SAN FRANCISCO’S FAMILY AND CHILDREN’S SERVICES BUILDING A COMPETENCY BASED ORGANIZATION

WHY CORE COMPETENCIES? 1. Core Competency Modeling 2. Hiring Process 3. Training & Coaching 4. Performance Assessment Identify the core competencies required for successful performance of a job to a comprehensive job analysis Create a selection plan based on competencies needed to be successful in the job Enable career development through competency based training and providing competency based coaching Set clear expectations and performance definitions to measure the effectiveness of our organization

CORE COMPETENCY MODELING OVERVIEW Conduct Internal/ External Research Roll Out Training Pilot Test Competencies Draft and Validate Competencies Finalize Performance Anchors and Performance Appraisal Form Create Performance Management Training

INTRODUCING THE FCS COMPETENCIES Competency Definition Proficiency Levels based on years of experience Subcompetencies Behavioral Performance Indicators

USING THE FCS COMPETENCIES

As part of the implementation of a competency based approach, a new performance appraisal process has been developed. The new process: offers an objective evaluation of work behaviors based on specific performance anchors associated with competencies required in the job, allows for the evaluation of proficiency levels based on the expected progression of skill development from a new employee to a highly accomplished employee, encourages result oriented, measurable goal setting and performance management that welcomes a partnership between a supervisor and an employee to develop an employees’ ability to deliver exceptional performance and meet organizational goals, provides positive and constructive feedback, measures progress towards agency and unit goals improves organizational efficiency and effectiveness. COMPETENCY BASED PERFORMANCE MANAGEMENT 6

1. Review the Performance Anchors and Job Description 2. Establish Expectations 3. Identify Obstacles, Training or Support Needs 4. Observe and Document Performance 5. Have informal performance conversations 6. Conduct Formal Performance Evaluation COMPETENCY BASED PERFORMANCE MANAGEMENT CYCLE

THE PERFORMANCE APPRAISAL FORM 8

LINKING THE PERFORMANCE APPRAISAL FORM TO THE PERFORMANCE ANCHORS

Sub-competency: CONTINUOUS LEARNING Timeframe: December 2014-October 2015 Behaviorally Based Objective: Utilizes the latest child welfare evidence based practices by staying up to date on new initiatives, regularly sharing new learnings with unit members, and participating in industry related events. SMART Goals to Achieve Objective 1.Participate in at least three activities that can provide the latest industry news (become a newsletter subscriber, becoming a member of a child welfare/social work professional society, reading child welfare publications/journals, etc.) 2.Participate in unit meetings at least once a month and share one new fact/story/best practice in each of these meetings to encourage continuous learning with peers. 3.Attend at least two events (child welfare conference, training, community forum, etc.) and prepare a mini summary for supervisor/teammates to share learnings. Measures of Success: Completes all SMART Goals within the timeframe Demonstrates ongoing development of industry knowledge Regularly (once every two months) shares learnings with supervisor and team Achieved? Yes! Jane Smith has made continuous learning a priority and accomplished everything she set out to accomplish in the past year. She not only has shared her learnings with her supervisor and peers, but also with other 2940s in two brown bag forums that she led. Jane continues to show enthusiasm for ongoing development and proactively attends conferences or reads articles related to child welfare to model for her peers that there are always opportunities to improve the way we serve families. The one recommendation I have is for her to lead a workgroup project with her own idea and see it move from idea to fruition. PAST/NEW OBJECTIVES 11