Typical performance level categories are:
- Does not meet expectations
- Meets expectations
- Exceeds expectations
A competency model refers to a collection of competencies that are needed for effective job performance. Competencies are the demonstration of the critical knowledge, skills, or abilities needed to perform in the job. A competency model provides a consumable, actionable framework for understanding the needs of a role or function.
Performance Management: Provide behavioral examples to inform employee goals and drive effective job performance.
Learning & Development: Organize learning resources in support of personal and career development.
Selection & Assessment: Focus and structure tools to assess talent.
Workforce Planning: Analyze and forecast workforce supply and demand, assess gaps, and determine target talent management interventions.
Succession Planning: Create strategies for passing on leadership roles.
The two general classes of competencies are:
Our competency modeling services focus on identifying the skills and behaviors that represent the vision of the organization and that can be communicated to the workforce so that employees understand what is expected of them and how to progress in their careers. The results of competency modeling serve as the foundation of performance management, career management, talent sourcing, assessment and hiring tools and processes. Competency models differ from traditional specifications of knowledge, skills, abilities and other characteristics (KSAOs) in that the focus is on combining important behaviors into categories that communicate a clear link to business strategy, key aspects of the culture and, in many cases, the aspirations of the organization.
In that sense, competency models tend to be developed for broad classes of jobs (e.g., managers of managers), while knowledge and skill specifications are built for specific jobs.
An APTMetrics project team works with your HR experts and senior executives to distill out the specific skills and unique characteristics that describe successful employees in each specific role.
Since competency models serve as the foundation for HR practice areas, they must be validated to comply with professional and legal guidelines.
Relevant standards for evaluating validity:
Uniform Guidelines on Employee Selection Procedures (1978) [Published jointly by the five Federal agencies charged with enforcing the Civil Rights Act]
Standards for Educational and Psychological Tests (2014) [Jointly published by the American Psychological Association, the American Educational Research Association, and the National Council on Measurement in Education]
Principles for the Validation and Use of Personnel Selection Procedures (2018) [Published by the Society for Industrial and Organizational Psychology]
Create Change Management plan
Define competency roadmap
Develop and validate competencies
Deliver Change Management materials
Develop / revise and validate process and tools
Design supporting materials
Integrate with Talent Management systems
Schedule regular evaluations and continuous improvement of systems and processes
Performance Evaluation Standards are differentiated by both performance level and job level.
Typical performance level categories are:
Exceeds Expectations:
Consistently sets challenging and realistic goals with clear, detailed plans and metrics for self and others and drives organization toward breakthrough results.
Meets Expectations:
Establishes challenging goals with clear, detailed plans and metrics for self, employees, and organization and models personal commitment to achieving outstanding results.
Does Not Meet:
Does not hold self personally accountable for own, team’s, or organization’s performance and/or uses poor methods to track results.
Exceeds Expectations:
Establishes challenging and realistic goals with clear, detailed plans and metrics for self and others, and is committed to achieving outstanding results.
Meets Expectations:
Establishes challenging goals with clear, detailed plans, priorities, and metrics for self, others, and achieves solid results.
Does Not Meet:
Does not hold self personally accountable for own or team’s performance, uses poor methods to track results, or does not allocate resources to top priorities.
Exceeds Expectations:
Establishes challenging and meaningful goals for self and is personally committed to achieving outstanding results and proactively tracks own and team’s progress toward goals.
Meets Expectations:
Establishes challenging goals for self and achieves expected results and tracks own progress toward goals.
Does Not Meet:
Does not hold self accountable for own performance and results and blames others.
Different job levels may require greater proficiency in certain competencies than others. Typically, there are four proficiency levels associated with the competencies: Foundational or Learning, Proficient or Applying, Advanced or Leading, and Expert. However, these levels and their definitions can be adapted to fit each company’s specific models.
Expert: An individual is known as an expert in this area. They can provide guidance, troubleshoot and answer questions related to this area of expertise and the field where the skill is used.
Advanced / Leading: An individual can perform the actions associated with this skill without assistance. They are recognized as “a person to ask” when difficult questions arise regarding the competency or skill.
Proficient / Applying: An individual is able to successfully complete tasks in this competency as requested. Help from an expert may be required from time to time, but they can usually perform the skill or competency independently.
Foundational / Learning: An individual has a common knowledge or an understanding of basic techniques and concepts.
Be a thought leader with the ability to understand global business objectives and enterprise risks and ensure the work supports those objectives. This includes being curious about and understanding the goals of the business, how different functions contribute to the success of the company, how operational and financial business decisions are made, how the company fits into the broader industry landscape, and how the company brings value to shareholders, customers and partners globally.
This also includes the ability to anticipate, be nimble and respond to emergent issues, draw connections between business strategy and commercial and access strategy to support the company in driving innovative solutions that address customer and business needs in compliance with regulatory and legal requirements, as well as to challenge others to be more customer-centric in making business decisions.
Expert: An individual is known as an expert in this area. They can provide guidance, troubleshoot and answer questions related to this area of expertise and the field where the skill is used.
Advanced: An individual can perform the actions associated with this skill without assistance. They are recognized as “a person to ask” when difficult questions arise regarding the competency or skill.
Proficient: An individual is able to successfully complete tasks in this competency as requested. Help from an expert may be required from time to time, but they can usually perform the skill or competency independently.
Foundational: An individual has a common knowledge or an understanding of basic techniques and concepts.
The ability to develop and maintain quality relationships and partnerships with key, influential,external and internal stakeholders to accomplish objectives. Know how to develop long–term based relationships with key partners. Build and leverage influential networks to identify opportunities, form strategic alliances, and open communication channels. Inform, educate, and advise business, legislative, and regulatory leaders.