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Introduction to Behavioural Competencies

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Presentation on theme: "Introduction to Behavioural Competencies"— Presentation transcript:

1 Introduction to Behavioural Competencies

2 Introductions Name Role and tenure
Who is the most inspirational person you know or have met?

3 Objectives Identify the key characteristics of a competency
Become familiar with the behavioural competencies for roles in the Intervenor Services sector Recognize behaviours and link them to competencies Understand how to assess competencies and complete an initial competency self-assessment

4 Agenda 1 Introduction to competencies – what they are and why they matter 2 Behavioural competency models 3 BREAK 4 Identifying behavioural competencies in action 5 How to assess behavioural competencies 6 Completing a competency self-assessment

5 Introduction to competencies
What they are and why they matter

6 Exercise: What are competencies?
Think about a typical teacher – what are the characteristics that made this teacher typical? Think about the best teacher you have ever had – what are the characteristics that made this teacher outstanding?

7 The two dimensions of high performance
WHAT work is done HOW the work is done Successful Performance Objective of the role – the goals or end results to be achieved The competencies (technical and behavioural) that enable successful performance Enhanced results/outcomes Competencies provide the behavioural basis for determining how we can best focus our efforts to achieve the desired results

8 What is a competency? A competency is any skill, knowledge, behaviour or other personal characteristic that is essential to perform the job and that differentiates outstanding from typical performance. Competencies are what outstanding performers do more often, in more situations, and with better results than typical performers.

9 Two types of competencies
Technical Competencies (e.g., Policies and procedures, knowledge of resources) Knowledge, skills and abilities Necessary for top performance but not sufficient Personal characteristics Values Traits Motives Behavioural Competencies (e.g., caring, problem solving, initiative) Characteristics that differentiate performance and lead to longer-term success Our Focus

10 Why focus on competencies?
Two people with equal intelligence, same training/education, same skills and knowledge can produce very different results. One reason: competencies – the behaviours that make a difference. For the sector it’s about … Enriching the lives of clients Professionalizing the sector Elevating the collective impact broadly across the sector For you it’s about … Setting out a path for personal growth and development Getting targeted feedback on how you do your job

11 This is about focusing our efforts
Identify the 20% of the competencies that make 80% of the performance difference The competencies that have the greatest impact in both the current and future environment The competencies will ultimately support a variety of HR processes, including recruitment, learning and development, and performance assessment

12 How will competencies be used?
Recruitment How will we identify qualified employees? Competencies Performance Management & Feedback How will employees be evaluated? Training & Development What are the training and development needs for different roles?

13 What does a behavioural competency look like?
Each behavioural competency has: A definition of what it means Levels of proficiency, which are described as scales Each competency scale has 4 levels Each level has a series of behaviours (behavioural indicators) associated with it – these behaviours are observable and measurable Each level is more sophisticated than the preceding level A target level for successful performance has been identified for each competency for each role

14 Example Work as a Team The ability to collaborate and work cooperatively with others (e.g., consumers, co-workers, occupational therapists, behavioural specialists, physicians, family members, etc.) to achieve shared goals and deliver outstanding service for consumers and families. Collaborate with others Value others and solicit input Genuinely value others’ input and expertise, encouraging all team members to contribute Recognize and build on the good ideas of others, and willingly seek feedback on ideas Help and encourage others to learn new and different parts of their jobs by sharing knowledge, experience and information Encourage others Work to build team commitment and spirit 1 Target Level 3 Definition – what the competency means Scale – behaviours are arranged in increasing order of sophistication Level titles – describe the intent of the level Behavioural indicators – discrete “packets” of behaviours or characteristics 2 4 14

15 What do we mean by target level?
What it is … The level that defines fully effective performance in the role It reflects the behaviours that will meet both the current and near future (12-18 months out) requirements It is doable within the confines of the role Note: The expectation is that you have mastered all of the behaviours below your target level What it isn’t … A minimum level of performance (threshold) A future level of performance (one that would be nice to have but not required at this time) A wish list

16 What is a behavioural competency model?
Different positions require different competencies – the set of competencies for a role is called a competency model Behavioural competency models have been developed for the following positions: Intervenors Supervisors Managers The behavioural competencies in each model are those that drive superior/fully effective performance in the role

17 Behavioural competency models
The competencies for success in your role

18 How the models were developed
Gained an understanding of the context through interviews and documentation review Job shadowed intervenors and attended a focus group Conducted focus groups and distributed survey Analyzed the data and finalized draft behavioural competency models Validated the models and finalized based on feedback

19 The behavioural competencies – clusters
The Intervenor Services behavioural competencies fall into four clusters: Cluster name The competencies in this cluster are focused on … Be Your Best Self Managing and motivating yourself to be the best you can be. Build Bonds Engaging others and growing and maintaining trusting relationships. Deliver Excellence Delivering excellent service and achieving the desired results for consumers, families, and the agency. Lead and Engage Others Inspiring and growing your team.

20 Intervenors Be Your Best Self Build Bonds Deliver Excellence
Act with Integrity Be Flexible Commit to Personal Growth and Development Demonstrate Self- Management and Resilience Be Emotionally “In Tune” Build Trusting Relationships Engage, Influence and Advocate Foster Independence and Confidence Work as a Team Demonstrate Creative Problem Solving and Decision Making Show Passion, Enthusiasm and Dedication

21 Supervisors and Managers
Be Your Best Self Build Bonds Deliver Excellence Lead and Engage Others Act with Integrity Be Flexible Commit to Personal Growth and Development Engage, Influence and Advocate Work as a Team Demonstrate Creative Problem Solving and Decision Making Demonstrate Financial Acumen Plan and Coordinate Show Passion, Enthusiasm and Dedication Lead and Develop Others Hold Self and Others Accountable

22 Activity: Identifying examples of behavioural competencies in action
Review your assigned competency(ies) in detail in the Intervenor Services Competency Dictionary. For each competency, write on your flipchart an example of how that competency was demonstrated by one of your colleagues (e.g., peers, manager, direct reports) and what level the example reflects. The example should be specific and observable. Be prepared to share your responses with the large group.

23 Act with Integrity The ability to demonstrate and be sensitive to the core values of the profession, agency and sector. It includes using sound ethical judgment in an ethically complex work environment, and interacting respectfully, professionally and honestly with consumers, families and the community at large. Demonstrate personal integrity toward core values of the profession and workplace Act consistently with professional values and ethics Act on values and ethics when it is not easy to do so Create an environment that nurtures ethical, professional, and values-based behaviour Be Your Best Self

24 Be Flexible The ability to adapt to, and work effectively within, a variety of situations and with various individuals or groups. It involves being open to and flexibly responding to different needs and perspectives, as well as easily accepting changes in tasks, responsibilities or job requirements. Accept the need for flexibility Be responsive in the moment Adapt your approach Adapt overall approach Be Your Best Self

25 Commit to Personal Growth and Development
The commitment to continually develop and enhance one’s personal and professional skills, knowledge and abilities. This involves regularly reflecting on your performance and abilities, seeking feedback from others (e.g., manager, colleagues, consumers), and taking action in light of that feedback. Work to maintain and develop skills and abilities Seek opportunities to learn and improve Proactively address development and apply learning Model a learning orientation Be Your Best Self

26 Demonstrate Self-Management and Resilience
The ability to display commitment, self-discipline, determination and enthusiasm despite challenges, setbacks, and in the face of routine or repetitive tasks. It includes bouncing back from disappointments or confrontations, and not letting them negatively influence ongoing interactions with others. Stay productive in low stress situations Adapt to higher stress situations Overcome obstacles and challenges Perform at a high level of consistency over a long period of time Be Your Best Self

27 Be Emotionally “In Tune”
The ability to tune in to the needs, perspectives and sensitivities of others (e.g., team, consumers), and act with these in mind. It involves active listening, truly understanding, accepting and respecting the feelings and perspectives of others, and using this understanding to respond appropriately. Pay attention to others Understand behaviour Demonstrate empathy Be emotionally “in tune” Build Bonds

28 Build Trusting Relationships
The ability to establish and maintain bonds and trusting relationships with individuals, while maintaining professional boundaries. Build rapport Build bonds Develop trusting relationships Facilitate relationship building Build Bonds

29 Engage, Influence and Advocate
The ability to encourage or influence others (e.g., consumers, team members, community partners, government) to motivate or gain their commitment and support. It involves giving voice to others who cannot speak for themselves or communicate their needs, or enabling others to self-advocate. Encourage others using a single approach Adapt your approach to the individual, group or situation Carefully plan your approach Advocate for the needs of consumers Build Bonds

30 Foster Independence and Confidence
The ability to enable and empower consumers to build their confidence and self-esteem, and achieve their highest potential, based on the “do with, not for” philosophy. It involves promoting their social and personal development, encouraging their independent/life skills, and facilitating their communication and interaction with the world around them to help “redefine the possible”. Provide encouragement Provide training and support Build competence and confidence Fully empower individuals Build Bonds

31 Work as a Team The ability to collaborate and work cooperatively with others (e.g., consumers, co-workers, occupational therapists, behavioural specialists, physicians, family members, etc.) to achieve shared goals and deliver outstanding service for consumers and families. Collaborate with others Value others and solicit input Encourage others Work to build team commitment and spirit Build Bonds

32 Demonstrate Creative Problem Solving and Decision Making
The ability to come up with creative ideas and solutions to solve problems and make decisions. It involves understanding the situation, gathering information, weighing alternatives, and choosing the most appropriate solution or course of action. It includes “thinking outside the box” and going beyond the conventional, exploring creative ideas and approaches. Use a common sense approach to solve problems Analyze problems or decisions and propose solutions Think creatively to identify options and solutions Solve complex problems Deliver Excellence

33 Demonstrate Financial Acumen
The ability to manage finances and resources to maximize results. It includes understanding financial management principles and reporting requirements, and effectively managing the agency’s funding through careful planning and monitoring of resources (e.g., financial and other). Understand the importance of how finances and resources are managed Manage finances and resources Seek to improve financial and resource management Make financial and resource management a priority Deliver Excellence

34 Plan and Coordinate The ability to plan and coordinate work and execute individual and team activities in a way that ensures the achievement of individual, agency, and consumer objectives. Plan own work activities Manage multiple priorities Coordinate activities involving others within one’s team Plan and execute broader and more complex projects Deliver Excellence

35 Show Passion, Enthusiasm and Dedication
The belief in, and passion for, enhancing the lives of individuals who are deafblind, and being a champion for them, enabling them to live rich, meaningful lives. It is about demonstrating through words and actions a true commitment to supporting and promoting the interests and priorities of individuals who are deafblind, the agency and the sector as a whole. Believe in providing service to those who are deafblind Do what’s right for individuals who are deafblind, the agency and the sector Demonstrate strong personal conviction and commitment Place the highest priority on moving the sector forward Deliver Excellence

36 Hold Self and Others Accountable
The ability to hold oneself and others accountable for meeting the highest standards. It involves consistently monitoring one’s own and others’ performance, and appropriately and effectively taking corrective action to improve performance. Hold self accountable Communicate performance expectations Monitor performance Address performance issues Lead and Engage Others

37 Lead and Develop Others
The ability to energize and develop agency staff, creating a climate in which they are motivated to do their best. Provide clarity Enable the team to function effectively Engage and empower the team Communicate a compelling vision and sense of purpose Lead and Engage Others

38 Identifying behavioural competencies

39 Activity: Matching game
Objective: Correctly match the behavioural statements to the competency and level. You will receive a deck of matching game cards – one half contains competency examples, the other half contains a competency name and level. In your group, match the competency examples to the competency and level. Use the Intervenor Services Competency Dictionary to help you match the examples, and note your answers on the Scoring Sheet handout. When you have completed matching the cards, raise your hand to let the facilitator know. Scoring: One point for each correct answer. One point deduction for each incorrect answer.

40 Assessing behavioural competencies

41 Completing a competency self-assessment
Assessment must be based on actual behaviour Assessments should reflect consistent behaviour patterns, not one-off examples (i.e., rate the “rule” rather than the exception) You should be able to think of several examples when you’ve demonstrated these behaviours in the last 12 months Gather examples from a variety of sources

42 Identifying competencies … things to consider
INTENT: What people think or feel at the time ACTION: What people do or say

43 Considerations for your self-assessment
Do you… Have an opportunity to demonstrate these behaviours on a regular basis? Demonstrate these behaviours consistently (most of the time when the opportunity arises)? Get good results when you demonstrate these behaviours?

44 When assessing competencies …
The idea is to determine whether you demonstrate the essence of the behaviours – some of the behaviours may not be applicable; therefore, not all of the behaviours at a given level of a competency need to be demonstrated to justify a competency rating There is a tendency to over-rate – to avoid this, you need to able to think of several recent and specific incidents where you have demonstrated the competency When done, focus on your competency strengths and areas for development

45 The learning matrix 2 3 1 4 2. Conscious Incompetence
3. Conscious Competence Conscious Unconscious 1 1. Unconscious Incompetence 4 4. Unconscious Competence

46 Stages of competency development

47 Activity: Behavioural Competency Assessment Questionnaire (BCAQ)
Complete a self-assessment on 1-2 behavioural competencies as follows: Read the behavioural indicators for each competency and determine your level of performance relative to each competency. Provide behavioural-based evidence to support the level of performance you indicated. Identify where possible developmental opportunities may lie.

48 Development planning Individual Development Planner
A template to help you prepare a development plan based on your competency strengths and opportunities for personal growth

49 Next steps Following this session:
Complete your competency self-assessment using the BCAQ. Prepare a personal development plan using the Individual Development Planner. Meet with your manager to discuss your plan and get his/her input. Implement your plan.

50 Questions?


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