1. McGill Behavioural competencies for M-Group Presented January 22, 2015

2. Contents Definition of competencies Proficiency levels A to D Degree of complexity (Supporting, Applying, Guiding, Shaping, Leading) How to link Definition, Proficiency and Complexity (see example) How should they be used (and not used!)? How should they be applied? 2 Human Resources

3. 7 behavioural competencies adopted officially by McGill a few years ago Change agility: Embraces change and improvement to move the University ahead Resourcefulness: Gets things done efficiently and resource-effectively Teaming: Contributes to or builds effective teams (applies to all team members and their leaders) Managerial courage: Makes and stands behind tough decisions Self awareness & Management: Practices emotional maturity Client service orientation: Provides service excellence to students, staff, the community and internal clients Performance orientation: Takes ownership of or fosters accountability for delivering results 3 Human Resources

4. All competencies have 3 or 4 levels of proficiency from A to D (or C) Levels of proficiency are clearly defined in Competency Grid Example for Change agility: – Level A = Accepts change Adjusts priorities to meet changing needs/situations Maintains composure when things are up in the air Keeps an even keel when dealing with the unexpected Does not judge prematurely – Level B = Actively deals with change and ambiguity Decides and acts without having the total picture …. – Level C = Facilitates change and improvement Uses political savvy to enable progress … – Level D = Leads change and improvement Turns the creative ideas of others into actions, practices or services 4 Human Resources

5. Competencies and levels, then what? The competencies are there to evaluate the behaviour of an M-employee. But what is important? And at what level? Is resourcefulness more important in Procurement, while Teaming is critical in Logistics and Self Awareness is key in Student Services/Affairs? So required level of proficiency for each behavioural competency needed to be adopted for M-positions How to do it without looking at 1,800 positions? Answer: by job families and sub-families 5 Human Resources

6. Degree of complexity All role profiles for all job families and sub-families were grouped into five degrees of complexity: – Supporting (Excluded positions) (MUNACA ?) – Applying (M-1 role profiles) – Guiding (M-2 role profiles) – Shaping (M-3 role profiles) – Leading (M-4 role profiles) Focus groups were held since 2012 by Angela Morse (Total Compensation) and François Labrecque (OD) to define the levels of proficiencies for all M sub-families and families – Your decision based on your perceived needs Look at Human Resources example Grid provided for all families (and sometimes sub-families) (posted on HR site) 6 Human Resources

7. How should they be used (and not used)? To evaluate the behaviour of an employee, you need to know in which family, sub-family and M-level his/her position is You do not need to know the job description, the grade, the salary, … The level of position (M-1 to M-4) has an impact of the level of proficiency required But the level of proficiency of a behavioural competency does not have any impact on the level of the position. The job description (or the role profile) describes and evaluates the tasks and functions of the position not the behaviour of the incumbent. To evaluate a position we use other criteria such as responsibility, autonomy, impact of decision, level of education, … not the incumbent behaviour 7 Human Resources

8. How should they be applied? For performance evaluation – Behavioural competencies – Job description and quality of work – How?, when? For succession planning For career development … 8 Human Resources