1. Becoming a Competency Driven Agency Amy R. Hurd, Ph.D., CPRP Illinois State University arhurd@ilstu.edu309-438-5557

2. Who are you? Who am I? Why am I here?

3. Session Outcomes ► Define competencies ► Discuss determined CEO competencies, entry level competencies ► Examine role of competencies in the organization

4. “Current and future success of an organization is dependent on the competencies of its CEO and senior staff.” - Pickett (1998)

5. Competencies ► Skills, knowledge & characteristics essential to the success of a position  Skills - specific observable abilities required to perform the particular tasks of the position  Knowledge – info required for the position  Characteristics –attitudes, personality factors or mental traits needed ► What does this mean….

6. Skills, Knowledge & Characteristics ► Job skills - hard skills  Prepare a budget  Establish priorities  Develop goals & objectives ► Characteristics - soft skills  Lead by example  Open minded & receptive to new ideas  Be honest & ethical Skills & Knowledge Characteristics

7. Competencies Job Skills Characteristics EntryLevel CEO

8. The Bigger Picture….

9. Model for Effective Performance The individual’s competencies The job’s demands The organizational environment Effective specific actions or behaviors BALANCE Boyatzis (1982)

10. What Will Competencies Do? ► Ensure ee’s are doing the right things ► Clarifying what is required for effective performance ► Align skills with strategic direction of company as a whole ► Help organization become “lean & mean” ► Hire right people ► Predict success of ee

11. To become a competency driven agency… ► Need  Competencies  Implement then in HR

12. What competencies are needed at the top level in parks & recreation?

13. CEO Competency Framework Specific Competencies Primary Competency Areas General Competency Categories Specificity

14. General Competency Categories 1. Business acumen 2. Communications & marketing 3. Community relations 4. Leadership & management 5. Planning & evaluation 6. Professional practice

15. What competencies are needed at the entry level in parks & recreation?

16. General Competency Categories (Entry) 1. Communications 2. Community relations 3. Interpersonal Skills 4. Leadership & management 5. Professional practice

17. A Comparison ► CEO 1. Business acumen 2. Communications & marketing 3. Community relations 4. Leadership & management 5. Planning & evaluation 6. Professional practice ► Entry 1. Communications 2. Community relations 3. Interpersonal Skills 4. Leadership & management 5. Professional practice What’s happening here?...

18. Major Differences ► CEO is big picture (conceptual skills)  Financial management vs ability to stay within the budget  Personnel law vs. hiring & disciplining staff ► Entry is “me & my area” oriented  No need for marketing or being diplomatic with the public  Want a fun career  Need to be creative, open minded, take initiative  Technical skills

19. Can 1 competency framework do the trick? No…customization Core competencies v. Job specific competencies

20. What do we do with this?

21. Main Uses ► HRM  Hiring criteria & employee selection ► Board vs. the CEO ► Job descriptions  Performance Appraisals  Professional Development ► Benchmarking skills ► Assessing the competency gap ► Complacency

22. Main Uses ► Other uses  Mentoring ► Base on competency needs & not CEO skills ► Guide training & experience acquisition  Increase efficiency & effectiveness ► Efficiency – How capable org is in achieving its goals ► Effectiveness – Minimizing resource waste

23. Integrating Competencies An Example… Employee Selection System

24. ► 5 Needs 1)Valid competency model 2)A well written job description integrating the competencies

25. Employee Selection System ► 5 Needs 3)Set of interview questions that target competencies ► Based on job descriptions  Samples….

26. Employee Selection System ► Sample interview questions….  Give me an example of a time when you were unable to meet your goals. What did you do?  Describe a time when you delivered superior customer service  How do you typically organize your time?

27. Employee Selection System ► Sample interview questions….Describe a situation in which your workload was too heavy. How did you handle it? ► Describe a project where you were required to work in a team. What did you bring to the team? What could you have done to be a better team member?

28. Employee Selection System ► Think, pair, share ► Select 3 – 4 competencies and brainstorm ideas for interview questions for the competencies

29. Employee Selection System ► 5 Needs 4)Interviewers with training & experience to evaluate candidate’s competence ► Probe for specifics…don’t settle for canned responses ► Interpret responses in terms of competencies ► Look for deficiencies ► What will hinder performance?

30. Employee Selection System ► 5 Needs 5)Form to record results & compare candidates ► Multiple interviewers measuring same criteria ► Ensures info isn’t forgotten ► Sample….

31. Employee Selection System Conflict Management 54321 Has adequate skill resolving differences & reaching agreement by maintaining a problem solving attitude Has high level of skill resolving differences & reaching agreement by maintaining a problem solving attitude Has little skill resolving differences & reaching agreement by maintaining a problem solving attitude

32. Employee Selection System Communication Skills 54321 Asks & answers most questions clearly; displays adequate understanding of questions; demeanor is generally professional Always asks & answers questions clearly; displays good understanding of questions; demeanor is highly professional & friendly Questions & answers not clearly stated; often does not understand questions; demeanor is often unprofessional & unfriendly

33. Integrating Competencies Another Example… Competency Based Training & Development System

34. Training & Development System ► 4 Needs 1) Set of behaviors that describe what the competencies look like on the job List behavior egs. – especially abstract or difficult to observe competenciesList behavior egs. – especially abstract or difficult to observe competencies Create a vision for the organization Lead the process of articulating a clear & appealing vision through staff retreats, training sessions & staff meetings Communicate achievable goals & objectives that move the organization toward its vision Ensure that today’s actions are linked to tomorrow’s goals

35. Training & Development System ► 4 Needs 2) Process to identify the extent to which people currently use the competencies 360 degree feedback360 degree feedback Bosses, colleagues, staff, customers Bosses, colleagues, staff, customers Use behaviors & specific competenciesUse behaviors & specific competencies

36. Training & Development System ► 4 Needs 3) Awareness of training and development opportunities In-service, universities, conferencesIn-service, universities, conferences Topics appropriate for classroom training Topics appropriate for classroom training Public speakingPublic speaking Facilitation skillsFacilitation skills Experiences & MentoringExperiences & Mentoring More difficult to learn in the classroom More difficult to learn in the classroom Treat people fairly & with respectTreat people fairly & with respect Risk TakingRisk Taking Hard Skills! Soft Skills!

37. Training & Development System ► 4 Needs 4) Establish support & follow-up mechanism to ensure that competency gaps are closed Supporting training makes them stickSupporting training makes them stick Follow-up ensures old behaviors don’t returnFollow-up ensures old behaviors don’t return Enable people to apply infoEnable people to apply info Development discussions with supervisorsDevelopment discussions with supervisors Reinforce training concepts in staff meetingsReinforce training concepts in staff meetings

38. Integrating Competencies Another Example… Competency Based Appraisal Systems

39. Appraisal Systems ► Needs 1) A description of relevant behaviors that everyone agrees is critical to job performance (core & job specific) 2) A method to collect data on the behavior of the person being evaluated 3) The ability to have a constructive discussion

40. Appraisal Systems 1) A description of relevant behaviors that everyone agrees is critical to job performance Competencies with general definitionsCompetencies with general definitions Takes Initiation – Proactively initiates changes or takes action to improve efficiency, address existing and potential problems, and satisfy customers. Rating: __________

41. Appraisal Systems 2) A method to collect data on the behavior of the person being evaluated Competencies give managers specific skills, knowledge & characteristics to observe & monitor during the evaluation periodCompetencies give managers specific skills, knowledge & characteristics to observe & monitor during the evaluation period Ie. Critical incident appraisal; 360 degree evaluationIe. Critical incident appraisal; 360 degree evaluation

42. Appraisal Systems 2) A method to collect data on the behavior of the person being evaluated Measure what & howMeasure what & how Works effectively with the media (what) Gave a quality press conference that diffused a difficult situation (how) Generates positive news coverage on Springfest Arts Show (how)

43. Appraisal Systems 3) The ability to have a constructive discussion Non-threatening, 2 way communicationNon-threatening, 2 way communication Self evaluationsSelf evaluations 30 minutes prior to screening by ee30 minutes prior to screening by ee

44. Roadblocks & Successes

45. Roadblocks ► Staff  Commitment, compliance, resistance ► Unclear purpose ► Staff not involved in the process ► Change in behavior required ► Managers fear reduced power & increased work

46. Successful Implementation ► Involve staff  Determine core  Units define job specific competencies  Committees define competencies ► Usable tools ► Convey benefits  Efficiency, effectiveness ► Communicate at every level

47. Successful Implementation ► Train staff on how to use this ► Get feedback from users ► Refine the tools! ► Questions so far?

48. How you can help…

49. Your help ► Help with middle manager competencies  Business card with e-mail addresses of middle managers ► Build list of questions  Turn in green sheets

50. Contact Info ► Amy R. Hurd, Ph.D., CPRP ► Illinois State University ► arhurd@ilstu.edu ► 309-438-5557 ► http://www2.cast.ilstu.edu/hurd/nrpa