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Competency Levels

Competency Levels

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Competency Levels

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  1. Competency Levels

  2. Core Competencies • Accountability • Adaptability • Building Trust/Integrity • Continuous Learning • Member Focus (Experience) • Teamwork

  3. Competency Levels The levels are based on the following criteria: Limited Select Significant • Autonomy • Impact and influence • Complexity • Skill/Ability/Aptitude

  4. Accountability – Level 1 Takes personal ownership in contributing to the organization- Models the values of the organization and treats others with equally high respect and fairness regardless of who they are. Takes responsibility for personal actions, behaviours and results. Seeks to know self and identify areas for personal learning and development. Takes personal responsibility for fulfilling own commitments. • Makes needs and requirements clear. • Clarifies expectations related to a task, to ensure understanding and acceptance. • Says no when necessary. • Accepts ownership of decisions. • Remains clear about the consequences of non-performance. Relevant to all positions.

  5. Accountability – Level 2 Inspires others to take personal ownership– Holds colleagues and team members accountable for their actions. Strives for excellence in personal performance and coaches others to perform at their best. Delegates both responsibility and authority to make decisions. • Gives detailed explanation of specific goals. • Sets goals or standards and insists on high performance. • Ensures on compliance with standards or requests. Relevant Positions: Senior Teller Deposit Specialist Commercial Loans Clerk Commercial Account and Delinquency Clerk Commercial Account Officer Loan and Deposit Administrator Administrative Associates Financial Accountant Financial Services Officer I Financial Services Officer II Financial Services Officer III Supervisors Managers

  6. Accountability – Level 3 Fosters a culture of personal growth and accountability– Develops a culture where people hold themselves personally accountable for results. Ensures resources are directed to support the organization’s desired goals and culture. Plays a leadership role in shaping the ethics and values of the organization by consistently communicating and exemplifying them. Serves as a role model in making the tough decisions that are needed and doesn’t delay in moving forward. Establishes expectations regarding recognition of successful performance. Sets a climate where team and organizational achievements are recognized, rewarded and celebrated. • Puts limits or boundaries in place. • Clearly defines performance expectations. • Reviews others’ performance against clear standards or expectations. • Holds others accountable for improving performance problems. • Addresses performance problems in a timely way. • Assesses others’ performance against a clear standard, and takes corrective or disciplinary action to ensure performance meets expected standards. Relevant Positions: Supervisors Managers

  7. Adaptability – Level 1 Demonstrates flexibility, adapts to the situation– Understands and recognizes the value of other points of view and ways of doing things. Displays a positive attitude in the face of ambiguity and change. Shifts tasks, roles and project assignments as organizational realities change. Reflects on completed activities, identifies what worked well, what didn’t, and what could be done differently next time to support continuous improvement. Flexibility applies rules or procedures, while remaining guided by the organization’s values. Adapts behaviours to perform effectively under changing conditions. Acquires and applies new knowledge and learning to address new challenges. • Accepts that other people's points of view are reasonable or valid. • Acknowledges that people are entitled to their opinions, and accepts that they are different. • Open to doing things a new way. • Stays positive when change is introduced. Relevant to all positions.

  8. Adaptability – Level 2 Adapts to widely varied needs – Supports and adapts to major changes that challenge traditional ways of operating. Adapts interpersonal style to highly diverse individuals and groups in a range of situations. Anticipates change and adapts own plans and priorities accordingly. Gathers information from varied sources to identify own strengths and weaknesses in current position. Relevant to all positions. • Works creatively within standard procedures to fit a specific situation. • Understands policies and can work within them to meet department, work group, team or individual goals. • Steps into co-workers' tasks when needed or required. Takes on new tasks. • Accepts change even when there is ambiguity. • Able to keep one's emotions under control when facing a situation that requires adaptability.

  9. Adaptability – Level 3 Adapts plans and goals– Revises project goals when circumstances demand it. Recognizes and responds quickly to shifting opportunities and risks. Stays abreast of emerging developments and trends in own area to identify possible changes needed to plans or goals. Pursues challenging experiences beyond customary role or area of expertise to add value in current area. • Changes one's approach as required to achieve intended outcomes. • Prioritizes actions effectively in order to respond to numerous, diverse challenges and demands. • Manages emotions during times of change or stress. • May apply special techniques to manage situations involving stress or change. Relevant Positions: Senior Teller Deposit Specialist Commercial Loans Clerk Commercial Account and Delinquency Clerk Commercial Account Officer Loan and Deposit Administrator Administrative Associates Financial Accountant Financial Services Officer I Financial Services Officer II Financial Services Officer III Supervisors Managers

  10. Adaptability – Level 4 Adapts organizational strategies– Adapts behaviour to perform effectively amidst continuous change, ambiguity and, at times, apparent chaos. Shifts readily between dealing with macro-strategic issues and critical details. Anticipates and capitalizes on emerging opportunities and risks. Undertakes developmental opportunities to meet future organizational needs. Relevant Positions: Supervisors Managers • Changes the overall service plan and implements new practices when original approach and assumptions are no longer valid. • Able to shift strategic focus and activities quickly in response to changing organizational priorities. • Devises techniques or plans activities ahead of time to manage change or stress.

  11. Building Trust/Integrity – Level 1 Communicates information fairly, honestly and objectively - Understands and values the importance of trust. Is conscious of personal value system when faced with difficult situations. Can be trusted to keep confidences. Presents truthful information in an appropriate and helpful manner. Relevant to all positions. • Keeps information confidential except when disclosure is authorized or legally required. • Refrains from using confidential information for unethical or illegal advantage. • Maintains an appropriate level of proficiency by continually developing knowledge and skills. • Performs duties in accordance with relevant laws, regulations, and standards.

  12. Building Trust/Integrity – Level 2 Advises coworkers of potential conflicts, carries out duties ethically–Is known to consistently adhere to ethical principles, and expects others to follow suit. Is respected as a credible source and a proven confidant. Keeps confidences even when pressured to compromise. Stays true to his or her values even when it is unpopular to do so. • Informs all relevant parties regarding appropriate use of confidential information. • Monitors employee’s activities to ensure compliance. • Provides decision support information and recommendations that are accurate, clear, concise, and timely. Relevant Positions: Senior Teller Deposit Specialist Commercial Loans Clerk Commercial Account and Delinquency Clerk Loan and Deposit Administrator Administrative Associate Financial Accountant Financial Services Officer I Financial Services Officer II Supervisors Managers

  13. Building Trust/Integrity – Level 3 Discloses deficiencies in internal controls in accordance with policy and/or law – Is known to espouse and apply a high set of ethical and moral principles. Is indisputably trusted to keep confidences and to protect sensitive information, even to their own detriment. Keeps confidences, and promotes the value of trust and respect for personal confidences throughout the organization. Stays true to his or her values, regardless of internal and external pressures. • Recognizes and communicates professional limitations or other constraints that would preclude responsible judgment or successful performance of an activity. • Applies ethical standards, encounters problems by identifying unethical behavior and resolving an ethical conflict. Relevant Positions: Financial Services Officer III Commercial Account Officer Supervisors Managers

  14. Continuous Learning – Level 1 • Takes responsibility for one's own development. • Remains respectful in communications and attitude where disagreement exists. • Identifies individual challenges and seeks opportunities to grow. • Shows interest and pursues appropriate learning activities that fulfill self-development/learning needs. • Maintains a positive and realistic level of self-confidence given personal strengths and weaknesses. • Applies new technical and business information/knowledge to practical use on the job. Demonstrates self-awareness and lifelong learning – Develops self-awareness by realistically assessing one’s owns strengths and weaknesses and their impacts on others. Relevant to all positions.

  15. Continuous Learning – Level 2 Continually improves skills and capabilities; is willing to learn new things; actively identifies new areas for growth – Applies new knowledge and skills to practical use on the job; furthers learning through experience in practicing new approaches and behaviours. Relevant to all positions. • Assists others in self-evaluation and self-awareness with the intent of fostering development. • Gives specific and constructive feedback for developmental purposes on a regular basis. • Looks for ways to improve activities and results beyond the work unit. • Encourages and rewards innovation in others. • Creates innovative solutions after analyzing key trends and complex or divergent issues.

  16. Continuous Learning – Level 3 Proactively investigates new perspectives, attitudes, and behaviors, and takes steps to evaluate and improve performance in the organization – Demonstrates eagerness to acquire necessary technical knowledge, skills, and judgment to accomplish a result or to serve a member's needs effectively. Relevant Positions: Commercial Account Officer Loan and Deposit Administrator Financial Accountant Financial Services Officer II Financial Services Officer III Supervisors Managers • Has desire and drive to acquire knowledge and skills necessary to perform effectively. • Seeks feedback from others and uses other sources of information (e.g., professional organizations, publications) to identify appropriate areas for learning. • Keeps up-to-date on current research and technology, focuses, identifies and pursues areas for development and training that will enhance job performance. • Continually looks for ways to expand job capabilities.

  17. Continuous Learning – Level 4 Fosters innovation drives change and developmental needs in the organization – Supports opportunities for individual or professional development that directly impacts the organization. Relevant Positions: Supervisors Managers • Consults with individuals and ensures appropriate and helpful assignments, formal training, or other experiences for the purpose of fostering a person's learning and development. • May include identifying a training or developmental need for individuals or across the organization and establishing new programs or materials to meet it. • Improves performance by doing things that may be unique, leading edge, or new to the industry. • Uses innovative methods to create a climate that encourages innovation, receptivity to change, and learning from experience. • Highlights the benefits of innovation and change on the overall performance of the organization and/or the performance of a specific area. • Acts in a way which helps others to generate breakthrough ideas, fresh perspectives and new opportunities.

  18. Member Focus – Level 1 Establishes effective member relationships– Develops and maintains effective working relationships with members based on trust. Responds to specific needs to the member's satisfaction. Actively supports the interests of the member by making choices and setting priorities to meet their needs. Relevant to all positions. • List all the members you need to satisfy in your job and list their needs from their perspective.  What are they looking for and needing.  Now ask your members how they perceive their needs.  Note the differences. • With this information in mind, brainstorm ideas with staff and colleagues on how to better relationships with members.  Pick one suggestion and work on it. • Identify someone who is known for excellent member service.  Observe how he or she interacts with members.  Ask the person to describe his or her member service approaches.

  19. Member Focus – Level 2 Contributes to positive outcomes for the member–Makes concrete attempts to make things better for the member in some way. Gives service beyond members’ expectations by seeking information about the real, underlying needs of the member, providing insights, and recommending actions to address these needs. Relevant to all positions. • At the end of the day for two weeks, answer the question:  "What have I done today to make things better for our members?"  Record your answers. • Pick one member or service you provide.  What are the member expectations in that particular area?  Brainstorm how you could surpass those expectations. • Evaluate how you and your department deal with member complaints.  Do your behaviours and policies reflect a member service orientation?  Discuss with colleagues and members what you can do in a complaint situation to better your relationship with the member. • When a complaint is voiced, make sure you understand the underlying expectation that caused the problem.  What action do you need to take to address the underlying member needs? • If you are a supervisor, meet with frontline staff and discuss what you could do to support their interactions with members.

  20. Member Focus – Level 3 Meets long-term member needs – Identifies trends, anticipates and develops plans to meet future needs of existing and potential members. May trade off immediate costs for the long-term relationship. Acts as a trusted advisor while looking for long term benefits to the member. Consults with members and ensures their needs are represented in the organization's decision-making. Relevant Positions: Administrative Associate Loan and Deposit Administrator Financial Accountant Financial Services I Financial Services Officer II Financial Services Officer III Commercial Loans Clerk Commercial Account Officer Commercial Account and Delinquency Clerk Supervisors Managers • Read an article on current trends in your program area. • Keep a file of newspaper clippings, trade and business journals, annual reports, and marketing research on each of your members to stay in touch with their business and grasp their long-term needs. • Before a business planning session, think of what your organization could do to ensure members’ needs are met.

  21. Member Focus – Level 4 Advocates for member needs– Actively represents the needs of members by promoting their interests to appropriate decision-makers.  Persistently lobbies on behalf of members to integrate their interests into the larger strategic corporate direction. Relevant Positions: Supervisors Managers • Make a list of member interests that need to be represented to senior management. • Make an outline of how these needs can be addressed in the department business plan. • Raise member issues at a staff meeting and influence the team to address these issues. • Identify a colleague that has successfully lobbied for members and ask them to coach you.

  22. Teamwork – Level 1 Actively participates on team – Contributes positively by sharing information, listening and accepting others' points of view. Able to give and receive constructive criticism. Shares the workload with others.  Maintains a positive outlook and shows flexibility to new approaches and ideas. Demonstrates belief in the team concept. Relevant to all positions. • Participates willingly with others. • Ensures group members have relevant or useful information. • Is a good team player. • Helps out when others are busy. • After a team meeting, assess your contribution by answering the following questions. • What did I contribute? • What would have happened if I hadn’t been there? • What was the effect of my participation? • From the answers to these questions determine if you need to take more responsibility for the team, need to delegate more or need to change how you act toward team members. • Organize an informal team get together. • Ask for feedback on your group work performance, explore how you felt as feedback was given and practice giving feedback to others. • For each team project, write down why the work is being done in a team. What are the benefits of the team approach? How can you affect those benefits?

  23. Teamwork – Level 2 Encourages and involves other team members – Solicits ideas and opinions to help form specific decisions or plans. Demonstrates that he or she genuinely values others' input and expertise and is willing to learn from others.  Positively influences the way the team works together. Relevant to all positions. • Speaks positively about the team. • Expresses positive expectations of team members (i.e. “You can do it!”). • Credits contributions within the team. • Knows the strengths and weaknesses of team members. • Make a point to recognize someone’s work at each meeting (this is not formal just a recognition, just a thank you or a compliment) • Make sure you verbally support the team decision once it is made, especially if you had voiced concerns about it. • At the beginning of a project, facilitate a discussion about the individual roles and responsibilities each team member has. Mention special talents and experiences that team members bring to the group. • Pay attention to your responses when others are sharing new ideas. How often do you congratulate them? How often do you point out shortfalls in their ideas? Make a conscious effort to look at the positives of each new idea or approach.

  24. Teamwork – Level 3 Facilitates effective outcomes – Facilitates and influences positive outcomes that focus on organizational goals. Balances self and team interests to meet collective goals. Relevant to all positions. • Solicits ideas and opinions from others to help form specific decisions or plans. • Genuinely values others’ input and expertise and is looking to learn from others. • Gives input; provides helpful advice. • Consistently supports team members. • Recognizes and acknowledges team members’ expertise and contribution to the team. • Encourages members of the group to contribute within their area of expertise. • After a team meeting where a decision has been made, evaluate your decision making style. Do you solicit others’ input enough? Look for ways that you can become more participative in your approach. • Develop and maintain a work plan for your team.

  25. Teamwork – Level 4 Resolves conflicts within the team –Recognizes conflicts that arise within the team and acts to bring these out into the open. Assists in mediating between team members to resolve conflicts. Relevant to all positions. • Acts to promote a friendly climate, group morale and cooperation within the team. • Protects and promotes group reputation with others. • Recognize signals that you or other team members are disagreeing e.g. closed body posture, withdrawing).  Ask open-ended questions to get to the real issue and work for a compromise. • Seek out a manager or co-worker who has effective conflict resolution skills and ask them to coach you or give you feedback. • Coach a team member on conflict resolution.  Allow time for role-playing and practice.

  26. Questions?