1. Managing competencies in the Belgian civil service: major characteristics

2. Content Selor Competency management in the Belgian Federal Government
Competencies in recruitment and selection
Competencies in other HR processes
Lessons learned

3. I. Selor in a nutshell
Selection agency of the Belgian Federal Government
Activities:
Selection:
Contractual personnel
Statutory personnel
(Mandate) management positions
Orientation:
Internal Market (Talent Market)
Promotional selections
Certification:
Language tests
Selor Academy

4. I. Selor - A few numbers Number of selection procedures for each level
2008
2009
2010
2011
Level A (Master)
307
252
267
211
Level B (Bachelor) 95 91 93 87
Level C (Secondary) 28 23 34 16
Level D (Lower or no degree) 15 11 5
Total
445
377
399
319
Statutory selection procedures
2008
2009
2010
2011
Inscriptions
64.888
81.670
95.252

5. II. Competency management in the Belgian Federal Government
Introduction
Competency Model
Competency Model - Dictionary
Competency Model - Profiles
Competency profile and the job descriptions
 function mapping

6. 1. Introduction
Belgian Government has chosen for competency management within the HR policies:
For a decade (around , reviewed 2009)
For all the HR Processes
Using 1 competency model
Implemented several tools
Directly linked with competency management (Competence dictionary, competency profiles,...)
Indirectly by using the philosophy and principles (Development circles,...)

7. 2. Competency Model
Competency Model “5+1” of the Belgian Government (HUDSON)
5 groupes of competencies
1 groupe of technical competencies

8. 2. Competency Model Low Competence + Impact High
Information Management
Task Management
People Management
Interpersonal Management
Personal Management
Understanding information
Executing tasks
Sharing knowledge and know-how
Communicating
Showing respect
Treating information
Structuring tasks
Supporting
Active Listening
Adapting
Analysing information
Problem solving
Managing employees
Teamwork
Showing reliability
Integrating information
Decision taking
Motivating employees
Acting in a service-oriented manner
Showing commitment
Innovating
Organising
Developing employees
Advising
Managing stress
Conceptualising
Managing the service
Building teams
Influencing
Developing oneself
Insight in the organisation
Managing the organisation
Leading teams
Establishing relationships
Achieving objectives
Developing a vision
Controlling the organisation
Inspiring
Networking
Showing organizational commitment
Competence +
Impact
High

9. 3. Competency Model - Dictionnary
Competence and definition
Competence dimensions and definitions
Behavioural indicators for each dimension
Behavioural indicators for each level

10. 5. Competency profile and the jobdescriptions
Each function is linked to a level:
Level A: Master degree
Level B: Bachelor degree
Level C: Secondary degree
Level D: Lower or no degree
Each Level is linked to a certain competency profile divided in 3 categories:
Expert/Support
Manager
Project leader
Function mapping
Function families
(groupings)

11. 5. Competency profile and the jobdescriptions
Levels: D  A5
Competencies
Information Management
Task Management
People
Management
InterpersonalManagement
Personal Management
f.i. File Manager
f.i. Teamleader

12. III. Competencies in recruitment and selection
1. Clients need
2. Determine profile
3. Determine test procedure
4. Recruitment campaign
5. Test procedure
6. Results and feedback
7. List with laureats
The competency model is the “red wire” throughout the whole selection procedure.

13. 1. Start of the procedure
START = client has a vacancy In the first phase of the procedure, the searched profile will be determined in collaboration with the client. The following steps will occur:
Profile analyses
(Searched profile)
Screening model
(Test procedure)
Recruitment

14. 2. Determine profile - Profile analyses
During this phase the following elements will be determined:
Conditions for participation
Diploma
Experience requirements
Competency profile

15. 2. Determine profile - competency profile
Manager A2
Information Management
Task Management
People Management
Interpersonal Management
Personal Management
Understanding information
Executing tasks
Sharing knowledge and know-how
Communicating *
Showing respect
Treating information
Structuring tasks
Supporting
Active Listening
Adapting x
Analysing information
Problem solving
Managing employees K
Teamwork
Showing reliability X
Integrating information
Decision taking
Motivating employees
Acting in a service-oriented manner
Showing commitment
Innovating
Organising
Developing employees
Advising
Managing stress
Conceptualising
Managing the service
Building teams
///
Influencing
Developing oneself
Insight in the organisation
Managing the organisation
Leading teams
Establishing relationships
Achieving objectives
Developing a vision
Controlling the organisation
Inspiring
Networking
Showing organizational commitment
customized

16. 3. Determine test procedure
Profile analyses
(Searched profile)
Screening model
(Test procedure)
Recruitment

17. 3. Determine test procedure – Screening model
Common
EVENT 1
EVENT 2
 Competency-oriented model

18. 3. Determine test procedure – Screening model
“Basic competencies and cognitive abilities proven by a degree of a certain level or the equivalent of the degree”

19. 3. Determine test procedure – Screening model
“Generic competencies and cognitive abilities equivalent to the level of functioning”
Project: normering update met ambtenaren

20. 3. Determine test procedure – Screening model
“Specific abilities, fit, motivation, experience, competencies, knowledge necessary for the function”
EVENT 1
EVENT 2
Meer tijd om zich te focussen op de specifieke vaardigheden en competenties

21. 3. Determine test procedure – Screening model
Generic part (module 0 and 1) of the selection procedure, computer-based tests evaluating:
Abstract reasoning
Information management
Task management
Key competencies
Specific part (module 2) of the selection procedure, all sorts of testing methods of our test portfolio
For each level a set of tests that corresponds to the difficulty and competencies of each level

22. 3. Determine test procedure – Matrix
Competencies
Module 0
Module 1
Case
Interview
Integrating information X
Decision taking
Developing employees
Acting service-oriented
Advising
Influencing
Developing oneself
Achieving objectives
Oral communication
Technical competencies (IT Projectmanagement, JAVA, .NET,…)

23. 4. Recruitment Profile analyses (Searched profile) Screening model
(Test procedure)
Recruitment

24. Determine test procedure
Clients need
Determine profile
Determine test procedure
Recruitment campaign
procedure
Test
Results and feedback
List with laureats

25. 5. Test procedure – Example abstract reasoning

26. 5. Test procedure – Example abstract reasoning

27. 5. Test procedure – Example in tray excercise

28. 5. Test procedure – Example in tray excercise

29. 5. Test procedure – Example SJT

30. 5. Test procedure – Example SJT

31. 5. Test procedure – Test portfolio

32. 5. Test procedure – Structured interview
Each procedure involves a structured interview
(at the end)
Evaluates generic and key competences
Following the STAR methodology
Situation
Task
Action
Result

33. Determine test procedure
6. Results and feedback
Clients need
Determine profile
Determine test procedure
Recruitment campaign
Test procedure
Results and feedback
List with laureats

34. Several examples:
First picture shows us how software can transform a normal test that is on the screen is to braille. Or for deaf people we can use a interpreter of sign language. The tekst can be enlarged or put on large paper…

35. Reasonable Accommodations
Classic way of measuring
Level of competence ≠ =
For persons with a dissability we forsee a reasonable accommodation, if we start with our principle of inclusion, this meens that we don’t organize seperate selections for these persons. But we see that if we measure the same competencies in exactly the same way as the ohers that they don’t have an equal chance to show their competencies. So we provide a reasonable accommodation so that the have the same opportunity to proove themselves. In the future we will increase the research that we do, to be sure that the result obtained via the “normal” way and with a accommodation are the same.
Reasonable accommodation
Comparable results?

36. IV. Competencies in other HR processess
Recruitment and selection
New entrants in internship
Performance appraisals
Career development
Training and development
Knowledge management

37. HR Processes

38. V. Revision in 2009 (lessons learned)
What were the reasons for a revision?
Inconsistency in the instruments of the competency model
Dictionary
Profiles
Insufficiently known
Insufficiently implemented in each management- of HR-tool

39. V. Revision in 2009 (lessons learned)
Changes in the competency dictionary
Consistency in the terminology of the clusters and competencies
Increasing the clarity of the definitions and dimensions of the competencies
Behavioural indicators:
Increasing the unambiguity and objectivity
Increasing the amount of indicators
Language aspect
Introducing different levels in the indicators following the levels of the functions
e.g. analysing information  level A, B and C

40. V. Revision in 2009 (lessons learned)
Changes in the competency profiles
Increasing the objectivity by determing the basic competency profiles linked with:
The function mapping (levels)
3 roles: Expert, manager, projectleader
Allowing to customize within limits
Respecting the margins
Respecting the maximum number
Increasing the importance of the technical competency profile

42. V. Revision in 2009 (lessons learned)
Manager A2
Information Management
Task Management
People Management
Interpersonal Management
Personal Management
Understanding information
Executing tasks
Sharing knowledge and know-how
Communicating *
Showing respect
Treating information
Structuring tasks
Supporting
Active Listening
Adapting x
Analysing information
Problem solving
Managing employees K
Teamwork
Showing reliability X
Integrating information
Decision taking
Motivating employees
Acting in a service-oriented manner
Showing commitment
Innovating
Organising
Developing employees
Advising
Managing stress
Conceptualising
Managing the service
Building teams
///
Influencing
Developing oneself
Insight in the organisation
Managing the organisation
Leading teams
Establishing relationships
Achieving objectives
Developing a vision
Controlling the organisation
Inspiring
Networking
Showing organizational commitment

43. V. Revision in 2009 (lessons learned)
Using the 4 users perspectives
Organisation HR
Managers
Employees
Creating tools for all the users
Investing in training for each user
Information campaign (posters, brochures, information sessions,…)
1 Language

44. Thank you for the attention! Questions?