Competency management

COMPETENCY MANAGEMENT SYSTEM (CMS)
نظــام إدارة الكفـاءات
07-11 September, 2014
Jeddah, KSA
Mr. Sherif SalahMini-MBA, PMP, ITIL, CMMI, MCSA, TQM

Course Schedule
Action
Time
From
To
Registration
8:45
9;00
1st session
9:00
10:30
Coffee break
10:30
10:45
2nd session
10:45
1;00
Lunch break
1:00
2:00

Name: ……………………………………………… Company: ……………………………………….. Title: ……………………………………………………… Qualifications: …………………………………….. Previous Experiences with CM: …………………….…… What do you need OR expect from this Course ?
Trainee Card

Part 1

OVERVIEW
Thissessionsetsthestageforcompetency-basedHRMbydefiningkeytermsanddescribinghowtoidentifyandassesscompetencies.
KEYLEARNINGOBJECTIVES:
1.Definesuchkeytermsascompetency,competencyidentification,competencymodel, competencymodeling,competencyassessment,360-degreeassessment,multi-rater, Full-circleassessmentandIndividualDevelopmentPlanning.
2.Discussthedifferencebetweencompetency-basedHRmanagementandwork-orjob- description-basedHRmanagement.
3.Describekeyapproachesandmethodologiestoconductcompetencyidentification.
4.Defineandpracticebehavioraleventsinterviewing(BEI)andanalyzeBEIresults.
5.Usetheresultsofcompetencyidentificationtodraftacompetencymodelforatargetedjobcategory,department,oroccupation.
Competency Management

Course Outline:
1. Identifying Competencies
2. Competency-Based Recruitment and Selection
3. Competency-Based Training and Development
4. Competency-Based Performance Management
5. Conclusion

Introduction to Competency Management

Definition of Competency
First popularized by Boyatzis(1982) with Research result on clusters of competencies:
“Acapacitythatexistsinapersonthatleadstobehaviorthatmeetsthejobdemandswithinparametersoforganizationalenvironment,andthat,inturnbringsaboutdesiredresults”

Definition of Competency
•Acombinationofskills,jobattitude,andknowledgewhichisreflectedinjobbehaviorthatcanbeobserved,measuredandevaluated.
•Thefocusofcompetencyisbehaviorwhichisanapplicationofskills, jobattitudeandknowledge.
•Competencyisanunderlyingcharacteristicofanemployee(i.e.,amotive,trait,skill,aspectsofone’sself-image,socialrole,orabodyofknowledge)whichresultsineffectiveand/orsuperiorperformance.
•ACompetencyisasetofskills,relatedknowledgeandattributesthatallowanindividualtosuccessfullyperformataskoranactivitywithinaspecificfunctionjob.
•Competenciesarecoachable,observable,measurable,andcriticaltosuccessfulindividualorcorporationperformance.

Definition of Competency (Cont..)
Competency:Aperson-relatedconceptthatreferstothedimensionsofbehaviorlyingbehindcompetentperformer.
Competence:Awork-relatedconceptthatreferstoareasofworkatwhichthepersoniscompetent
Competencies:Oftenreferredasthecombinationoftheabovetwo. Ex:UKorganizations
Woodruffe(1991)

Skill
Job Attitude
Knowledge
Observable Behavior
Job Performance
Competency
Definition of Competency (Cont..)

What could a Competency be?
SkillAlearned ability; how to dothe “ what you do”
(e.g. making an effective presentation)
KnowledgeHow youacquire information in a particular field;
(e.g. Using Data based presentation)
Self –ImageHow you see yourself
(e.g. Public Speaker-Confidence)
ValuesWhat you consider as important
(e.g. achieving excellence/ ambition)
TraitsRelatively enduring characteristics; why and how do we behave
in a certain way
(e.g. self-controlled “big picture” thinking)
MotivesThe Psychological/Physiological factors that drive your behavior
Maslow Pyramid of needs

THE ICEBERG MODELAcquired/ Learned CapabilitiesSkillKnowledgeSelf-ImageValuesTraitsMotivesNecessary but not sufficientDistinguish effective performanceDeeply seated traits and motives

1-Types of Competency -->
Managerial competency (soft competency)
This type of competency relates to the ability to manage job and develop an interaction with other persons. For example : problem solving, leadership, communication, etc.
Functional competency (hard competency)
This type of competency relates to the functional capacity of work. It mainly deals with the technical aspect of the job. For example: market research, financial analysis, electrical engineering, etc.

General Behavioral Competencies
nBehaviors critical to individual and group performance
nExample:Relationship Building– Builds and maintains a wide variety of positive relationships, both formal and informal to meet the needs of external and internal customers
Technical Competencies
nDemonstrated knowledge in a technical or professional area
nMay or may not require ongoing, continual adaptation, retraining, upgrading or new learning
nExample: Knowledge of Employment Law –Demonstrates knowledge of employment law by accurately applying legal guidelines when hiring employees
2-Types of Competency :

3-Types of Competency -->
•Behavioral Competency
That is expected thatbehavioral competency has to be in all of employee.
-Being flexible for innovations and changes
-Having analytical thinking
-Taking initiative and risk without hesitation
•Cognitive Competency
Having cognitive competency is expected to employee who is applicant to be manager.
-Having positive interpersonal communication
-Being innovative and creative
-Having planning and organizing skills
•Technical Competency
This type is including knowledge, ability and behavior for doing job.
-Marketing knowledge
-Solving customer’s problems and provide assistance
-Development of strategy
-Review goodsservices quality

Benefits of Competence -Micro Benefits
Identify & prioritize skills, knowledge & personal attributes required for the job.
Use past and Current Behavior to Predict Future Behavior .
Ensure consistency and fairness of Selection Process.
Maintain job clarity by probing into both role and personal requirements.
Provide consistent basis for making recruitment decisions.
Minimize Hiring Risks
Communicate clear expected behaviors to job holders for becoming superior performers.

Benefits of Competence -Macro Benefits
Set core organizational capabilities
Align aggregate behaviors to vision, strategies, priorities & goals
Promote Positive behavioral change
Encourage workforce society to strengthen behavioral weaknesses
Standardize/ Integrate HR measurement systems (speak one behavioral performance related language).

Competency Model

Competency-basedmanagementsupportstheintegrationofhumanresourcesplanningwithbusinessplanningbyallowingorganizationstoassessthecurrenthuman resourcecapacitybasedontheircompetenciesagainstthecapacityneededtoachievethevision,missionandbusinessgoalsoftheorganization.
Targetedhumanresourcestrategies,plansandprogramstoaddressgaps(e.g.,hiringandstaffing;learning;careerdevelopment;successionmanagement;etc.)arethendesigned,developedandimplementedtoclosethegaps.
HR Management Framework based on Competency Model

HR Management Framework based on Competency
Recruitment &
Selection
Training &
Development
Performance
Management
Reward
Management
Career
Management
COMPETENCY
FRAMEWORK
BUSINESS
STRATEGY
BUSINESS
RESULTS
Competency based People Strategy
The competency framework will be the basis for all HR functions and serve as the "linkage" between individual performance and business results

What is a Competency Model?
•Agroupofcompetenciesthatdescribesuccessfulperformanceforaparticularorganization,function,level,roleorjob.
•Acompetencymodelisacollectionofcompetenciesthattogetherdefinesuccessfulperformanceinaparticularworksetting. Competencymodelsarethefoundationforimportanthumanresourcefunctionssuchasrecruitmentandhiring,traininganddevelopment, andperformancemanagement.Competencymodelscanbedevelopedforspecificjobs,jobgroups,organizations,occupations,orindustries.

Competencies Examples

Building a Competency Model
oManyHumanResourceprofessionalsareemployingacompetitivecompetencymodeltostrengthennearlyeveryfacetoftalentmanagement—fromrecruitingandperformancemanagement,totraininganddevelopment,tosuccessionplanningandmore.
oAjobcompetencymodelisacomprehensive,behaviorallybasedjobdescriptionthatbothpotentialandcurrentemployeesandtheirmanagerscanusetomeasureandmanageperformanceandestablishdevelopmentplans.Oftenthereisanaccompanyingvisualrepresentativecompetencyprofileaswell(see,jobprofiletemplate).
oOutsourceaCM…IsThatPossible?!

Competency Model
•Elementsofacompetencymodel
Competencymodelscantakeavarietyofforms.Typically,theyincludethefollowingelements:
1.Competencynamesanddetaileddefinitions:
Forexample,acompetencymodelcouldincludeacompetencycalled"Teamwork"definedas:
•Establishingconstructiveandsolidinterpersonalrelationships;
•Treatingotherswithcourtesy,tact,andrespect;
•Workingeffectivelywithothers,regardlessoforganizationallevel,background, gender,race,orethnicity;

Competency Model –Elements :
2.Descriptionsofactivitiesorbehaviorassociatedwitheachcompetency:
For example, the following behaviors could be associated with the competency "Teamwork":
•Handlingdifferencesinworkstyleseffectivelywhenworkingwithcoworkers,
•Capitalizingonstrengthsofothersonateamtogetworkdone,
•Anticipatingpotentialconflictsandaddressingthemdirectlyandeffectively,
•Motivatingotherstocontributeopinionsandsuggestions,and
•Demonstratingapersonalcommitmenttogroupgoals.

Competency Model –Elements :
3.Adiagramofthemodel:
Typically,themodel(orasummaryofthemodel) ispresentedasavisuallyappealinggraphic. Presentationofthemodelingraphicalformhelpsusersquicklygraspthekeyfeaturesofthemodel.
Somecompetencymodelsincludeinformationabouttheskillsandabilitiesrequiredfordifferentlevelsofmastery,orinformationaboutthelevelofcompetencerequiredatdifferentoccupationallevels.

Competency Model
1. Competency Names
2. Descriptions of activities
3. A diagram of the Model
Competency Model –Elements

Steps to build a Competency Model

How Can I Do a Job Analysis for Competency Model : Competency Dictionary Job Families

Competency Dictionary
CompetencyDictionariesincludeallormostofthegeneralcompetenciesneededtocoveralljobfamiliesandcompetenciesthatarecoreorcommontoalljobswithinanorganization(e.g.,teamwork;adaptability;communication). Theymayalsoincludecompetenciesthataremorecloselyrelatedtotheknowledgeandskillsneededforspecificjobsorfunctions(e.g.,ITskills,financialadministrationskills).
Eachcompetencyhasageneraldefinition,whichprovidestheuserwithageneralunderstandingofthetypeofbehavioraddressedbyaparticularcompetency.Eachcompetencyincludesuptofiveproficiencylevelsandeachlevelhasanassociatedbriefstatementdescribinghowthatparticularlevelisdistinctfromtheotherlevelswithinthatcompetency.Thebehavioralindicatorsateachproficiencylevelareillustrativeoftheproficiencylevelasopposedtorepresentingadefinitivelistofallpossiblebehaviorsateachlevel.
Building your own versus purchasing a dictionary
Purchasingacompetencydictionary
Hybrid option
See Examples

Examples & Sources For Competency Models

Competency-Based Recruitment and Selection
Part 2

Recruitment is…
The process of attracting people for the vacancy existing and differentiating between them to find the right man for the job

Types of Interview :
•Conventional Interview
•Competency-based Interview

1. A Conventional Interview !
Questions are not designed systematically and not properly structured
Seldom equipped with formal guidelines regarding system of rating/scoring the interview
No standard format, therefore process of interviewing can go in any direction
Low reliability and validity
Susceptible to bias & subjectivity
Unstructured..!!

A Conventional Interview –Common Issues
•Miss important information
•Overlook job motivation and organizational fit
•Ask illegal, non-job-related questions
•Have not organized selection elements into a system
•Take insufficient notes
•Misinterpret applicant information
•Make snap decisions about applicants
•Allow one characteristic to influence their judgment
•Organizations rely exclusively on interviews
•interviewers’ hiring discussions are not systematic
•Pressure to fill the position affects judgment

2. Competency-based Interview (CBI)
It is a Systematic, non-discriminatory technique that helps interviewers get the right information from applicants and make right hiring decisions.
Tell me about your past experience with female managers
Well , hmm for me a manager is a manager ..

Competency-based Interview (CBI)
Abehavioral-basedinterviewingprocessdesignedtoprovideemployerswithspecificdatathatallowsthemtopredictfuturejobrelatedbehavior
Questionswillevolvearoundpersonalexperiencesoftheapplicantandpracticalworkrelatedquestionsdesignedaroundspecificandpre-determinedcompetencies
Standardscoringsystemwhichreferstobehaviorindicator.

Competency-based Interview (CBI)
•Ittakesintoconsiderationpastbehavioursofrelevantroletobestpredictfuturebehaviouronsimilarorhigherrole.
•Eliminates assumptions about candidate’s core capabilities and behaviours.
•Prevents biased and subjective hiring decisions
•Limits the possibility of candidates “faking it” with vague generalization.
•Reduces the risk of making a costly hiring mistake and helps in selecting the right person for the right job.

The Key inCompetency-based Interview (CBI)
Thekeytopredictinghowsomeonewillperforminajobistocollectandexaminebehavioralexamplesofhowhehasperformedinsimilarsituationsinthepast.
•Helps understandwork history, experience, knowledge and motivation
•Helpsanalyzethese areas to predict how he or she will perform in the target job.
•Help prevent false impressions and misunderstandings about a candidate’s background.

CompetencyLevels
Ascalerangebetween1to6indicatelevelsofattainmentforeachcompetencywithineachJobProfiledependingonthefrequencyofeachCompetencyonthecandidate’sday-to-daybehavior(Jobspecific,JobFamilySpecific,OrganizationSpecific).
1.Behaviors at Level “0” are considered as lack of a competency / Show stoppers
2.Behaviors at Level “1” Reflect basic display/practice of a Certain competency.
3.Behaviors at Level “ 2” Reflect intermediate display/practice of a Certain competency
4.Behaviors at Level“ 3” Reflect Advanced display/practice of a Certain competency
5.Behaviors at Level“4,5and6” Reflect more complex and sophisticated demonstrations depending on each Competency.

The STAR Approach
Situation in which you were involved
Task you needed to accomplish
Actions you took
Results you achieved

Situation/Task
Itexplainsthebackgroundorcontextoftheevent/situationandwhatrolethecandidateplayedunderacertainsituationortask.
What is the event/situation about?
What was your Role/function (Position, title)?
Can you explain the situation?
Where and when did the situation happen?
What events led up to it?
Who was involved in the situation (work colleagues, supervisor, customers)?

Tasks/Actions
ItdetailswhatthecandidatedidorsaidinresponsetotheSITUATION/TASK.Thisisthe“meat”ofthecandidate’sresponseasittellsusaboutthecandidate’sbehaviour.
What tasks were you supposed to do at that time?
What did you actually do at that time?
How did you do it?
What specific steps did you take?
Who was involved?

Results
Itdetailstheoutcomeachieved/reachedasaresultofthecandidate’sactionsunderagivensituationortask.
What was the outcome?
Can you tell me the results of taking such action?
What specific outcome was produced by your action?

TrueVersus Incomplete Stars!
TRUESTAR–Allcomponents;Situation/Task,ActionstakenandtheResultsareclearlyidentified
INCOMPLETESTAR–AlsoknownasFALSESTAR,whereoneormoreofthecomponentsofATRUESTARismissing. ThiswillrequirethatyoudigdeeperwhenprobingandtransformIncompletestarstocompletestars.
Remember:Selectwithfairnessandrejectforareason

Interview In Action

Interview In Action
Required Position : Restaurant Manager
Target Competency : Customer Service Orientation
Target Competency Level on Customer Service Orientation = 4
BehavioralIndicators(WorksOntheUnderlyingNeeds)
•Makes self fully available to resolve customer issues and maximize potential opportunities.
•Goes beyond the immediate issue with questions and analysis to find alternatives which satisfy customers.

•Int.:Tellmeaboutatimewhenyouwereinsultedbyacustomeroracolleague?
-Cand.:Well,thishappenedwhenImisunderstoodacustomercomplaintandreactedfortheinterestofthecompany.“S”
Judgement: Could happen to any one, honesty in revealing it
•Int.:Intwosentences,whatwastheeventabout?
-Cand.:Itwasaboutcustomerrefusingtopaythebillduetoasmalldelayinhisorder.Iwastryingtoexplainthatthiswillbedeductedfrommysalaryandthedelaywasnotthatmuchlong.
Judg.=(didn’t ask questions to satisfy customers , needs further probing)
•Int.:Whoelsewasinvolved,whatwashis/her/theirrole?
-Cand.:Theoperationsmanagerwasinvolvedandhadthesituationundercontroltoconvincethecustomerthatisunfair
Judg.=(not fully available to resolve customer issues, needs further probing)
•Int.:Whatwasyourfunction(Position,title)?
-Cand.:IwasoperatingasaRestaurantManager

•Int. : Why is this event a good example of a time when you were insulted by a customer?
-Cand. : yes since it was of an importance to explain the time factor to other customers that I served lately. “A”
Judg.= (created an alternatives to satisfy customers)
•Int. : What were the major actions you took to avoid the above situation with future customers?
-Cand.: I have included the time response of food serving and emphasized its importance to my staff.
Judg.= (maximized potential opportunities) “A”
•Int.: What was the outcome of the actions you took ?
-Cand.: It helped me and my team a lot to focus on food serving time factor and avoid similar situations with delicate customers
Judg.= (went beyond by analysing issues to satisfy other customers) “R”

Some Interviewing Tips
Setting
Physical setting should be both private and comfortable
Mental setting should be one of rapport
Welcoming
Start by welcoming the candidate and introducing
any other interviewers who may be present
Attitude
Interviewer should possess and demonstrate a basic liking and respect for people;
Questions should be asked in a manner that encourages the interviewee to talk;
Listen attentively
Systematic
Follow the CBBI Model and Recruitment & Selection Process Maps
Closing
Interviewer should make some overt signs to indicate the end of the interview
Inform the candidate on next steps

Competency Based Interview Question Bank

Part 3

Competency-Based Training & Development

Competency-Based Training(CBT)
Competency-basedtrainingisanapproachtolearningwhereemphasisisplacedonwhatalearnercandointheworkplaceasaresultoftheirtraining.Learnerswhohavesuccessfullyachievedcompetencywillhavetheskillsandknowledgetheyneedtocompleteworkplaceactivitiesinarangeofdifferentsituationsandenvironments,toanindustrystandardofperformancethatisexpectedintheworkplace.
Competency-basedtrainingisusuallybasedonperformancestandardsthathavebeensetbyindustry.Competency-basedassessmentmaterialsaredesignedtoensurethateachlearnerhasachievedalltheoutcomes(skillsandknowledge)requiredbyeachunitofcompetency.competency-basedtrainingallowsforflexibleentryandexitforlearnersenablingthemtocompletetheirstudiesmuchquicker.Oncetheyhaveachievedcompetencyinaunitofcompetencytheycanthenmoveontothenextunit.Trainingcantakeplacebothonandoff-the-jobusingavarietyofdeliverymodesandmethods.

Key Characteristics of CBT
Competencies aligned to strategic goals
Knowledge to support performance
Training designed to affect behaviors tied to competencies
Success = achievement of specified competencies
Pre-assessment
Self-paced

How to Create a Competency-Based Training

•What is the organization trying to achieve?
•How do specific teams support achievement of organizational goals?
•How do individuals support achievement of department or team goals?
Step 1: Needs Analysis

•What characteristics & capabilities are critical to the success of your organization’s overall mission & goals?
•Fordepartments,groupsandteams?
•What are the common traits and strengths of top performers?
Step 2: Competencies

Difference Between
Current Levels
&
Desired Levels
= >>>> Gaps
Step 3: Skill Gaps

Common Benchmark Competency-Based Practices
Assessmentsagainstcompetencies–Oncethecompetencieshavebeendefinedforparticularjob/roles,itbecomespossibleforemployeesandotherstoassesstheemployee’scompetenciesagainstthoserequiredforcurrentorfutureroleswithintheorganization.Thiscanoccurinthefollowingways:
1.Self-assessment–Typically,thebehavioralindicatorsforthecompetenciesandproficiencylevelsneededwithinthetargetrole/jobareusedasthestandardforassessingtheperformanceoftheemployeeusingacommonratingscale(e.g.,five- pointscalesfromNevertoAlways)forassessingeachindicator.
2.Multi-Source/360–Multi-sourceor360feedbackissimilartotheself-assessmentprocessexceptthereismorethanoneevaluator.Theprocessincludesataminimumtheemployeeandtheirsupervisor,andcanincludeotherswithwhomtheemployeeinteractswithintheworkplace(e.g.,peers,teammembers,clientsbothwithinandoutsidetheorganization,reportingemployees;etc.).

Examples & Sources

Part 4

Competency-Based Performance Management

Competency-Based Performance Management
Performancemanagementisaboutachievingresultsinamannerthatisconsistentwithorganizationalexpectations.Integratingcompetencieswithintheperformancemanagementprocesssupportstheprovisionoffeedbacktoemployeesnotonlyon“what”theyhaveaccomplished(i.e.,performancegoals),butalso“how”theworkwasperformed,usingcompetenciesforprovidingfeedback.

Strategic Business Plan Mission/Vision/Values
Department/Unit/
Individual Objectives Core Competencies
Phase 1: Performance
Planning
 Objectives
 Competencies
 IDP
How
Competencies
What
Performance
Objectives
Phase 3: Evaluation
 Objectives
 Competencies
 IDP
Phase 2: Monitoring
and Coaching
 Objectives
 Competencies
 IDP
Manager’s Responsibilities
 Create conditions that motivate
 Update objectives
 Provide feedback
 Provide development opportunities
 Reinforce effective behavior
Employee’s Responsibilities
 Achieve objectives
 Solicit feedback and coaching
 Communicate openly
 Collect and share data
 Prepare for reviews
Strategy-Based Performance
Management
Performance Management: Daily, year-round,
continuing appraisal, coaching and
feedback that involves helping employees
understand the nature and quality of their
performance, identify what they need to do
to improve, and motivate them to do it.
Your gap analysis may have revealed a
significant gap between performance
expectations and actual performance in
your target classification/s. Although
improving employee performance often
requires a multi-facetted approach involving
staffing, policy and training, an important
gap-closing strategy centers on improving
the agency’s performance management
system.

The Three Components of Performance Management
Well-designed performance management systems typically include three components. These components are the focus in each of the three phases of the performance management cycle.
•Objectives: Identifying and evaluating employees’ major work objectives –this is a measurement of results.
•Competencies: Evaluating employees on the competencies that you have determined are associated with superior job performance –this is a measurement of the behavioral characteristics that impact results.
•Development: Creating Individual Development Plans (IDPs) to enhance employee strengths and to close performance gaps as determined by the competency evaluation.
If an employee fails to meet certain work objectives, the competency evaluation will typically reveal the reasons why. Evaluating employees on the critical competencies for a position does much more than that, however. An employee can meet their performance targets, yet be rude to customers, disrupt the team, and fail to keep commitments. Providing employees with performance feedback on competencies gives them the information they need to be successful.
Tip:
•Objectives measure the Whatof the job.
Competencies measure the Howof the job.

The Three Phases of Performance Management
Phase One
•Performance Planning: During Phase One, supervisors and their direct reports:
•Identify major work objectives.
•Review competencies.
•Establish individual development plans (IDPs).
•Identify action steps for achieving both the performance objectives and personal development.
Phase Two
•Monitoring and Coaching: During Phase Two, supervisors work closely with direct reports to monitor progress toward meeting the major work objectives and follow through with planned professional development activities.
•Phase Two is really the backbone of the successful performance management system – it is a continuous process. Employees need regular reinforcement to help maintain focus on their goals, and get regular encouragement to participate in professional development activities. There is a range of options for providing feedback –some organizations require formal monitoring and coaching sessions on a quarterly basis. In others, supervisors incorporate monitoring and coaching into their everyday interactions with their direct reports.
Phase Three
•Evaluation: During Phase Three, supervisors evaluate performance results for objectives, Individual Development Plans and competencies. In many organizations, supervisors perform a unilateral assessment of all three. However, the process is much more effective when employees participate fully by completing self assessments of their objectives and competencies. Even when employees’ self-assessments are inaccurate, there can be tangible benefits from a process that requires employees to think through their degree of proficiency in the competencies most important for success.

COMPETENCY MANAGEMENT SYSTEM (CMS) Defining Career Path
Isaseriesofpositionsthatonemustgothroughinordertoachieveacertainpositioninthecompany.The‘path’isbasedonthepositioncompetencyprofilethatanemployeemusthavetobeabletoholdacertainposition.WhatIsCareerPath?

COMPETENCY MANAGEMENT SYSTEM (CMS) Defining Career Path

COMPETENCY MANAGEMENT SYSTEM (CMS) Competency-based Career DevelopmentCompetency-basedCareerDevelopmentisaplannedsystemtolinkindividualcareerneedswiththeorganization’sworkforcerequirements.Fromtheemployeeperspective,theyarelookingforcareeropportunitiesthataddresstheirstrengths,supportdevelopment,providechallengesandmatchpersonalinterests, valuesandpreferredworkingstyles.Theorganizationontheotherhandislookingtohaveemployeesdevelopthemselvesinawaytheaddressestheorganizationalneeds.Therefore,puttingcareerdevelopmenttoolsandprocessesinplacetohighlighttheoptionsandcareerpathsavailabletoemployeesisinboththeorganization’saswellastheemployee’sbestinterests.

COMPETENCY MANAGEMENT SYSTEM (CMS) Competency-based Career Development Requirements
Competency Architecture
Job Families
Defined Career Streams and Roles

Competency-Based Human Resource Management:
byDavid D. Dubois
References
Building Robust Competencies: Linking Human Resource Systems to Organizational Strategies
byPaul C. Green

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