This document discusses competency mapping and management. It begins with a reference to Shakespeare's famous line "To be, or not to be" from Hamlet, and adapts it to discuss "the competency dilemma" of whether to develop skills through ad hoc learning or take decisive action to build competency. It then provides an overview of THINQ and PeopleView software solutions for competency-based learning and performance management. The document discusses best practices in areas like competency mapping, goal management, performance evaluation, and talent management. It presents an integrated approach using both systems to map jobs and skills, assess competencies, create learning plans, and track performance.
2. Hamlet’s DilemmaHamlet’s Dilemma
To be, or not to be: that is the question:To be, or not to be: that is the question:
Whether 'tis nobler in the mind to sufferWhether 'tis nobler in the mind to suffer
The slings and arrows of outrageousThe slings and arrows of outrageous
fortune,fortune,
Or to take arms against a sea of troubles,Or to take arms against a sea of troubles,
And by opposing end them?And by opposing end them?
Hamlet; Act 3, Scene 1Hamlet; Act 3, Scene 1
3. The Competency DilemmaThe Competency Dilemma
To Skill or not to Skill: That is theTo Skill or not to Skill: That is the
question.question.
Whether ‘tis nobler to suffer theWhether ‘tis nobler to suffer the
inadequaciesinadequacies
of ad hoc learning, or to take arms againstof ad hoc learning, or to take arms against
a seaa sea
of learning interventions, jobs & skills andof learning interventions, jobs & skills and
byby
decisive action build competency?decisive action build competency?
(With apologies to Will Shakespeare)(With apologies to Will Shakespeare)
4. The Competency DilemmaThe Competency Dilemma
How can you move from ad hocHow can you move from ad hoc
to competency-based learningto competency-based learning
with THINQ and PeopleViewwith THINQ and PeopleView
5. Why Performance &Why Performance &
Competency Management?Competency Management?
Aligns Organizational & ContributorAligns Organizational & Contributor
Performance to Corporate Mission, VisionPerformance to Corporate Mission, Vision
& Core Competencies& Core Competencies
Improves an Organization’s Ability to Develop,Improves an Organization’s Ability to Develop,
Maintain and Track Competency InformationMaintain and Track Competency Information
Supports Recruitment, Performance Management,Supports Recruitment, Performance Management,
Career Development and CompensationCareer Development and Compensation
ManagementManagement
Facilitates Development of Competency CentersFacilitates Development of Competency Centers
to Leverage Scarce or Expensive Humanto Leverage Scarce or Expensive Human
ResourcesResources
7. A Systematic FrameworkA Systematic Framework
No formal consistent process
Consistent, basic approach to learning management
Consistent, comprehensive approach
Institutionalized and integrated into
business planning
The Learning ManagementThe Learning Management
Maturity ModelMaturity ModelTMTM
Learning and performance-
centered organization
Ad hoc (I)
Managed Learning
(II)
Competency-driven (III)
Integrated Performance (IV)
Optimized Workforce (V)
8. Key ConsiderationsKey Considerations
How important is Skills & Competency
Management to your enterprise?
What is the impact if you don’t address this issue?
Where should this capability reside?
HRMS
LMS
Competency Management System
Are there other approaches to solving the
competency problem?
What do you look for in a competency
management solution?
20. Integration ApproachIntegration ApproachTwelve Steps to Skill Recovery
Learning
Management
System
PeopleView
HCM
Learners, Job Assignments, Courses, & Course-Skills
Jobs, Job Competency Models (Job-Skills), Skills
System of Record for:
Learners
Courses
Course-Skills
Transcripts
System of Record for:
Jobs
Job-Skills
Assessment Results
1
32
Administrators align learning
interventions (Courses) with
Skills and determine the
Course-Skill proficiency level.
Learners are assigned to
Jobs.
Twelve Steps to Skills Recovery
THINQ-PeopleView Approach to Competency Based Learning Management
Twelve Steps to Skills Recovery
THINQ-PeopleView Approach to Competency Based Learning Management
6
Optional
Jobs & Skills may be
developed through a Job and
Task Analysis for jobs and
skills that are not generic.
Otherwise, customer selects a
generic job competency model
from a company such as ITG.
8
Learning Plan is synchronized between LMS and SkillSight
4 Job Skills assessment sent to
Learner by invitation e-mail.
The e-mail includes a URL link
to the assessment.
Similar e-mails may be sent to
manager, peers and
subordinates to provide a 360-
degree assessment of skills.
5 Learner completes the
assessment.
7
Manager & Learner review
assessment results and
develop Learning Plan
NOTE: Learning Plans can be developed in either system.
Learners can add to their Learning Plan thru THINQ Learner.
Learner engages in targetted learning interventions (Class, e-Learning, Text, Mentoring, Job Aid, etc.)
9
Skills Assessment Results/Appraisals for Learners
Learning Plan Completions sync'ed to SkilSight
10
11 PeopleView SkillSight
aggregates results by
department and organization.
- Reporting
- Personnel Sourcing
- Training Investment Plan
Development
- Succession Planning
12
LMS becomes the Strategic
Talent Management Engine
- Business Opportunity
Evaluation
- Key staff retention
- Measure learning efficiency
+ Time to competence
+ Training investment costs
+ Training Program
Efficiency
+ Kirkpatrick & Phillips
learning & ROI assessment
+ Alignment of Business
Strategy & Organizational
Skills
2
If you remember your high school Hamlet or are familiar with Shakespeare's Hamlet or if you watch Star Trek movies and have heard Hamlet in the original Klingon, you recognize this quotation. Hamlet has the weight of the world on his shoulders. He knows his uncle murdered his father. His mother married the scoundrel and may be culpable. But the king, in the person of his uncle, is Denmark. Does Hamlet take up a just cause – justice for his father, or does he accept the present circumstance, do nothing to correct it – and simply commit suicide? Unlike Hamlet, we are not responsible for the fate of a nation, or the exacting justice for a murdered father.
The Maturity Model Matrix tracks 9 key characteristics or in some cases “Forces of Change” that occur as an organization transcends the stages. Many organizations find their efforts all over the matrix. To mitigate weaknesses in your strategy and vision, all elements need to move in concert with each stage. You can’t be a Stage IV company if you haven’t completed Stage II.
Note the Key – shows what’s in place or not, and to what degree I – Most significant pieces are departmental LMS(s), 3 rd party content, perhaps other pieces both not enterprise wide II – Strategy & vision (the compelling event that moves an organization to Stage II). Enterprise LMS, testing & measurement (Kirkpatrick L1, L2). Custom content. III – Competency driven approach with skills alignment to jobs, learning supporting that approach. Collaboration with virtual classroom tools, LCMS, blended learning. Development planning. IV – Goal management, alignment throughout the organization. Tied to 360 assessments and performance evaluations. V – Not surprised that all are engaged. EPSS, and some technologies that don’t exist today.
Key characteristics Senior management support for learning management Competency models in place to build a proficient workforce Competency-based learning and skill assessments in use to align learning against developmental needs of the organization Learning modalities (live, self-paced) blended for increased efficiencies Consistent use of tools and techniques for learning management processes LCMS providing central repository for content development and delivery Universal, assumed interoperability between content and LMS Prescriptive and self-initiated learning occurring Collaboration and mentoring reinforcing knowledge transfer 360-degree feedback instruments in place for skill and performance measurement
Key characteristics Active senior management support for integration of business planning and learning/performance initiatives Business goals aligned with work activities Interactive dialog among workforce a consistent part of activity management and coaching Developmental planning occurring in relation to accomplishment of work activities Learning and knowledge management systems beginning to integrate with enterprise portal technologies Results of learning and work performance measured and correlated against key business performance metrics
Key characteristics Flexible, learning and performance-centric organization structure Improvements to the learning and performance management environment actively encouraged Daily work and learning activities directly linked to business priorities Shared understanding and appreciation throughout workforce of the factors and influences affecting the business “ Connected” organization sharing knowledge and content assets with key components of its extended enterprise Just-in-time blended learning and performance support tools increasing skill proficiency and organizational performance