Posts tagged Proficiency
3 ways to ensure you frustrate and disengage your employees

What’s the sure fire way to frustrate and disengage your employees?

  1. Don’t tell them what they need to do to be successful

  2. Don’t give them the ability to see if they have the skills to accomplish what they need to do

  3. Don’t give them the opportunity to close skill gaps 

In the Deloitte study on Human Capital Trends[1], skill gaps and employee engagement problems are at the top of mind of 87% of the leaders in HR and executive management. Only 14% of L&D leaders believe business leaders view them as strategic partners, with 52% seen as mediocre partners or worse. This is because the skills gap crisis and employee disengagement continue to grow, and leadership doesn’t see Learning & Development as the solution. (Read more in this white paper)

Want to ensure that your business leaders DON’T view you as a strategic partner? Follow these 3 steps.

 

1) Don’t tell them what they need to be successful

A role-based competency model describes what it looks like to be great in each role. It defines the skills required to execute their part of corporate strategy. It’s a roadmap to be great. And it’s never been more important than with the speed of change, the impact of digitization and artificial intelligence on jobs, and the scarcity of good talent. If you don’t want to tell your employees what they need to be successful, don’t create and use a competency model for each role.

 

2) Don’t give them the ability to see if they have the skills to accomplish what they need to do

To make competency modeling actionable, you need to enable people in that role to self-assess against it and identify skills gaps relative to their work. If you don’t want to give your employees the ability to see if they have the skills required for their role, and you don’t want to intrinsically motivate them to bridge their skill gaps, don’t enable them to perform a skills assessment with a skills assessment system/competency assessment system.

 

3) Don’t give them the opportunity to close skill gaps

After people have performed a skills assessment for their job and know what specific skill gaps they have, you need to automate the identification of competency-based learning relevant to their needs, known as personalized learning. This eliminates guesswork. It accelerates learning transfer. It drives behavior change. It creates a culture of learning and learning agility that experts say is the key to sustainable competitive advantage. If you don’t want to give your employees the opportunity to close their job skill gaps, don’t provide a personalized learning plan. Just hope that their managers can coach them up.

 

[1] Bersin by Deloitte. (2015).  Reimagining L&D Capabilities to Drive Continuous Learning

Also found on LInkedIn and ATD

 

News / Events / Blog Posts | SkillDirector
GASP! I just created learning that doesn’t transfer and they can’t get up!

If you create learning that doesn’t transfer, then you too will keep your target audience from “getting up” in skills and business results. By that I mean, no addressing skill gaps, and no improving results.

Why employee disengagement occurs

In a Deloitte study[1], less than 25% of Line Managers believed their Learning & Development (L&D) departments were critical to achieving their business goals. That is not surprising given related findings on learner disengagement. It is cause and effect.

If the employee doesn’t believe that the content is relevant to their job and their needs, they will be disengaged in any learning.

--> If the employee is disengaged in the learning process, then L&D efforts are mitigated – any learning opportunities will have minimal effect.

--> If minimal effect occurs, then skill levels do not improve.

--> If there are no skill level improvements, then business results do not improve.

--> If employees participate in training programs, and positive business results do not follow, then Line Managers are likely to lose faith in the ability of L&D to contribute.

Why does this happen?  It’s a likely scenario when you don’t know what skills people need. You can know you have a skill gap crisis, but if you don’t know what job skills they need, how can you possibly help them develop the right skills?  How can you create content that is relevant to their job?

Even if you know what skills they need, but you can’t measure skill gaps (you don’t actually know where skill gaps exist and have no supporting data), then how can you measure whether skills and business results improve?  That is, how can you measure that the programs you’re providing are closing skills gaps and driving results?

Resolving learner disengagement step 1: Create competency models

First, you create a role-based competency model, which defines the skills required to execute their part of corporate strategy.  In other words, the competency modeling connects skills and strategy.  A competency model describes what it looks like to be great in that role.

Step 2: Create competency-based learning

Next, you develop competency-based learning to increase the likelihood that each person CAN accomplish their goals.  This is where the learning objectives of activities are tied to the specific competency model skills and behaviors. 

Creating competency-based learning ensures the content is relevant to their job.  But remember that if the employee doesn’t believe that the content is relevant to their job AND relevant to their needs, they will be disengaged.  We’ve solved the first problem, now we have to solve the second.

Step 3: Provide competency assessment tools

In order to make content relevant to each person’s needs, you need to enable them to perform a competency assessment in order to identify their specific skill gaps.  And you need to automate the identification of content relevant to their needs, known as personalized learning. 

If you develop competency-based learning and enable personalized learning, you will drive learner engagement and accelerate learning transfer.  And if you’ve got a good competency model, then it will positively impact skills and business results.

What’s more, the aggregated skills data combined with business results over time will let you measure the impact of learning.

Summary

If you ensure that you only create competency-based learning for a role, you will never again create learning that doesn’t transfer.  If you use a competency assessment tool that personalizes learning for each person, you will maximize learner engagement, accelerate learning transfer, and you WILL be able to measure the positive impact on skills and business results.

[1] Bersin by Deloitte. (2015).  Reimagining L&D Capabilities to Drive Continuous Learning.

Also found on LinkedIn.

 

 

News / Events / Blog Posts | SkillDirector
How do you create a competency model that balances technical and leadership competency development?
Technical and Leadership.jpg

Apply leadership and soft skills to the behaviors of technical skills

In our experience, competence in a role, no matter how technical, is often characterized by leadership and soft skills.  That is, achieving the minimum level of proficiency may be mostly technical, but higher levels of proficiency require “more”. 

Here’s an example.  The role is an engineer.  One of the skills in which an engineer needs to have proficiency is troubleshooting product issues. 

  • At the target level of proficiency, that requires defining the problem, using problem solving tools, and fixing the issue. 

  • At higher levels of proficiency, the engineer is frequently engaged by others for support.  They are enlisted to participate in teams for systemic issues.  They capture and share best practices and lessons learned, monitor the industry/their field for new approaches, and find innovative ways to troubleshoot more quickly.  They utilize systems thinking – understanding the impact of the issue on the organization and enlisting the support of those affected when needed to create more holistic and innovative solutions. 

Use scope to separate proficiency levels

Often, increase in proficiency manifests itself in the scope. 

  • At the target level of proficiency, the focus is on the team. 

  • At higher levels of proficiency, the focus moves to the department, then to the organization. 

Incorporate 4th Industrial Revolution skills in behaviors

Importantly, it is the 4th Industrial Revolution skills such as collaboration, influencing, critical thinking, data analysis, and learning agility, that separate good from great. 

  • For example, at the target level of proficiency, you need to collaborate with and influence your team.  You apply critical thinking to understand interrelationships between what you and team members are working on.  You perform data analysis at a micro level, on a team data set.

  • At higher levels of proficiency, you need to collaborate with and influence your department and the organization.  You apply critical thinking to understand interrelationships between what your team or department is working on and the organization’s objectives, considering broader industry trends and how they will impact them.  You analyze data from a macro level, comparing your data with other teams’ data, the organization, the industry.

Blend leadership and soft skills with technical skills

We favor incorporating leadership and soft skills into the behavioral examples of technical skills because it helps those in the role to understand the connection.  You may also have a few leadership or other or soft skills independently as part of your model as well, such as learning agility.

If you develop your competencies with the use of high performers, include the question, “What separates how you do this from how others do it?” and you will naturally identify the blend of behaviors into each technical skill. 

News / Events / Blog Posts | SkillDirector
How to create a competency model that links individual needs to business goals
shutterstock_126485375 small.jpg

I get asked this question, about how to create a competency model that links individual needs to business goals, quite often.

Start with corporate strategy

Imagine you’re a CEO of a company who has decided the business goal is to develop a flying car.

Transportation - car with wings many.jpg

Everyone in the company would have an intermediary goal that if accomplished, would lead to the accomplishment of the business goal.  As the goals get translated lower and lower, they become more specialized, until they get to a specific person performing a specific role, for example, an R&D engineer.  To ensure that each R&D engineer can help the company, the company has to define what tasks and skills this person must be able to do really well.  And this is the competency model for this job. 

The competency model describes what it looks like to be great in a role.

Not everything a person does in a role should be part of the competency model tasks or behaviors.  For example, any engineer must be able to perform engineering design functions, but a great engineer can work with other R&D engineers to troubleshoot design issues before they reach manufacturing.  What gets included in the competency model should change with strategy.  For the flying car, knowledge of aerodynamics and new propulsion systems may take precedence over other competencies previously in the model.

Now, an R&D engineer assessing their own skills may identify skill gaps relative to the current business goals, so their personalized learning plan to upskill focuses on development that helps them achieve their part of the business goal.

The competency model links each role to organizational strategy

That is what the competency model does for you – it identifies what someone in a role needs to do to accomplish organizational strategy. So, if you follow this approach, each individual’s self-directed learning will be perfectly aligned with organizational goals.

News / Events / Blog Posts | SkillDirector
How to create a competency model people actually use
30719504 short.jpg

A critical success factor in competency model/capability model development is the ability to have the model written in the language of those who will be using it.  It should NOT be in HR/Learning terms. 

1) Make it easy to consume

Take a step back and look at the model from a holistic approach.  Is it easy to consume?  By that I mean, when you read the competency model behaviors, do you have to read it, then re-read it to know what it means?  Or is it in “easy to read” language – the language of the people using it so they can know what great looks like?  Often we see a good capability model written in a way that is very academic.  The person who is writing it looks very smart, but the capability model itself cannot easily be consumed by the end user.  It should read as people in that role speak.  It should state clearly what someone should be able to do. 

2) Make it manageable

Look at the model from a volume check.  We used to see models between 25 and 40 skills.  Now they trend toward 15-25. 

  • That translates into about 15-25 minutes to perform an assessment. 

  • Keep in mind a manager’s participation when considering volume – if they average 10 direct reports and they are assessing team members, do the math. 

  • A competency model should describe what “great” looks like – what is critical to success in the role – not be a complete task analysis of everything they do. 

3) Keep it focused on what’s critical to success

Look at the model as a professional in that role.  Are there things in it that are extraneous?  For example, do they include tasks that people may do, but are not critical to success in that role or may not be done by some at all?  Sales Transformation and Enablement guru @Mike_Kunkle recommends focusing on what the top 20% do.  Ignore the things they don’t do, which is part of what sets them apart.

News / Events / Blog Posts | SkillDirector