic objectives dictate the
competencies needed by its people.
33

ESTABLISH ORGANIZATION CONTEXT
FOCUS DISCUSSION REFERENCE
• What is the core business of the institution?

ORGANIZATIONAL
• What differentiates it from others? • Organization Mandate
MANDATE
• What special capabilities must be present? • Organization Mission
MISSION
• What unique competencies sets it apart?
• Where is the institution headed to?

• What challenges must it overcome?
VISION • Organization Vision
• What capabilities/competencies must be
acquired/developed to take it there?
• What are its goals and what capabilities are

STRATEGIC necessary to reach those goals? • Strategy Map/Road Map
OBJECTIVE • What will be the challenges to its successful • Organization Scorecard
implementation?
• Organization Mandate
• What practices/behaviors must be replaced and • Organization Mission
CULTURE what must be developed/nurtured to support the • Organization Vision
Mandate, Mission, Vision and Objectives? • Strategy Map/Road Map
• Organization Scorecard
34

STEP 2 – JOB CONTEXT ANALYSIS
• Establish what people do and

the outcomes the job is
expected to produce.
IDENTIFYING THE
TANGIBLE AND
• Responsibilities INTANGIBLE
OUTCOMES OR
• Duties RESULTS A
SPECIFIC JOB IS
• Attributes RESPONSIBLE
FOR
• Physical demand
• Effort involved
35

COMPETENCY DISCOVERY
COMPETENCY 1 TO 9 10 TO 16 17 TO 18 19 TO 22 23 TO 28 AVERAGE RANK
DECIDING AND INITIATING ACTION
LEADING AND SUPERVISING
WORKING WITH PEOPLE
ACHIEVING PERSONAL WORK GOALS AND OBJECTIVES
ADHERING TO PRINCIPLES AND VALUES
PERSUADING AND INFLUENCING
ANALYZING
COPING WITH PRESSURES AND SETBACKS
CREATING AND INNOVATING
APPLYING EXPERTISE AND TECHNOLOGY
FOLLOWING INSTRUCTIONS AND PROCEDURES
PLANNING AND ORGANISING
PRESENTING AND COMMUNICATING INFORMATION
WRITING AND REPORTING
ADAPTING AND RESPONDING TO CHANGE
LEARNING AND RESEARCHING
FORMULATING STRATEGIES AND CONCEPTS
RELATING AND NETWORKING
DELIVERING RESULTS/MEETING CUSTOMER EXPECTATIONS

36
ENTREPRENEURIAL AND COMMERCIAL

CSI. Shaping the Servant-Hero THINKING
towards Public Service Excellence.
STEP 3 – DATA COLLECTION
• Those who show or demonstrate • Establish HOW they display

the ideal standard or criteria for a a competency and capture
given dimension or competency. the behaviors that can best
serve as your standards.
• Those who are genuinely liked • Direct Observation
and respected by colleagues,
subordinates, and customers. • Job Task/Function Analysis
• Expert Panels
• Surveys
• Behavioral Event Interviews
37

DIRECT OBSERVATION METHOD
• Employees are directly observed Facility and Equipment

Clinic Trial Operations Selling Skills
performing critical tasks, and their Maintenance
behaviors are coded for Supply Chain

Computer Literacy
Security Administration
Management and Management
competencies
Quality Standard
Information Management Project Management Compliance and
• Ideal method for gathering data on Management
technical jobs Supplier/Vendor

Management
Inventory Control and
Management
Cold Storage Operations
• Used to ascertain the immediate job Transport Operations and

Management
Database
Management
Business Acumen
context and the work environment

(climate, styles of interaction) Capacity Planning Risk Management
Occupational Safety and
Health Standards
• Costly and inefficient Financial Analysis

Warehouse Operations
and Management
Budgeting
• Some degree/potential for Technical Writing Accounting

Resource
Management
interpretation
• Mental jobs are difficult to observe

38

JOB TASK/FUNCTION ANALYSIS
• Observers detail each task of the

jobholder, and data are collected
using observation and individual or
panel interviews
• Produces complete job description

useful for job design, compensation
analysis, and by inference,
competency analysis.
• Can elaborate on data collected from

other methods.
• Provides characteristics of the job

rather than those who do the job well
• Task list tends to be too detailed
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EXPERT PANELS
• Panel of experts composed of

supervisors or managers of jobs
being analyzed or external Subject
Matter Experts brainstorm
• Used when there is only one or no job

holder
• Quick and efficient POSITIO

N
• Prone to folklore or motherhood

statements
• Omission of competencies for which

members lack technical vocabulary
40

SURVEYS
• Expert panel members and others Competency Behaviors
Demonstrates job knowledge and skills essential to the effective performance of current position
rate competency items according to Job Knowledge

and Skill
Keeps abreast of developments in related fields and integrates new subject matter into existing operations
Understands the business operation and figures out the process necessary to get things done
importance in effective job Understanding of different organizational departments and functions.
Demonstrates ability to identify the problem areas
performance Effectively evaluates alternative solutions and develops feasible solutions
Effectively identifies and evaluates alternative solutions before making decisions in a timely manner
Shows ability to take calculated risk and be accountable for the outcome
• Quick and cheap

Problem Solving
Generates innovative ideas in solving problems
Making decisions based on facts or set guidelines.

Making decisions under pressure and in spite of having incomplete data.
• Large number of jobs can be studied Understanding how one issue may be part of a much larger system or issue.
Works effectively with customers both internal and external
efficiently Interpersonal
Responds positively to situations which require cooperation and tact
Responds openly to ideas and suggestions of others and actively seeks win/win solutions
Relations/Team
work Effectively works with others in the organization outside the line of formal authority (such as peers in other
units or senior management) to accomplish organizational goals and establishes useful supportive
• Many employees can give inputs networks

Identifying, creating and strengthening mutually beneficial partnerships.
Expresses ideas and information accurately and understandably in both oral and written form
Demonstrates ability to seek out required information and to keep others informed
• Builds consensus
Communication
Able to gain enthusiastic commitment for ideas, strategies or concepts
Making presentations.
Provides a clear sense of direction and sets an example of effective leadership
• Data limited by knowledge of survey Leadership

Inspires and energizes people to achieve the goals
Effectively deploys people/resources to complete the task on time and to produce desired quality
designers Delegating work appropriately and fairly.

Improves employees' skills by providing constructive feedback and training challenge abilities and
encourage development
Delegates responsibilities to appropriate subordinates
• New competencies cannot be Employee

Development
Gives employees latitude to exercise their own initiative and invests them with power and authority to
accomplish tasks effectively
identified Sharing expertise and knowledge with others.

Monitoring work and applying actions so performance matches the standard.
41

BEHAVIORAL EVENT INTERVIEW (BEI)
• Superior and average performers are

interviewed and they describe the • To get very detailed
most critical situations they have descriptions of how a person
encountered goes about doing his/her
work
• Shows exactly how superior
• To get experts to narrate
performers handle specific situations critical-incident short stories
or tasks that detail specific
behaviors, thoughts and
• Allows for precise expression unique actions
to organization
• Freedom from gender, cultural, or

racial bias
• Time and expense
• Expertise requirements
42

BEI TECHNIQUE
ST R
43

INTERVIEW EXAMPLE 1
ASSISTING
CUSTOMERS
Tell me about a time when you had to go out
TO ENSURE
SATISFACTORY
of your way to assist a customer. Describe
EXPERIENCE
the circumstances. What was the outcome?
Upon arrival to the Office, I met an irate client, who was airing
his sentiments for the inability of a colleague to process his
transaction.
I invited him for a seat, gave him opportunity to vent his

feelings, and asked him to narrate what happened. Then, I
explained him the steps to be undertaken and requirements
to be submitted. Having clarified the standards and
procedures, I was able to pacify him.
After a week, the client came back with the complete

requirements and within the day, his transaction was
processed.
44

INTERVIEW EXAMPLE 2
RESOLVING
PROJECT
Tell me about a time when you had to consider
ISSUES TO
ENSURE
conflicting workloads when planning a task or
EFFECTIVE
AND TIMELY
DELIVERY
project. How did you handle the situation?
What was the result?
Last Tuesday, I came to office very early to draft replies to 3
queries which should be submitted before 5 PM of the same
day. As I was preparing the draft, my Director called and
asked me to go over the computation and the tables in a
report prepared by my colleague who was absent. She will be
presenting the report to the Commission at 1 pm.
At exactly, 12 noon, I handed the report to my Director. My

Director later thanked me for fixing the tables and the
computation. She said the session went on smoothly and the
Commission approved the recommendations in the report. I
was also able to submit the draft replies at 5 PM.
45

DATA COLLECTION
• Those who show or demonstrate • Establish HOW they display

the ideal standard or criteria for a a competency and capture
given dimension or competency. the behaviors that can best
serve as your standards.
• Those who are genuinely liked • Direct Observation
and respected by colleagues,
subordinates, and customers. • Job Task/Function Analysis
• Expert Panels
• Surveys
• Behavioral Event Interviews
46

STEP 4: DEVELOP THE DICTIONARY
COMPETENCY TABLE
COMPETENCY
Operational Definition
CORE 1
CORE DESCRIPTION
DESCRIPTION CORE 2
CORE DESCRIPTION
DESCRIPTION
3
CORE DESCRIPTION
CORE DESCRIPTION
4
CORE DESCRIPTION
CORE DESCRIPTION
Sample Sample Sample Sample

Behaviors Behaviors Behaviors Behaviors
47

COMPETENCY TABLE SAMPLE
Establishing Direction
ANALYTICAL THINKING AND DECISION MAKING
This competency refers to the ability to identify and understand issues, problems, and opportunities; comparing data from different sources to draw conclusions; using effective
approaches for choosing a course of action or developing appropriate solutions; taking action that is consistent with available facts, constraints, organizational values and ethics,
and probable consequences.
Level 1 Level 2 Level 3 Level 4 Level 5
• Spots potential problems and • Analyzes problem and breaks it • Seeks information from other • Formulates unique solutions to • Promotes continuous
issues down into small components relevant sources who are not complex problems improvement of existing analysis
using simple analytical directly involved or who are not and problem-solving techniques
• Gathers and analyzes techniques routinely consulted to get their • Thinks out-of-the-box when
information before jumping to perspective analyzing & proposing • Champions breakthrough
conclusions • Personally investigates and alternative solutions to issues thinking by promoting an
gathers information to • Makes complex connections and problems environment that fosters courage
• Actively sources required understand the root of the between aspects of the problem and creativity
information from regular internal problem to surface cause and effect • Identifies patterns, trends and
and external sources to inform relationships connections across events that • Role-models breakthrough
problem analysis • Organizes information gathered are not obviously related to thinking in addressing strategic
in a logical manner • Offers several alternatives to reveal new dimensions to issues
• Solves simple, routine work- solve the problem; provides an problems and solutions
related problems; sometimes • Identifies simple cause and analytical framework for • Successfully identifies risk-
with guidance effect relationships between the weighing the pros and cons of • Takes a strategic view on benefit implications of solutions
different aspects of the problem alternative solutions problem definition and proposed and alternatives on the
• Follows defined steps or solutions organization
procedures, or uses past • Independently solves problem • Rationally compares alternative
experience, to delineate the within defined job parameters, solutions, makes decisions and • Champions untested or creative • Influences the internal and
various aspects of the problem responsibilities and expectations prioritizes based on the analysis solutions to persistent problems external environment to prevent
• Coaches others in the use of the recurrence of persistent
• Consults and verifies solutions • Even with complex problems is analytical tools and problem- problems
able to make decisions in a solving techniques
• Can make SWOT analysis timely manner; provides
feedback on status when unable • Shares problem-solving
to make decisions within experiences to facilitate
expected timeframe organizational learning
48

Competency FACILITATION
Manages meetings to ensure that all parties make an appropriate contribution, the timeline is managed, outcomes are documented and all parties agree on next
Definition
steps.
Proficiency P0 - TRAINED P1 - NOVICE P2 - PROFICIENT P3 - ADVANCED P4 - EXPERT

• Attended a training course on • Practiced basic skills between 12 to 23 • Chose the appropriate method • Found alternatives when things went • Acted as subject matter expert.
appropriate methods specified at months. identified at the Novice level at a wrong. • Used related skills to build entirely new
Novice level. particular situation. • Have scanned the situation and have way of solving problems.
Maturity • Started performing basic tasks but still • Coached a novice on the appropriate strategized for action. • Handled complex situations.
in learning curve. method at a standard situation. • Have supervised and coached others • Practiced at 60 and above months.
Indicator • Practiced between 0 to 11 months. • Practiced between 24 to 47 months. on the appropriate method.
• Practiced between 48 to 59 months.
I have conducted effective meetings with • I have conducted a meeting according • I have conducted a meeting with • I have planned and conducted large • I have taught others how to facilitate
my peers. to a planned agenda achieving the balanced and focused participation, meetings involving complex, high-risk effectively.
Behavioral meeting goals within the time allotted. where I adapted to a new situation or goals or problems with senior level
Statements used technology to achieve a planned audiences.
outcome.
• Planned a meeting agenda and • Started meetings with clear purpose, • Designed a meeting by selecting the • Facilitated a series of meetings • Facilitated interactions with senior
facilitated a meeting with my peers. outcome and rationale (i.e., what's in it appropriate "Achieving Meeting required to get to a single decision executive- and Board-level audiences.
• Facilitated a meeting with my peers for the audience) statements. Results" processes and tools. point. • Taught workshops about facilitation
using an appropriate medium. • Managed the natural arc of a meeting • Facilitated a meeting that helped two • Prompted by verbal and non-verbal techniques and/or coached others in
by opening up the discussion, or more parties resolve their behavioral clues, asked meeting facilitation.
facilitating idea generation and differences. participants to express thoughts and • Coached others in meeting design
bringing the meeting to a close with • Read non-verbal behaviors during a feelings. planning for particularly complex or
objectives accomplished. meeting, and took steps to manage • Achieved intended meeting objectives high-stakes meetings.
• Used application sharing virtual the energy and focus during a long with difficult meeting participants (e.g. • Provided thought leadership on
technology to facilitate meetings. (half-day or longer) meeting. someone who tries to derail the facilitation techniques by designing a
• Drew everyone into the conversation • Balanced my role between facilitating meeting, argues vehemently, or is new tool or method for facilitation.
to ensure balanced participation. and contributing content. non-constructive).
• Acted as facilitative participant in a • Summarized peoples' points to ensure • Adapted or abandoned a complex
meeting and stepped in to help solve a shared understanding, using some of meeting agenda in response to
Sample problem and move things forward. their own words. changes in situation to achieve a
• Concluded a meeting and released • Abandoned or adapted a different outcome or expectations.
Behaviors
participants after the meeting objective straightforward agenda to meet a • Summarized peoples' points to ensure
was accomplished. change in situation or expectations or shared understanding during tense or
achieve a different outcome. politically-charged meetings or when
• Assessed cultural dimensions and addressing content that may be
profiling of audience challenging to my participants.
• Managed stakeholders across cultures
• Worked in a global environment
49

CLUSTER MANAGING RELATIONS
COMPETENCY
Customer Focus
OPERATIONAL DEFINITION The ability to effectively deal and/or meet the needs of internal and external customers balanced with the interests of the team or organization.
LEVELS 1 2 3 4
CORE DESCRIPTION Responds effectively to customer Delivers more or beyond the Delivers beyond the customer’s stated • Anticipates customer needs and
needs by delivering on explicit customer’s stated needs, objectives or needs well beyond the prescribed concerns and recognizes what they
requirements, objectives and/or standard but still within the allowed or control or scope but ensures and might value and delivers these in a
standard. prescribed level of control or scope of coordinates this extension of service to tactful and professional manner
the servicing party. appropriate or involved parties.
SAMPLE BEHAVIORS • Understands the implicit needs of • Understands the explicit needs of • Influence changes in system, • Takes care of the customer in a
customers based on the service customers and displays courtesy and practices or policies to attend to a proactive manner, updating them of
rendered and displays courtesy and care in confirming or denying if the customer’s unusual or outside-of- news or progress on issues directly
care in addressing or fulfilling the stated need can be addressed. scope needs, cognizant that the or indirectly affecting SOWs or the
need and within defined agreements requirement does not impact the customer’s business
or standards. • Takes calculated risks in providing business or organization processes
service to a customer whose request adversely. • Offers additional services to
• Ably determines which customer may not be part of the scope of customer as a result of analysis,
requests are beyond one’s scope or agreed service though is still within appreciation and understanding of
level of authority and effectively one’s scope or level of authority. the customer’s business, needs and
endorses or escalates these to the business direction, including the
appropriate party or authority. • Tracks satisfaction level and industry it competes in.
behavior patterns of customers and
analyzes these in order to improve
service and/or respond proactively to
the changing needs.
INTERVENTIONS TO • Service Excellence • Effective Negotiation Skills • Client Business Literacy • Client Business Literacy
MATCH LEVEL
• Interaction Management • Conflict Management • Consulting Skills • Consulting Skills
50

COMPETENCY Building collaborative and inclusive working relationships
The ability to build and maintain a network of reciprocal, high trust, synergistic working relationships within the organization and across government and
OPERATIONAL
relevant sectors. This involves the ability to successfully leverage and maximize opportunities for strategic influencing within the organization and with external
DEFINITION
stakeholders.
LEVELS 1 2 3 4
CORE Maximizes existing partnerships Builds partnerships and networks Strengthens and deepens Builds and then leverages on
DESCRIPTION and networks and capitalizes on to deliver or enhance work partnerships and networks to collaborative partnerships and
and ELEMENTS these to deliver or enhance work outcomes deliver or enhance work outcomes. networks to deliver or enhance
outcomes. work outcomes.
Cultivates a Implements commitments and Sets up regular meetings or Maintains positive and productive Sets the climate as well as standards,
robust network of monitors partnership arrangements to consultations with the team, partners working relationships with the team, policies and guidelines for
connections and ensure that the objectives of the or other stakeholders to gather and partners or other stakeholders, despite collaboration with team, partners or
working partnership remain on target. respond to feedback on what is differences in ideas or their attributes, other stakeholders, across
relationships working, what needs are unmet, and or complexities to encourage sharing government and relevant sectors to
how to resolve specific problems, and of expertise and bring about synergies, achieve strategic priorities and shared
to recognize areas of common interest goodwill and mutual benefit. goals.
to plan and carry out joint initiatives.
Negotiates and Uses subject matter knowledge and a Demonstrates reliability and uses this Resolves conflicts, disagreements and Navigates high-risk, complex or
influences strong grasp of key issues in providing to build credibility with team members, differing interests among team contentious situations across the
persuasively appropriate recommendations to partners or stakeholders to negotiate members, partners or stakeholders in government and relevant sectors using
engage team members, partners or outcomes. a constructive manner (e.g. win-win innovative influencing strategies.
other stakeholders and to achieve approach; use of appropriate conflict
positive outcomes. resolution processes; identification of
common ground through dialogue and
consensus; shared solutions
perspective)
Promotes value Shares accurate and timely Articulates proactively the Identifies barriers to transparency and Models the value and importance of
of transparency information and stimulates open expectations and concerns of team open communication and initiates transparency and keeping
and open discussion of ideas to promote a members and relevant stakeholders appropriate solutions. communication lines open to both
communication positive environment. and implements measures to address internal and external stakeholders
them to build synergy and goodwill. (e.g. facilitates exchange of
information and experiences,
broadens perspectives on emerging
sensitive issues and enhances C3 or
coordination, collaboration and
51
complementation).

COMPETENCY STATEMENT (DEFINITION)
• A statement or statements that

describe the key actions required
to demonstrate a Competency
• Start with the description of the The ability to build

service or outcome supported by consensus and gain the
the competency you are defining. cooperation of others
through persuasion in
• What is produced? What are the order to obtain
results? What are the objectives?
What are the goals?
information and
accomplish goals.
• Describe the critical few tasks and
outcomes required of those who
provide the key capability, without
which the capability would not be
demonstrated.
52

COMPETENCY LEVELS OR RUBRICS
• A rubric is an explicit set of criteria

• To produce assessments
used for assessing a particular type that are far more descriptive
of work or performance. than a single, holistic grade
or judgment can be.
• A rubric usually includes levels of
potential achievement for each • Instead of merely saying that
criterion. an individual is “very good,"
or “outstanding” a rubric-
• It sometimes also includes work or based competency model
describes the quality of work
performance samples that typify
on one or more dimension.
each of those levels.
• To let those who are
• Heidi Goodrich, a rubrics expert, producing work know in
defines a rubric as "a scoring tool advance what assessors will
that lists the criteria for a piece of apply to assessing that work.
work or 'what counts.' "
53

DIMENSIONS TO CONSIDER FOR RUBRICS
intensity
Of the intention involved or completeness of action
taken to carry out an intension
vertical In taking more things, people, data, concepts or

complexity causes into account
time In seeing further into the future, and planning or taking

horizon action based on anticipation of future situation
breadth of On the number and position people effected; or the

impact size of the problem addressed
54

DIMENSIONS TO CONSIDER FOR RUBRICS
The degree to which variability of tasks is present,

scope ranging from similar tasks in a narrow environment to
great variability in a broad work environment.
The environment in which the job responsibilities are

context completed and addressed, from a wide variety of
environments to narrowly defined work context.
The type of job responsibilities that are being

horizontal
complexity
completed, ranging from simple routine tasks to
highly intricate and advanced operations.
The degree to which you are supervised or not; the

autonomy
amount of decision making power.
55

SAMPLE RUBRICS
Beginning Developing Competent Accomplished
Limited Proficiency Some Proficiency Proficiency High Proficiency
Incoherent Rudimentary Developing Adequate Impressive Excellent
Beginner Novice Proficient Expert
Not Meeting Approaching Meeting Exceeding
Trained Novice Proficient Advanced Expert
56

TYPICAL RUBRIC PARAMETERS
BASIC INTERMEDIATE ADVANCED EXPERT
• Basic recall of concepts, • Apply skills and concepts • Requires deep • Due to complexity (or
definitions, facts, and in familiar/typical understanding as multiple conditions of the
processes. situation. exhibited through problem), exploration or
planning, use of application requires time
• Able to make • Able to talk about appropriate evidence, to research, think or
connections/relationship relationships by and reasoning. process.
in words, pictures or Comparison and cause
symbols. effect. • Can analyze, evaluate • Expected to make non-
and justify effectiveness routine manipulations or
• Can perform simple and • Can explain the how or of actions. connections across
routine procedures why. multiple
• Expected to make discipline/areas/sources.
• Expected to make decisions.
recommendation
57

TYPICAL RUBRIC PARAMETERS
BASIC INTERMEDIATE ADVANCED EXPERT
• Can work under routine • Works under general • Work under broad • Has defined authority
supervision. direction within a clear direction. and responsibility for a
framework of significant area of work,
• Is able use minor accountability. • Full accountability for including policy formation
discretion in resolving own technical work, and application.
problems or enquiries. • Plans own work to meet projects/supervisory and
given objectives and financial responsibilities. • Establishes
• Expected to seek processes. organizational objectives
guidance in unexpected • Receives assignments in and delegates
situations. the form of objectives. assignments.
• Establishes own • Is held fully accountable

milestones, team for actions taken and
objectives and delegates decisions made, both by
assignments. self and subordinates.
• Accountable for actions

and decisions taken by
self and subordinates (if
applicable).
58

BLOOM’S TAXONOMY OF LEARNING DOMAINS
• Bloom and his colleagues were academics, looking at learning

as a behavioral science, and writing for other academics
• Bloom's Taxonomy underpins the classical 'Knowledge,

Attitude, Skills' structure of learning method and evaluation.
• It is a simple, clear and effective model for explanation and

application of learning objectives, teaching and training
methods, and measurement of learning outcomes.
• Bloom's Taxonomy provides an excellent structure for

planning, designing, assessing and evaluating training and
learning effectiveness.
59

COGNITIVE AFFECTIVE PSYCHOMOTOR
60

COGNITIVE DOMAIN
• The cognitive domain is knowledge or mind based. It has three

practical instructional levels including fact, understanding, and
application.
• The fact level is a single concept and uses verbs like define,
identify, and list.
• The understanding level puts two or more concepts together.

Typical verbs for this level include describe, compare and
contrast.
• The application level puts two or more concepts together to

form something new. Typical verbs at this level include
explain, apply, and analyze.
61

COGNITIVE DOMAIN
LEVEL CATEGORY BEHAVIOR KEY WORDS
1 Recall recall or recognize information arrange, define, describe, label,

list, memorise, recognise, relate,
reproduce, select, state
2 Comprehension understand meaning, re-state data explain, reiterate, reword, critique,

in one's own words, interpret, classify, summarize, illustrate,
extrapolate, translate translate, review, report, discuss,
re-write, estimate, interpret,
theorize, paraphrase, reference,
example
3 Application use or apply knowledge, put use, apply, discover, manage,

theory into practice, use execute, solve, produce,
knowledge in response to real implement, construct, change,
circumstances prepare, conduct, perform, react,
respond, role-play
62

COGNITIVE DOMAIN
4 Analysis interpret elements, organizational analyse, break down, catalogue,

principles, structure, compare, quantify, measure, test,
construction, internal examine, experiment, relate,
relationships; quality, reliability of graph, diagram, plot, extrapolate,
individual components value, divide
5 Synthesis develop new unique structures, develop, plan, build, create,

systems, models, approaches, design, organise, revise,
ideas; creative thinking, formulate, propose, establish,
operations assemble, integrate, re- arrange,
modify
6 Evaluation assess effectiveness of whole review, justify, assess, present a

concepts, in relation to values, case for, defend, report on,
outputs, efficacy, viability; critical investigate, direct, appraise,
thinking, strategic comparison argue, project-manage
and review; judgement relating to
external criteria
63

AFFECTIVE DOMAIN
• The affective domain is based upon behavioral aspects and

may be labeled as beliefs. The three levels in the domain are
awareness, distinction, and integration.
• The verbs for this domain are generally limited to words like
display, exhibit, and accept and these apply at all levels.
• The first two levels are really cognitive; integration is

behavioral and requires the learner to evaluate and synthesize.
64

AFFECTIVE DOMAIN
1 Receive open to experience, willing to hear ask, listen, focus, attend, take
part, discuss, acknowledge, hear,
be open to, retain, follow,
concentrate, read, do, feel
2 Respond react and participate actively react, respond, seek clarification,

interpret, clarify, provide
examples, contribute, question,
present, cite, become animated or
excited, help team, write, perform
3 Value attach values and express argue, challenge, debate, refute,

personal opinions confront, justify, persuade,
criticize
4 Organise or reconcile internal conflicts; build, develop, formulate, defend,

Conceptualize develop value system modify, relate, prioritise,
values reconcile, contrast, arrange,
compare
5 Internalize or adopt belief system and act, display, influence, solve,

characterise values philosophy practice,
65

PSYCHOMOTOR DOMAIN
• The psychomotor domain is skill based. The three practical

instructional levels include imitation, practice, and habit.
• The first level, imitation, will simply be a return of the

demonstration under the watchful eye of the instructor.
• The practice level will be a proficiency building experience that

may be conducted by the student without direct oversight of
the instructor.
• The habit level is reached when the student can perform the
skill in twice the time that it takes an expert to perform.
66

PSYCHOMOTOR DOMAIN
1 Imitation copy action of another; observe copy, follow, replicate, repeat,

and replicate adhere
2 Manipulation reproduce activity from re-create, build, perform, execute,

instruction or memory implement
3 Precision execute skill reliably, independent demonstrate, complete, show,

of help perfect, calibrate, control,
4 Articulation adapt and integrate expertise to construct, solve, combine,

satisfy a non-standard objective coordinate, integrate, adapt,
develop, formulate, modify,
master
5 Naturalization automated, unconscious mastery design, specify, manage, invent,

of activity and related skills at project-manage
strategic level
67

RUBRIC GUIDE COGNITIVE AFFECTIVE PSYCHOMOTOR
1. Recall data 1. Receive (awareness) 1. Imitation (copy)
2. Understand 2. Respond (react) 2. Manipulation (follow

instructions)
3. Apply (use) 3. Value (understand 3. Develop Precision

and act)
4. Analyze 4. Organize personal 4. Articulation

(structure/elements) value system (combine, integrate
related skills)
5. Synthesize 5. Internalize value 5. Naturalization

(create/build) system (adopt (automate, become
behavior) expert)
6. Evaluate (assess,
judge relationally)
68

Competency Types
Core
Leadership
Competencies that
relate to the Technical
organization’s Competencies that
values, mission and relate to the skills
needed to perform Competencies that
strategy pertain to specific
leadership or
managerial work and bodies of knowledge
processes and skills required to
perform the defined
activities in an
industry, function or
job
69
Competencies Demanded of the Work
According to Level in the Organization
Leadership
Competencies
Core Competencies
Technical
Competencies
Technical/ Middle Top

Functional/ Mgmt Mgmt
Admin
70

COMPETENCY PROFILING
Position Profiling is the process of

identifying the competencies and/or the
POSITION proficiency in a competency required by
a position to effectively execute and/or
fulfill the role’s function.
Person Profiling is the process of

identifying the competencies and/or the
PERSON proficiency demonstrated by a person.
This profile can then be compared to a
position profile.
71

POSITION PROFILING
• A profile helps us determine the

type of person we are looking for.
• Valuable time can be saved by

narrowing down or being clear of
our profile criteria.
• Over time, the information gained

from profiling may indicate
patterns.
72

POSITION PROFILING
Communication
POSITION DESCRIPTION Operational Definition
1 2 3 4
BASIC PURPOSE
Sample
Behaviors
Sample
Behaviors
Sample
Behaviors
Sample
Behaviors
✔︎
MAJOR RESPONSIBILITIES
Planning and Organizing
OTHER JOB SPECIFICATIONS Operational Definition
✗
1 2 3 4
COMPETENCIES
Sample Sample Sample Sample
Behaviors Behaviors Behaviors Behaviors
Communication 2
Problem Solving
Problem Solving 1
Operational Definition
1 2 3 4
Sample
Behaviors
Sample
Behaviors
Sample
Behaviors
Sample
Behaviors
✔︎
73

POSITION PROFILING POINTERS
• As the job responsibilities increase

the level of competence assigned
to a job/position becomes higher STAFF SUPERVISORY EXECUTIVE
• Technical specialist positions may CORE

3 3 3
have higher levels of competence
in the technical areas compared to
managers/directors
TECHNICAL
6 4 1
• The higher a position is in the LEADERSHIP
1 3 6
organizational hierarchy,
leadership competencies become
more important and technical
TOTAL
10 10 10
competencies are demonstrated at
a threshold level
74

POSITION PROFILE/COMPETENCY MATRIX
TYPE COMPETENCY STAFF SUPERVISOR MANAGER EXECUTIVE
Competency 1 1 2 3 4
CORE Competency 2 1 2 3 4
Competency 4 1 2 3
LEADERSHIP
Competency 5 1 2 3
TECHNICAL Competency 7 2 3 4 4
Competency 8 2 3 4
75

POSITION PROFILES
• Position Profiles identify which • Identify the relevant

competencies are expected from competencies for a
each employee group or specific position.
positions within a job family.
• Referring to some of your
• Identifies the degree by which each Competency Tables,
competency is expected to be
demonstrated by each employee identify the required level
group or category. of proficiency for each of
the critical competencies
• Shortlist the most critical behaviors for the position.
per employee group.
• Isolate the top 8 to 12
• Serves as guide to determine which competencies required for
behaviors impact performance – a an incumbent in the
useful tool for performance position to perform his/her
management, coaching and in an excellent and
identification of development effective manner.
opportunities.
76

SAMPLE COMPETENCY-BASED JD
3D ROLE PROFILE
CAREER DEVELOPMENT HEAD RANK - P3 to P4

ORGANIZATION AND TALENT DEVELOPMENT DEPARTMENT
Responsible and accountable for the design and management of frameworks for all career systems. This includes competency tables, position profiles, compensable and
complexity factors, job analyses, job evaluation, succession tables, etc.; aligns and adapts the implementation of all these at the sites/support groups. The position is also
responsible for creating programs that help provide employees or talents with opportunities to plan, prepare and realize career growth as well as systems for the organization to
manage such activities. This includes assessment and profiling of talents, talent inventory, career development workshops and counseling, understudy programs and
development or ad hoc assignments, etc.
DOES (RESPONSIBILITIES) DISPLAYS (COMPETENCIES) DELIVERS (SCORECARD)
• Designs and develop the organization competency model • Displays Bias for Excellence (3) FINANCIAL
including competency profiles of al positions. This includes • Communicates Effectively (3)
identifying, defining and updating when necessary both core • Focuses and Satisfies the Customer (4) • Manage OPEX
and functional competencies across positions within the • Creates a Productive Work Environment (4)
organization • Manages Team Performance (3) INTERNAL
• Manages Team Members’ Development (4)
• Aligns the use and application of competencies across the • Effectively Plans, Organizes and Implements Work (4) • Customer Satisfaction Rating
organization especially for various HR Systems such as • Solves Problems and Makes Decisions Effectively (3) • Right Ranking Implementation
recruitment, selection, profiling, job grading, training, etc.) • Demonstrates and Exercises Strategic Perspective (4) • Talent Inventory
• Champions and Manages Change Effectively (3) • Technical Competencies
• Assists training in assessing incumbents and/or talents against • Career Path
competency model and determine individual and aggregate • Financial Agility • Promotion Standards
gaps • Business Literacy • Promotion Assessment
• Facilitation Agility (3) • Career Development Workshop
• Develops career tracks and options. This includes drafting P • Learning Diagnosis (3) • Succession Planning and Management
and IC career tracks and designing the intervention to assist • Training Development (3)
employees in planning and managing their careers • Organization Diagnosis (3) LEARNING AND GROWTH
• Competency Profiling and Assessment (4)
• Develop tools for career planning and coaching. This includes • Career Systems Literacy (3) • Improve Employee Satisfaction
creating and periodically updating a career wish system that is • Group Engagement Score
linked with other HR Information Systems to be accessed by • Team Attrition
various users as well as link individual and/or career
development plans with appropriate employee development
programs
• Develops and manages the succession planning framework

and process that would assist business heads and leaders in
identifying critical positions and critical talents, pursuing
targeted development plans, while preparing pipeline plans for
contingencies and talent career mobility
77

COMPETENCY-BASED JOB DESCRIPTION
WHAT HOW
COMPETENCY-BASED
JOB ANALYSIS DESCRIPTION COMPETENCIES
RESPONSIBILITIES BASIC PURPOSE
MAJOR
RESPONSIBILITIES
OBJECTIVES
OTHER JOB
SPECIFICATIONS
COMPETENCIES
DEMANDS
PROFILE
78

JOB DESCRIPTION AND PROFILE HARMONY
COMPETENCY LEVEL
DISPATCH AND DELIVERY MANAGER
Work/Service Excellence 1
1. Ensures proper planning and allocation of specific activities and
balance distribution of personnel to carry out warehousing Working with People 2
procedures and activities based on ISO 9001 current version and in
compliance with Regional QA Standards.
People Management 3
2. Manages warehouse dispatch activities to facilitate prompt and
accurate dispatch and delivery of pharmaceutical products to satisfy
customer needs. Planning and Organizing 2
3. Ensures that platform operations are carried out properly and that
on time delivery of goods received from ZPC warehouse and proper Quality Management 3
truck allocation is observed to meet delivery schedule.
4. Monitors personnel, warehouse and equipment condition and Relating and Networking 1
provide timely and accurate information to other departments in
order to achieve conducive, safe and productive warehouse
operations. Tax Administration/Management 2
5. Monitors system functions of Pulse Warehouse Management
System and provide feed back to MIS personnel. Technical Support 3
6. Monitors and ensures that all daily transactions are accurately
encoded in Transport Expense Management Technical Writing 2
System for a timely clearing and billing.
Treasury and Cash Management 3
79

SUPERVISOR
Customer Focus
POSITION The ability to effectively deal and/or

meet the needs of internal and
external customers balanced with the
interests of the team or organization.
3
ADVANCED
Candidate A
PERSON Competency Assessment

Behavioral Interview
360 Feedback
Performance Evaluation
1
BASIC
80
SUPERVISOR
Customer Focus

3
ADVANCED
Candidate B

360 Feedback
4
SUPERIOR
81
SUPERVISOR
Customer Focus

3
ADVANCED
Candidate C

360 Feedback
3
ADVANCED
82
COMPETENCY GAP ANALYSIS
TYPE COMPETENCY STAFF STAFF 1 STAFF 2 STAFF 3
Competency 1 1 MATCH GAP + GAP – 67% 33%
CORE Competency 2 1 GAP – MATCH GAP – 33% 67%
100 100
Competency 3 1 GAP + GAP + MATCH % %
Competency 4
LEADERSHIP
Competency 5
Competency 6 2 MATCH GAP + GAP – 67% 33%
TECHNICAL Competency 7 2 GAP + MATCH GAP – 67% 33%
Competency 8
100
60% 20%
%
40% 60% 80%
83
HUMAN RESOURCE PROCESSES/SYSTEMS
• Talent Development
• Employee Development
• Training Design
• Intervention Approach
• Career and Succession
• Performance Management
• Organization Design
• Organization Strength or
Talent Inventory
• Recruitment, Selection and

Placement
84
ROLE OF COMPETENCIES IN ASSESSMENTS
• Determines Exercise Choice
• Foundation for
Evaluating/Validating
Assessment Method
• Guide for Evaluation of

Participants
• Aids Identification of
Development Needs
• Basis of Personal
Development Plans
85
WHAT IS THE FOCUS OF ASSESSMENT?
COMPETENCY
REPORTING AND SCORING Operational Definition

IS TYPICALLY AT THIS
LEVEL
1 2 3 4
ASSESSMENT IS Sample Sample Sample Sample

TYPICALLY AT THIS LEVEL Behaviors Behaviors Behaviors Behaviors
86
TYPES OF ASSESSMENT EXERCISES
• Personality/Motivation Questionnaires
• Ability Tests
• In-Tray Exercises
• Group Exercises
• Role Plays
• Interview
• Fact Finding
• Tests of Productive Thinking
• Interest Inventories
87
PERSONALITY/MOTIVATION QUESTIONNAIRES
• Self-report, respond to a list of statements presented
• Can provide in-depth information on how candidates will fit within

certain work environments and teams.
• Can provide information on how candidates may cope with certain
job requirements.
• Can provide understanding of situations which may increase or
decrease an individual’s motivation.
• As self-report, may be open to faking and unconscious distortion.

• Need to be qualified to administer and interpret.
• Some questionnaires require use of computer for scoring.
88
ABILITY TESTS
• Means of measuring objectively an individual's capacity in a

specific area, under standardized conditions, which allow the
tester to make a direct comparison between individuals.
• Fair and objective

• High predictive validity
• Additional information that cannot be assessed during the
interview
• Relatively cheap considering the amount of information gained
• A large number of candidates can be assessed in a relatively short
amount of time
• Stressful and pressurized for the candidates

• Cold and impersonal
• Doesn’t provide the opportunity to discuss any issues that arise
89
IN-TRAY EXERCISES
• A situational test which simulates administrative aspects of a job.

Candidates are asked to deal with various items in a fictitious in-
tray, through planning and prioritizing actions and making
decisions.
• Research has shown in-trays to be valid predictors.

• Provides an opportunity to assess the outcomes of behavior in a
job-relevant situation.
• Time needed for scoring.

• Minimizing subjectivity in scoring.
• Over-specific, over-realistic in-trays may not be equally fair to all
candidates and may need very frequent updating.
90
GROUP EXERCISES
• The observation of social interaction and teamwork during the

completion of a particular task
• The assessment of competencies in relation to people which are

otherwise difficult to measure, such as persuading and
influencing, leading and supervising, working with people
• Difficult to assess objectively without comparing to other

members of the immediate group
• Dominant group members prevent high quality candidates from
expressing their views
91
ROLE PLAYS
• Role-play exercises simulate a job-relevant situation, in which the

participant has to meet with either a colleague, someone they
manage or a customer in order to meet a specific objective.
• Useful for assessing interpersonal, decision-making and

communication competencies
• Simulate realistic aspects of a person’s role, not easily measured
in other ways
• A properly trained role-player is needed for consistency
92
INTERVIEW
• Unstructured, structured; panel/single interviewee.
• Structured interviews have good predictive validity

• Assess certain competencies easily e.g. social confidence,
communication skills and appearance
• Probe, question or focus on a particular area
• Unstructured interviews are unreliable (different interviewers

come to different conclusions), and poor predictors (low
predictive validity)
• Interviewer may be biased by social stereotypes
93
FACT FINDING EXERCISES
• Basic participant brief provided providing partial information.

Participant decides what extra information would be useful and
ask questions of a role-player who supplies standardized
responses.
• Useful for assessing analytical, decision-making and

communication competencies
• The need for a properly trained role player
94
TESTS OF PRODUCTIVE THINKING
• Provide a structured measure of creativity, assessing ability to

generate ideas, solutions and explanations against a series of
problems and situations, simulating “brainstorming”
• Participants answers provide measures of volume, diversity and

originality of ideas
• Not a measure of idea implementation
95
INTEREST INVENTORIES
• Self-report inventory which assists individuals in clarifying their

interests.
• Can provide information on how candidates’ interests will fit

within certain roles and work environments.
• Provides information about interests but not capability or

potential.
96
BEHAVIORAL EVENT INTERVIEW
• Behavioral Event Interviewing has been used for over 20 years and is
widely used by skilled interviewers.
• In a BEI, interviewees are asked to describe how they dealt with a

situation in the past, relative to a competency.
• Data about the past indicates a probability of the behavior cited to be

repeated in the future.
• BEI questions focus on the past while theoretical questions focus on the
future. The response strategy for a theoretical interview question is
similar in structure but different in content.
97
• BEI questions have two parts – the INTRODUCTION and the FOCUS.
• The first part of a BEI question (introduction) are phrases such as the
following –
• “Tell me about a time when you …”
• “Describe a situation when you …”
• “Walk me through a situation where you …”
• “Give me an example of a specific situation when you…”
98
• The second half of the question focuses on the situation with which
the interviewer is interested.
• For example, if you are seeking information about the candidate’s

analytical skills, you might ask the following question –
• Give me an example of a specific situation when you had to

formulate a detailed analysis of a new product, new project or
new market.
• If you are seeking information about the ability to collaborate on a

cross-functional team under tight deadlines –
• Tell me about a time when you participated on a cross functional

team that had to deliver project outcomes within a tight deadline.
99
Key questions to ask---
S
What was the situation (s)
T
What was the task (T)
A What action/s did you take (A)
R What was the result/outcome of

the action (R)
100
RESPONSE STRATEGY IN BEHAVIORAL EVENT
ST R
101
THE STAR CYCLE
1 Planned Question
Describe the
last time you
missed a
deadline?
2 Pin Down Situation/Task

What effect
did that have What caused
on your you to miss
manager’s the deadline?
commitments
?
Pin Down Result 4
Under those
conditions,
exactly what
did you do?
Pin Down Action 3
102
BEHAVIORAL QUESTION GUIDE
INTERPERSONAL SKILLS
Key Question Probing Question Evidence Gathered
• Tell me when you had to • What was the conflict SITUATION/TASK –
manage or resolve a conflict regarding?
between two or more co-
workers. • How serious was the conflict?
• What were the likely

repercussions of the conflict
escalating
ACTION –
• What interventions did you
make?
• How were these interventions

received by the other parties?
• Did the parties involved RESULT –

perceive you as neutral?
• What was the result of your

interventions
• Did this conflict arise again

after your intervention?
103
PROBLEM SOLVING
• Describe a situation in which • What was the problem? SITUATION/TASK –
the cause of a problem was
not initially clear. • What impact was the problem
having?
• What information did you

need?
• How did you utilize the ACTION –

information?
• What technology was used (if

any)?
• When did you identify the

cause of the problem? RESULT –
• In retrospect, how clear was

the cause of the problem?
104
INNOVATIVE THINKING
• When have you managed to • Why was a new idea SITUATION/TASK –
convince conventionally needed?
minded people into adopting
new ideas? • What was the accepted
practice at the time?
• What ideas did you

provide/generate?
ACTION –
• How much convincing did the
conventionally minded people
require?
• What approach did you adopt

when convincing them?
RESULT –
• What was the result of
convincing these people?
• How did they react to new

and original ideas since
suggesting the initial idea?
105
PROFESSIONALISM
• When have you experienced • What was the situation? SITUATION/TASK –
a potential conflict of interest
at work? • Why could this have been a
conflict of interest?
• At what point did your identify

the potential for conflict of
interest?
ACTION –
• What were your actions after
identifying the potential for a
conflict of interest?
• What was the result of your

actions?
RESULT –
• What measures do you take
to avoid conflicts of interest
since this event?
106
TIPS IN RECOGNIZING STARS
• Actions also can be inactions – what a person did not say or

do in a certain situation can provide information about an
individual.
• The order that you get the STAR parts is not important;
sometimes they come out of order, RATS or ARTS.
• A candidate who uses words like “we”, “the team”, “our unit”
could be vague. Either way, you need to know what the
candidate did, not what his/her team did.
• The verb tense the candidate uses is a tip-off to whether he or

she is giving false or true STARS.
• Listen for clue words as a way to probe for more STARs.

107
BEHAVIORAL EVENT INTERVIEW TIPS
• Get the story (incident story) in proper time sequence. Try to

get the interviewee to begin at the beginning and take you
trough the story as it unfolded. Otherwise you may get
confused about what happened and who did what.
• Think of a time line running from a starting point to a

conclusion point.
• Focus the interviewees on real past occurrences rather than

on hypothetical responses, philosophizing, abstractions, and
espoused behaviors.
Always probe for specifics by continually probing for facts –

“Who said that? Where did this happen? How did you
convince her? What happened then?”
108
BEHAVIORAL EVENT INTERVIEW TIPS
• Avoid using leading questions or jump to conclusion.
• Do not assume you know what is happening, or how the

situation was resolved, unless the interviewee specifically
states it.
• When in doubt, probe.
• Be appreciative of good incidents, detailed descriptions of

behavior and so on; be sure that you are continually giving
the interviewee plenty of reinforcement for what he and she
is telling you.
• Some people need a lot of encouragement and stimulation

to really get into the process of telling a good story.
109
TAKING NOTES
• Record both non-verbal and verbal responses
• Use interview plan to minimize note taking
• Note taking should be done openly, but don’t let applicant

see what was recorded
• Note taking should not be a signal to applicant
• Take notes during all portions of the interview
110
Integration Steps
• Discuss discrepancies
• Reach a consensus on an overall rating
• Take responsibility for feedback to some of

the participants
111
INTEGRATION
• Provide a fair and objective review of the evidence

gathered
• Gain agreement and consensus amongst assessors
• Focus on the participant’s overall performance against

the competency model rather than in individual exercises
• Identify a pattern or profile of strengths and development

areas
112
INTEGRATION STEPS
• Feed in ratings for relevant exercise
• Contribute to discussions with behavioral

evidence gathered
Remain objective – avoid sexist/racist/ageist

reference
113
Anticipated Accepted Answers
• Strong evidence of positive behaviors described

• Little or no negative behaviors described
• Good evidence of positive behaviors described

• Low level of negative behaviors described
• Some evidence of positive behaviors described

• Some level of negative behaviors described
• Little evidence of positive behaviors

described
• High level of negative behaviors described
• No evidence of positive behaviors

described
• Failed to meet requirements
Slide 114
DATA ANALYSIS
DESCRIPTIVE
Quantitative Data
STATISTICS
CONTENT
Qualitative Data
ANALYSIS
115
COMPETENCY BASED HUMAN RESOURCE
CAREER ORGANIZATION
DEVELOPMENT DESIGN
WORKPLACE WORKFORCE
LEARNING PLANNING
A COMPETENCY
FRAMEWORK
PROVIDES INTEGRATED
MEASURE FOR HRM
EMPLOYEE RECRUITMENT/
RELATIONS SELECTION
PERFORMANCE REWARDS/RE
MANAGEMENT COGNITION
116

HUMAN RESOURCE FUNCTIONS
ORGANIZATION DESIGN • Determines the functional

requirements of the organization
WORKFORCE PLANNING
and delineation of functions that
will ensure organizational
effectiveness.
RECRUITMENT/SELECTION
REWARDS/RECOGNITION
EMPLOYEE RELATIONS
WORKPLACE LEARNING
CAREER DEVELOPMENT
117

ORGANIZATION DESIGN • Specifies the type and number of

personnel that will carry out the
WORKFORCE PLANNING
functional requirements of the
organizational units.
REWARDS/RECOGNITION
EMPLOYEE RELATIONS
WORKPLACE LEARNING
CAREER DEVELOPMENT
118

ORGANIZATION DESIGN • Ensures that the type and

number of personnel specified in
WORKFORCE PLANNING
the HR Plan are recruited,
selected and placed.
REWARDS/RECOGNITION
EMPLOYEE RELATIONS
WORKPLACE LEARNING
CAREER DEVELOPMENT
119

ORGANIZATION DESIGN • Provides commensurate return

for contributions to the success
WORKFORCE PLANNING
of the organization.
REWARDS/RECOGNITION
EMPLOYEE RELATIONS
WORKPLACE LEARNING
CAREER DEVELOPMENT
120

ORGANIZATION DESIGN • Ensures high level performance

thru expectation setting,
WORKFORCE PLANNING
monitoring, evaluation and
recognition.
REWARDS/RECOGNITION
PERFORMANCE
MANAGEMENT
EMPLOYEE RELATIONS
WORKPLACE LEARNING
CAREER DEVELOPMENT
121

ORGANIZATION DESIGN • Institutionalizes corporate values

that enable organizational
WORKFORCE PLANNING
success by building a sense of
belonging.
REWARDS/RECOGNITION
EMPLOYEE RELATIONS
WORKPLACE LEARNING
CAREER DEVELOPMENT
122

ORGANIZATION DESIGN • Builds individual, team and

organizational capabilities to
WORKFORCE PLANNING
enable performance according to
needs of the organization.
REWARDS/RECOGNITION
EMPLOYEE RELATIONS
WORKPLACE LEARNING
CAREER DEVELOPMENT
123

ORGANIZATION DESIGN • Ensuring organizational

continuity and growth by
WORKFORCE PLANNING
enabling individuals to grow
within the organization.
REWARDS/RECOGNITION
EMPLOYEE RELATIONS
WORKPLACE LEARNING
CAREER
DEVELOPMENT
124

Competency-Based
Human Resource
Systems
125
Facilitated by Lito Lupena

Competency-Based
Recruitment, Selection and
Placement
126

Recruitment, Selection and
Placement Processes
Recruitmen Source Update
Recruitment t Plan Candidates Pool
HRMPS Backgroun
Application Employmen d
Selection Form t Tests
B
Investigatio
Interview n
Manager’s Physical/ Employment

Appointment
Interview Medical Documents
Evaluation/
On- Regularizatio
Placement Orientation
boarding n
Slide 127
Recruitment, Selection, and Placement
Recruitment Selection Placement

•Attracting a • identification and • Putting people
number of choosing the best into certain
candidates to person out of a position who
apply for a job number of have been
prospective selected for the
•Creation of a pool
candidate for a job
of qualified
job • Assignment of
candidates
• Job matching rank and
responsibility
Slide 128
CB Recruitment and Selection
• Provides a clear picture of the job
requirements
• Ensures a more systematic assessment

process
• Increases the likelihood of placing the right

people in the right job
• Minimizes cost for the agency
Slide 129
Assessing Job Candidates
AO II Applicant Applicant Applicant Applicant Applicant

1 2 3 4 5
Delivering Service
Excellence 1 1 1 1 1 1
Exemplifying Integrity
2 2 2 2 1 2
Solving Problems and
Making Decisions 1 1 2 1 1 1
Speaking Effectively
1 1 2 1 1 1
Writing Effectively
2 2 2 2 1 2
Demonstrating
Personal Effectiveness 2 2 3 3 1 2
Championing and
Applying Innovation 1 1 1 2 1
Planning and
Delivering 1 1 1 1 1 1
Managing Information
2 2 2 2 2 2
Slide 130
Competency-Based
131

Competency-Based
• Focuses training/development on skills, knowledge
and characteristics that have the most impact on
effectiveness
• Aligns training and development initiatives to

organizational values and strategies
• Maximizes training/ development investment
• Provides frameworks for ongoing coaching and

feedback
Slide 132
Training
• “ a short-term learning intervention intended
to build on individual knowledge, skills, and
attitudes to meet present or future work
requirements (Rothwell and Sredl 2000)
• Various types of training
- remedial training - cross training
- orientation training - re-training
- qualifying training - outplacement
- second-chance training training
Slide 133
Competency-Based Employee
Development Plans
• To develop employee competencies that

are aligned with achievement of the
organization’s strategic business
objectives.
• To address employees’ issues in

identifying and meeting life-career needs.
Slide 134
Profile Matching
Supervising
Competencies
AO
SAO 1 SAO 2 SAO 3 SAO 4 SAO 5
Resourcefulness and
2 1 1 2 3 3
Initiative
Being a Quick Study 2 1 1 2 3 1
Leading Subordinates 2 2 2 2 3 3
Team Orientation 2 1 2 2 3 3
Building and Mending
2 1 1 1 3 3
Relationships
Compassion and
3 3 3 3 4 3
Sensitivity
Straightforwardness
3 3 3 3 4 3
and Composure
Balance between
Personal Life and 3 3 3 2 4 3
Work
Self-Awareness
CSI. Shaping 3 Service Excellence.
the Servant-Hero towards Public 2 2 3 3 3
Competency-Based
Performance Management
136

Performance Management
• “ a systematic process for improving and

sustaining human performance throughout
an organization”
(Cripe 1997)
• Traditional performance management

systems focuses on performance planning
and evaluation, rewards and discipline.
- 2000 Performance Management Survey137
Competency-Based Performance Management
• Provides a shared understanding of what will be

monitored and measured
• Focuses the performance appraisal discussion
• Provides focus for gaining information about a person’s
behavior on the job
• Helps identify reason for gaps in performance
• Focuses coaching, mentoring and correcting performance
initiatives.
138

Competency-Based
Employee Rewards
139

• Employee Reward –any recognition in
the form a tangible or intangible award, prize
or incentive that acknowledges an
employee’s contribution
• Total Rewards – an employee’s salary,

benefits and short and long term incentives,
and rewards and recognition for achieving
specific performance goals.
140

• Incentives - monetary or extrinsic rewards or
- nonmonetary or intrinsic rewards
• Monetary incentives – given for a pay for
performance plan: profit sharing, gainsharing,
lump-sum payment plan or bonuses)
* Nonmonetary incentives – praise,

organizational and employee partnerships, L &
D opportunities, time off, task force or other
assignments, gifts and recognition in
publications. 141

Rewards
Rewards are for:
1. Meeting or exceeding the measurable
standards for expected outputs
2. Demonstrating appropriate use of the

key competencies required to achieve
the outputs or results
142
Rewards
• A mechanism to raise the performance bar

in a fair and equitable manner
• An approach to improve an organization’s

bench strength
143
BENEFITS OF CBHR TO THE ORGANIZATION
• Reinforce corporate strategy, culture, and vision.
• Establish expectations for performance excellence, resulting in

a systematic approach to professional development, improved
job satisfaction, and better employee retention.
• Increase the effectiveness of training and professional

development programs by linking them to the success criteria
(i.e., behavioral standards of excellence).
• Provide a common understanding of the scope and

requirements of a specific role.
• Provide common, organization-wide standards for career

levels that enable employees to move across business
boundaries.
144

BENEFITS TO LEADERS
• Identify performance criteria to improve the accuracy and

ease of the hiring and selection process.
• Provide more objective performance standards.
• Clarify standards of excellence for easier communication

of performance expectations to direct reports.
• Provide a clear foundation for dialogue to occur between

the manager and employee about performance,
development, and career-related issues.
145

BENEFITS TO EMPLOYEES
• Identify the success criteria (i.e., behavioral standards of

performance excellence) required to be successful in their
role.
• Support a more specific and objective assessment of their

strengths and specify targeted areas for professional
development.
• Provide development tools and methods for enhancing their

skills.
• Provide the basis for a more objective dialogue with their

manager or team about performance, development, and career
related issues.
146

CSI COMPETENCY DEVELOPMENT SUIT
INTEGRATING COMPETENCIES INTO HUMAN 2 DAYS

RESOURCE SYSTEMS/PROCESSES AND COACHING
3 DAYS
AND COACHING
COMPETENCY-BASED QUALIFICATION 3 DAYS

STANDARDS AND JOB DESCRIPTION AND COACHING
COMPETENCY MODEL DEVELOPMENT AND 3 DAYS

PROFILING AND COACHING
147

INTEGRATING COMPETENCIES…
• Which of the current steps in

your HR System/Process can
make use and/or benefit from the
usage of competencies?
• What new forms or steps or

enhancements do you need to
make in these steps?
• What training or support for

customers or process holders do
you need to implement in order
to realize your identified
competency-based
enhancements?
148
Action Plan
Area/s in the Steps or Resources Person/Office Date/Schedule
Agency’s HR Enhancements Needed Responsible of
Systems Needed (e.g. training, Implementation
Needing executive
Improvement sponsorhsip,
budget)
149

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Competency-based

• Recommend the adoption of a Competency-Based Human

• Understand the critical components of a Competency

• Simulate the conduct and completion of these critical

• Develop a plan to install and implement your own

CSI. Shaping the Servant-Hero towards Public Service Excellence.

INTEGRATING COMPETENCIES 2INTO

CSI. Shaping the Servant-Hero towards Public Service Excellence.

CSI. Shaping the Servant-Hero towards Public Service Excellence.

MODULE 3 • Competency Profiling Day 2

MODULE 4 • Competency Assessment Day 3

MODULE 5 • Competency integration

CSI. Shaping the Servant-Hero towards Public Service Excellence.

• Search mechanism for best ESSENTIAL HR FUNCTIONS

• Venue for exchange and

LEVEL 2 PROCESS DEFINED

LEVEL 2 PROCESS DEFINED

• HR is a highly diverse field

maintain workforce as ORGANIZATION

competitive advantage TO FOCUSING ON

THE BUSINESS OF THE

Future Strategic Focus

Day to Day Operational Focus

CSI. Shaping the Servant-Hero towards Public Service Excellence.

Future Strategic Focus

Day to Day Operational Focus

CSI. Shaping the Servant-Hero towards Public Service Excellence.

CSI. Shaping the Servant-Hero towards Public Service Excellence.

1900 1940 1980 1990 2000

CSI. Shaping the Servant-Hero towards Public Service Excellence.

Trade tests/ professional tests

CSI. Shaping the Servant-Hero towards Public Service Excellence.

• Today, more Fortune 500

• It is a proven framework that

• While most organizations will

CSI. Shaping the Servant-Hero towards Public Service Excellence.

• CSC was looking for a model to

• Benchmarked Local Public and

• Benchmarked Singapore Public

• Currently a feature required in

CSI. Shaping the Servant-Hero towards Public Service Excellence.

• A competency is the underlying characteristics of

fairly deep and

CSI. Shaping the Servant-Hero towards Public Service Excellence.

CSI. Shaping the Servant-Hero towards Public Service Excellence.

Varying Competency 4 Level 1 Level 2

Competency 6 Level 1 Level 2 Level 3

CSI. Shaping the Servant-Hero towards Public Service Excellence.

CSI. Shaping the Servant-Hero towards Public Service Excellence.

Build Buy Borrow

• Inexpensive but • Expensive but • Inexpensive and

• Scopes the • Limits choices to • Limits choices to

• Adaptable to HR • Not easily be • Some changes

Application 1 Application 2 Application 3

JOB/ROLE TALENT PERFORMANCE

Application 4 Application 5 Application 6

TALENT TRAINING AND SUCCESSION

CSI. Shaping the Servant-Hero towards Public Service Excellence.

• Worded in behavioral language • The statement should

CSI. Shaping the Servant-Hero towards Public Service Excellence.

• Contributes to the group with ideas and suggestions

• Speaks to others using courteous language