Embedded Files
Objectives
Objectives
This component focuses on improving officials' capacity by understanding existing competency levels and tailoring capacity-building and performance management interventions to an MDO's specific needs. The O-KR-KPIs defined under the goal-alignment component serve as the foundation for identifying and building the required competencies for officials to perform effectively.Β
By integrating existing and new data systems, this pathway also enables the tracking of acquired competencies as outlined in competency-building plans. This data on competency gaps and growth can help inform performance management decisions. Β
Outputs
Outputs
A competency map of each position within the program to understand capacity requirements for officials
Assessment infrastructure to evaluate how well officials meet these competency requirements
A team-level capacity-building plan based on competency assessment results
Outcomes
Outcomes
Improved role clarity among departmental officials
Targeted capacity building to fill identified and relevant competency gaps through well-designed policies and systems of support (e.g. mentorship and targeted learning opportunities)Β
Preparation for ImplementationΒ
Preparation for ImplementationΒ
Design GO-HRM advocacy and change management:
Budget approval for GO-HRM implementation
Office orders and associated documentation for critical process changes
Institute progress review protocols and appoint nodal officer(s) to anchor the implementation process
Institute teams and committees to oversee implementation:
Executive committee: responsible for key decisions and progress review
Management committee (if required): responsible for coordinating change management and program implementation
Learning and development team (can be externally contracted based on departmental resources): responsible for conducting activities required for this track, including competency mapping, assessment design and administration, task mapping, and the development of capacity building plans.
Steps in ImplementationΒ
Steps in ImplementationΒ
The section below describes the steps for achieving the outputs and outcomes associated with the learning and development component of GO-HRM and creating linkages with broader performance management considerations of a ministry, department, or organization.
Step 1: Map roles, activities, and competencies for positions
Step 1: Map roles, activities, and competencies for positions
Linking goals to competencies
Overview:
Overview:
This step focuses on defining the key competencies required for each position within an organization. This process begins by mapping out the roles and activities associated with each position.
Position: The place where an individual is located in an organization, responsible for specific roles and activities.
Roles: A set of related activities that are sequential and aimed at achieving a particular objective or milestone.
Activities: Distinct actions taken to contribute towards the objective or milestone.
Competencies can be defined as a combination of Attitudes, Skills, and Knowledge that enable an individual to perform a task or activity successfully in a given job.Β
By examining the positions, roles and activities, we can determine the competencies required for individuals to perform effectively in their positions.
This document π provides a step-by-step guide for mapping competencies for select positions within the scheme/program.
π Resources and Tools πΒ
π Resources and Tools πΒ
Step 2: Assess officials on the competencies required for their positions
Step 2: Assess officials on the competencies required for their positions
Overview:
Overview:
This step focuses on assessing officials to gauge their existing level of competencies against the identified set of required competencies.Β
Competency assessments will allow leadership to understand the extent to which department officials possess the competencies they need to perform their tasks and best target capacity-building interventions.Β
These assessments measure competencies by testing the officials' attitudes, knowledge, and skills. They should be conducted at regular intervals so that the department can track the competencies of its officials, direct resources towards competency development, and understand the competency growth from training programs. Officials' assessment scores can be recorded on a tracker or passbook and linked to their service record and/or the e-HRMS.
This document π provides a step-by-step guide to assess officials on the competencies required for their positions.
π Resources and Tools πΒ
π Resources and Tools πΒ
Step 3: Create a Capacity-Building Plan for teams
Step 3: Create a Capacity-Building Plan for teams
Overview:
Overview:
This step focuses on curating a capacity-building plan or Competency Passbook based on A) competency requirements identified under step 1 and B) an assessment of the existing level of competencies under step 2.Β
A Capacity Building Plan (CBP) or Competency Passbook outlines the key learning and development achievements and needs within a given team and lays out an approach based on specific capacity-building interventions that officials can undertake to develop their capacity.
A CBP or Passbook may also be aggregated for an overview of competency needs at the team and department levels to guide the departmental resource curation and development process.Β
This document π provides a step-by-step guide for creating a Capacity-Building Plan for teams.
π Resources and Tools πΒ
π Resources and Tools πΒ
Step 4: Tailor learning and training based on required competencies
Step 4: Tailor learning and training based on required competencies
Overview:
Overview:
Once competencies have been mapped and officials have been assessed on these competencies, the next step is to develop or curate courses or in-person training that enable officials to build their competencies where needed. A competency-aligned training system enables departments to provide officials with targeted resources to build the competencies required for their positions and increase their capacity to perform departmental functions.Β
Training can be provided online or offline, and end-of-course assessments must be conducted to determine the extent to which the courses have improved the knowledge and skills of the officials who take them.Β
This document π provides a step-by-step guide for mapping courses with required competencies.
π Resources and Tools πΒ
π Resources and Tools πΒ
Step 5: Build a dashboard to track competency gaps and growth of officialsΒ
Step 5: Build a dashboard to track competency gaps and growth of officialsΒ
Β Steps 5 & 6 include activities from the Performance Management component to link learning & development with performance management decisions and practices
Overview:
Overview:
A dashboard can help to consolidate the various forms of data being used to track capacity and performance at the official, team, and department levels for the scheme/program of interest.Β
Data visualizations on the dashboard can support leadership in monitoring performance, troubleshooting, and understanding the impact of specific performance management interventions.
This document π provides a step-by-step guide for building a performance dashboard that links indicators and enables the assessment of officials with respect to their competency growth.
π Resources and Tools πΒ
π Resources and Tools πΒ
Step 6: Use competency data for performance improvement and decisionsΒ
Step 6: Use competency data for performance improvement and decisionsΒ
Overview:
Overview:
Once the above steps are implemented and the dashboard and data systems are in place, they can be utilized to drive performance improvements. Specifically, the data generated from these systems can inform performance management decisions for targeted support, postings, promotions, and transfers and help the leadership plan and manage human resources more effectively.Β
This document π provides a step-by-step guide for mapping courses with required competencies.Β
π Resources and Tools πΒ
π Resources and Tools πΒ
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