1. Competency Based Learning and Development
Module 4

2. LEARNING OBJECTIVES
Explain the concept of competency based learning and development
Describe how the CHCF may be used for learning and development
Describe the steps in developing competency based learning and development
Describe the objectives of the session. Ask if any participants have experience using CHCF or any competencies framework in recruitment & selection. Ask what is difference in using competency based recruitment & selection. 1

3. BRAINSTORM: 5 MINUTES
How much time and resources do you spend on learning and development?
How do you know if the training has made a difference to your professional growth and development?
What has changed after the training?
What are the challenges of implementing learning and development in your workplace? 2

4. CORE HUMANITARIAN COMPETENCY DOMAINS
“Competencies are the behaviours that employees must have, or must acquire, in order to achieve high levels of performance in their role”
- Core Humanitarian Competencies Framework (CHCF) , 2011
The six domains of core competencies in the CHCF are:
The CHCF describes the core competencies and corresponding behaviours required for effective response. Competencies is described as the behaviours that employees must have, or must acquire, in order to achieve high levels of performance in their role
Understanding Humanitarian Context & Applying Humanitarian Principles & Standards: The outcome of this domain is for aid workers to understand operating contexts, key stakeholders and practices affecting current and future humanitarian interventions while adhering to humanitarian principles & standards.
Achieving results: The outcome of this competency domain is for aid workers to be accountable for their work and use resources effectively to achieve lasting results
Developing & Managing Collaborative Relationships: One of the main challenges during the humanitarian response is coordination & collaboration. Recognizing the need to address this gap, this competency domain aims to develop and maintain collaborative and coordinated relationships with stakeholders and staff
Operating Safely & securely at all times: Operate safely and securely in a pressured environment.
Managing Yourself in a pressured and changing environment: Adapt to pressure and change to operate effectively within humanitarian contexts.
Demonstrating leadership in humanitarian context: Outcome of this competency domain is for the aid worker to demonstrate humanitarian values and principles, and motivate others to achieve results in complex situations, independent of one’s role, function or seniority 3 4
Developing and Maintaining Collaborative Relationships 1
Understanding Humanitarian Context & Applying Humanitarian Principles & Standards 5
Managing Yourself in a Pressured and Changing Environment
Operating Safely and Securely at All Times 6
Demonstrating Leadership in Humanitarian Context 2
Achieving Results 3

5. COMPETENCY-BASED HR PRACTICES
Competency Framework
Learning and development
Planning and organisational design
Competency-based practices are often found in these four mainstream areas of HR.  Using competency-based approaches and using the CHCF as a guide for humanitarian focused organizations can have huge benefits including but not limited to – fair and transparent procedures – employees understand what they are being recruited and managed against. They understand what behaviors are being encouraged and will be rewarded. A measured approach to people management – results can be measured using a competency framework and therefore progress monitored and reported on. Most employee actions (promotions, L & D planning, performance management) will be evidence based, reflecting on what the employee has achieved and which behaviors they have displayed.
Performance development
Recruitment and selection 4

6. WHAT IS COMPETENCY-BASED LEARNING?
Competency-based learning focuses on developing identified workplace behaviours essential to achieve organisational strategic goals.
The competency framework should provide clarity on what behaviours are needed in current and future roles. 5

7. LEARNING NEEDS ANALYSIS
Organizational Analysis
Job Analysis
Person Analysis
Blended Approach
Goals
Values
Mission
Skills
Knowledge
Attitude
Behaviours
Learning Needs Analysis
Competency gaps
Self-learning
Sector-specific training
Organization specific training
Mentoring
Coaching 6

8. COMPETENCY BASED LEARNING
LINK TO SUCCESSION PLANNING
Helps identify requirements for key jobs/positions
Explains competency requirements for key positions
Builds learning paths for succession 7

9. GROUP EXERCISE
10 MINUTES
Using the cards and markers, list the steps to competency based learning. Use one card per step. 8

10. STEPS TO COMPETENCY BASED LEARNING
Organisation identifies competency framework
Staff implements PDP
Manager Identifies Competencies Required for Role
Manager confirms PDP
Staff conducts self-assessment
Staff proposes personal development plan (PDP)
Manager conducts performance review 9

11. KEY BENEFITS OF COMPETENCY BASED
For the organisation - aligned with vision, mission, goal
For teams - identified behaviours leading to increased performance
For L&D plans - training programmes become more relevant and better identification of training participants
For staff – focused learning and promotes engagement 10

12. GROUP EXERCISE 15 MINUTES
Describe a blended learning approach through drawing and using any of the material in the room.
Include the challenges and benefits of blended learning approach in your illustration. 11

13. BLENDED LEARNING APPROACH
70/20/10 DEVELOPMENT FRAMEWORK
Learning on the job (70%) – providing or undertaking secondment opportunities
Learning from others (20%) – identifying a mentor who has experience in this area
Formal learning (10%) – attendance of a training course 12

14. GROUP WORK
20 MINUTES
As a group, select one of the competency domains from the CHCF.
Design a blended learning approach to develop the respective competency domain.
Groups may choose to focus on selected behaviours, or behaviours for staff only, or additional behaviours for managers. 13

15. CAREER DEVELOPMENT PROCESS
Create competency-based recruitment policies, assessment
Create development plans based on competency framework
Career development system linked to performance management system
Promotion, Succession Planning Policies in place
New & existing employees assessed against competencies
Individual development plans based on competency gaps developed & updated
Managers familiar with career development plan
HR Systems supportive of career growth 14

16. KEY LEARNING
Competency based learning programmes focuses on organisation’s vision, mission, goals and needs
Crucial to understand which competencies are important and relevant to both the organisation (through competency frameworks) and staff (through job descriptions)
From this, developing learning and development programmes then become most relevant 15