1. Competency based learning & performance Ola Badersten

2. 2  Setting the scene  Competency based learning and performance  Where to start?  What´s new?  Case study  Benefits Agenda

3. 3  Ability to innovate and adapt to change  Continious learning, organizational readiness and performance management  3 areas: - Organization has the right people and competencies - Build/enforce the corporate culture - Assissting building a strong leadership and management Training & performance – key to success

4. 4 Changing role of HR & Training Dept. Not only a supporting, administrative and functional role in the organization! Business driver/business partner/change agent!

5. 5 Question? How to assure the organization has the right people and competencies? Competency based learning and performance management!

6. 6 Having the capabilities: -To work out what are the key aspects to be dealt within each new situation -To relate those aspects to knowledge already aquired -To determine what the underlying task or problem might be -To design a process or solution to deal with the situation -To have the ability to follow through or complete the task or solve problem either alone or with others Competence - definition

7. 7 Competency based learning - definition Focus on outcomesWorkplace & readiness relevance Outcomes as observable competencies Assessments as judgement of competence

8. 8  Measure of output (employees, groups, departments and organization)  Plan (competencies, activities due for measurement, measuring standards)  Financial, Business processes, Learning and skills development, Customers etc  Ensures that the goals and aspirations are met Performance management - definition

9. 9 Where to start? Define & Align Competencies with strategic & operational goals Organize Competencies into meaningful constructs Build Competency models Standardize Content descriptions with competency targets Align Content with competency structures Assess Through numerous evaluative measures including scored SCORM activities Automate The processes associated with learning and performance management

10. 10 Enterprise solutions: -Practical and efficient -Easy to use -Multi tenant -Automation including remediation / development plans to close gaps -Personalized way (relevance) -Organizational needs -Flexible to change and adapt over time -”One click” operation to get BI & statistics across the organization What´s new?

11. 11  Telecom - project oriented company  Competency based learning & strategy Telecom – a real case scenario Main results: - Overview of competency readiness - Excellent planning tool for training initiatives - Key indicators for recruitment - Measure performance on different levels - Find competence with right profiles for projects

12. 12  Align training initiatives directly to organizational requirements, performance and revenues  Training need analysis and analytics  Employee satisfaction  Real time information  Applied both internally and externally  Result oriented approach Benefits

13. 13 Q & A Questions?

14. 14 Example competency scale LevelCompetency description Expert World-class expert. Perceived as an authority within competency area. Provides strategic leadership and vision to the organization. Company wide impact and influence. Designs and develops organizational processes and systems which support the achievement of both short and long term goals. Guides, mentors, coaches and instructs others. Shares expertise for the good of the organization. Advanced Practitioner Several years of experience, demonstrating long range strategic thinking and actions for competency area. Investigates & solves complex problem, develops processes and techniques. Can guide, mentor, coach and instruct others and shares expertise for the good of the organization. Experienced Practitioner Has solid understanding and lots of practical experience within competency area. Understands key business drivers, uses the knowledge to focus on own work activities. Solves problems which requires analysis and understanding of processes and techniques. Completes own role independently or with minimal guidance. Practitioner Has basic understanding and some experience within competency area. Deepens knowledge and skills in area while broadening organizational knowledge. Requires supervision and guidance and works within given time frames and schedules. Learner Has limited understanding and experience within competency area. Uses existing and clearly defined procedures to solve routine work requirements. Requires training to complete full scope of role, but works within given time frames and schedules. Depends on others for guidance and direction.

15. 15  Support any competency model/s and rating scale/s incl. Common Core Standards (domain/standard/cluster model)  Support any kind of learning activities and training construction/paths  Competencies and learning content interconnected – awards concept = competencies and/or credits  Learning activities can be sequenced (learning paths or similar) and complex and multiple interrelation scenarios achieved between learning and competencies. Learning activity templates and settings can be re-used, administered across domain, groups etc with enterprise enrollments  Pre-assessment (both diagnostic testing and assessments (self, teacher/manager, peer, 360) determine your learning development plan/path and content remediation  SCORM and standard based approach allowing any content to be put into the model. Approach for the future and the legacy content Competency based assessment & remediation