Competency Based System

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Content

Olympic
College of
Engineering &
Technology
CBM HR System Assignment

CONTENTS
Vision,

Page
Mission

&

No
Core 1

Competencies
Organization Structure

3

Roles

4

Competency Based Recruitment

12

Competency Based PMS

20

Competency Based T&D

28

Competency

Based

Development

1

Career 31

OLYMPIC COLLEGE OF ENGINEERING AND
TECHNOLOGY

Vision
To provide valuable resources to industry and society in pace with the
changing global scenario through excellence in technical education and
research.
Mission


To impart empirical instructional programs in higher technological
education.



To pertain in cutting edge research thereby providing additive
literature.



To

align

with

the

leading

academic

institutions,

government organizations through collaborative projects.


To nurture human intellectual skills to its zenith potential.

Core Competencies


Communication



Technological Competence



Critical Thinking and Problem Solving



Professional Competence



Teamwork



Leadership
2

industry

and

Organizational Structure
The organizational structure of OCET is unique for smooth functioning and
communication flow. The flat structure also helps in ensuring academic
freedom, inter disciplinary culture and exchange of knowledge

3

ROLES
i.

Principal

Job Description

4

The incumbent should possess the following.
1. Should have strong leadership abilities.
2. Should cop up with the vision of the Institution.
3. Should be compatible with the management.
4. Should have the record of transforming an Engineering college into an
institution of excellence and should dream to become a
renowned Director of national/International repute.
5. Should have the capacity to build a team and lead it.
6. Should be the first employee to reach and last to leave the college.
7. Should be able to encourage the teachers to give their best and retain the
best teachers.
8. Should have the ability to prevent and solve staff/student problems
dynamically.
9. Should have innovative thinking in teaching, research, projects leading to
registration of patent.
10. Should be able to periodically review and analyze every aspect of the
institution and take corrective action.
11. Should have strong liaising ability with the University, Government,
AICTE and Industries of repute.
13. Should be capable of getting grants for the institution.
14. Should be able to make the institution distinctly different to attract the
best of the students from the market for ensuring 100% admission.
15. Should involve himself in placement activities.
16. Should be able to manage a team of quality people to effectively
maintain the quality.

Competencies Required

5



Communication: the ability to read, write, speak, listen, and use
nonverbal skills effectively with different audiences.



Critical Thinking: the ability to think using analysis, synthesis,
evaluation, problem solving, judgment, and the creative process.



Personal Growth and Responsibility: the ability to understand and
manage self, to function effectively in social and professional
environments

and to

make reasoned

judgments

based on

an

understanding of the diversity of the community.


Information Technology and Quantitative Literacy: the ability to
locate, understand, evaluate, and synthesize, information and data in a
technological and data driven society

ii.

HOD

Job Description
- Performing the duties of Teacher (see Job Description of a Teacher) and
Head a Department for a particular subject or group of subjects
- Actively assisting the Head of School in ensuring the good professional
practice, standards, and quality of teaching and learning of subject/s through
proper dialogue with the class teachers and, under the direction of the
relative Education Officer, promotes a healthy process of reciprocal informal
observation of class teaching practices;
- Advising and contributing to curriculum development at school and system
level under the direction and guidance of the respective Education Officer;
- Co-coordinating the teaching and learning of the subject/s for which one is
responsible;

6

- Setting examination papers, coordinating marking schemes and moderating
examinations and assessment processes at one’s school as well as in other
schools;
- Ensuring timely and adequate provision of textbooks, materials, and
equipment required for the effective teaching of the subject across school’s
in the College;
- Ensuring that the maintenance and upkeep of equipment related to the
subject at school is regularly carried out;
- Preparing specifications and budgets for the requirements of the subject
specific teaching tools and equipment, including laboratory equipment;
- Mentoring other teachers in the subject/level of their specialty;
- Holding and leading regular departmental meetings and ensuring the
keeping of minutes;
- Encouraging participation in EU projects and other projects in accordance
with the SDP targets and as agreed with the Senior

Competencies required
Leadership Key Competency: As a leader, the department head is
responsible for helping to create a positive and effective work environment,
team building, communications, programming support and professional
development.
Administration Key Competency: As an administrator, the department
head is responsible for key roles related to hiring, orientation, performance
support, evaluation and budgeting.
Relationship Building Key Competency: As a relationship builder, the
department head is responsible for ensuring that political effectiveness,
7

positive working relationships and communication between the local office,
Cooperative Extension, and various partners occurs.

iii.

Admin Officer

Job Description
1. Oversees and administers the day-to-day activities of the office;
develops policies, procedures, and systems which ensure productive
and efficient office operation.
2. Provides assistance and support to the office principal in problem
solving, project planning and management, and development and
execution of stated goals and objectives.
3. Supervises the work of employees in supporting roles, including
assigning workload and monitoring employee performance.
4. Oversees and facilitates resources management and administration
procedures and documentation for the principal.
5. Performs research and analysis on specific issues, as required, and
independently prepares non-routine letters and/or reports, which may
be highly sensitive and confidential in nature.
6. Serves as the primary point of administrative contact and liaison with
other

offices,

individuals,

and

institutions

on

operational

and

programmatic matters concerning the Office.
7. Organizes and facilitates meetings, conferences, and other special
events; coordinates and attends committee meetings, and participates
in committee discussions, as appropriate.

8

8. Coordinates the disposition and/or resolution of individual problems
and disputes involving faculty, staff, students, and/or members of the
general public, as they arise.
9. Oversees the operation of office accounts, and plans and monitors
expenditures; as appropriate, develops and/or coordinates budgets for
the office and associated accounts.
10.

Provides and/or oversees provision of staff support to the office,

to include handling walk-up and phone interactions, maintaining
calendars

and

travel

arrangements,

screening,

analyzing,

and

responding to incoming correspondence, handling day-to-day problems
and situations, and provision of secretarial support.
11.

Provides assistance in the understanding and interpretation of

University policies and procedures, as appropriate, and ensures that
office operations are in compliance with policy provisions and
standards.
12.

Assists in the coordination, supervision, and completion of

special projects, as appropriate.
13.

Performs miscellaneous job-related duties as assigned.

Competencies Required
Basic Computing Skills – demonstrates the ability to use information
technology to receive and share information as an active member of the
organization and to accomplish position responsibilities successfully.
Interpersonal Relationships – thinks carefully about the likely effect on
others of one’s words, actions, appearance and mode of behavior. Maintains
stable performance and emotional control when faced with opposition,
pressure, hostility from others and/or stressful conditions.
9

Reliability - demonstrates a high level of dependability in all aspects of the
job. Integrity - acts in an honest and trustworthy manner based on personal
accountability and a moral conviction to do the right thing.
Accountability - demonstrates an understanding of the link between one’s
own job responsibilities and overall organizational goals and needs, and
performs one’s job with the broader goals in mind.

iv.

Placement Officer

Job Description
1. To organize work placements and support students in the work placement
process.
2. To organize and attend placement visits to monitor the progress of
students, and
deal effectively with any issues/concerns that arise.
3. To carry out Health & Safety assessments of work placement settings, and
to be
aware of the issues surrounding Health & Safety/Safeguarding within the
work place
environment.
4. Assist with briefing meetings on a group and individual basis with students
and
course leaders so that they understand the work placement process, the
level of
support available and are fully equipped to undertake a successful work
placement.
10

6. To assist in the distribution of relevant documentation to providers
concerning work
placement.
7. To assist in the development and maintenance of a database of
appropriate
employer and commercial/industrial links.
8. To assist with work placement correspondence and telephone enquiries
internally
and externally.
9. To help monitor the progress of work placement throughout the college in
liaison with
the Work Placement Co-coordinator.
10. To communicate effectively with the Work Placement Co-coordinator and
appropriate
team members.
11. To cover for the Work Placement Co-coordinator at appropriate HE/FE
meetings when
necessary.
12. Willing to undertake training where appropriate.

Competencies Required
• Able to take initiative
• Be flexible to the varied demands of the post
• Be able to work independently
11

• Ability to work with a wide range of personnel
• Be persuasive and diplomatic

v.

Professor

Job Description


Organize and implement an instructional program



Identify, choose and implement different teaching methods for all
students with various educational backgrounds



Transfer to student’s theoretical information, practical skills, methods
and techniques



Provide a positive and honest environment for students during class
hours



Use media equipment to sustain your course



Establish and maintain good relationships with the college staff,
students and their parents



Provoke students to organize debates



Stimulate analytical and rational thinking



Supervise student's projects



Examine and give students a feedback about their academic activity



Develop and implement a research strategy in a certain field



Participate and coordinate research activities



Write publications about your research activity

12



Sustain presentations at national and international conferences



Participate at college fairs



Write proposals or applications in order to receive funding or
accreditation



Handle student's problems



Act as tutor and offer them moral support



Counsel them concerning their educational development and career
choosing

Competencies Required


Excellent written and oral communication skills



Very good interpersonal skills



Intercultural competences



Professional appearance and presentation skills



Computer proficiency



Academic leadership



Problem solving capabilities



Highly organized and efficient in time management



Responsible and reliable



Excellent teaching skills



Willingness to assist and support students

13

Competency

Based

Recruitment

and

Selection
Introduction
This guide is designed to aid you in conducting competency based interviews
accurately, fairly and objectively.
1. What are competencies?
The

OCET

Competency

Framework

is

based

on

the

behaviors

and

characteristics exhibited by high performers. It supports the University’s
Strategic Plan and provides a common language for the behaviors and
approaches to work needed to deliver the Strategic Plan. The Framework
reflects behavior patterns which distinguish highly effective performance in a
role. There are nine behavioral competencies, split into three overarching
groups: Working with Others, Delivering Results and Focusing on the Future.
Each competency has a descriptor to give an overview of what it means.
Each of the overarching areas contains three competencies, each split into
four
levels of achievement.
2. Why use competencies for recruitment and selection?
Experience with a range of organizations shows that, when combined with an
assessment of knowledge and experience, using competencies improves
accuracy in assessing people’s suitability or potential for different jobs. They
help prevent interviewers and selectors from making hasty decisions or from
assessing interviewees on the basis of characteristics that are not relevant to
the job. They can be used to help structure the selection process - interview
and tests. Assessing a candidate against specific competencies clarifies their
strengths and weaknesses, making it easier to target any development that
may be needed should they be appointed.
14

The Matrix
It is important to strike a balance between assessing every possible criterion
on the Person Specification and the time and resources available for the
recruitment process. It is good practice to identify the key criteria needed to
carry out the role successfully and identify two possible areas of evidence to
assess the suitability of candidates against each criterion. The application
form or CV will outline previous experience and qualifications; the interview
and any other assessments will test for previous experience in relation to the
job role, knowledge, skills and competencies. It is good practice to complete
a matrix to identify which criteria will be assessed and how.

15

The following example is for the selection of a Librarian.

16

Competency Based Interviews
Familiarize yourself with the competencies to be assessed during the interview. The
definitions and positive behavioral indicators are available in the OCET Competency
Framework. Ensure you are familiar with questions in this guide and the suggested
probes. These questions are examples you will need to add in context to annotate the
question, you should develop further questions based on your expectations of the role.
You may want to consider adding further probes of your own.

Remember the questions are purely a tool to help you to elicit relevant information.
Therefore, it is more important that you probe deeply around the examples to
understand a candidate’s behavior and experience. Very often a candidate’s answer to
a question will give you some information but not enough to make an assessment of
the competency you are assessing. What is needed are probing questions to follow up
the initial question. The funnel below shows how this can work:

Tell me about

Give me an example of

When

Why

How

What did you

17

Evaluation
Once you have made the decision and given feedback to the candidates it is important to
evaluate the whole process without delay. There are always areas where improvements
can be made:

ƒ Start with the competencies – are they still relevant and did the behavioral
indicators help you to gather relevant evidence?
ƒ The advert – was the placement right? Look at the number of responses and
their quality
ƒ Did the sifting of application forms/CVs go well? If not, why not?
ƒ Did any psychometrics and tests / exercises provide the evidence you needed?
Were they too easy or too difficult?
ƒ The interview – did the questions work as well as intended? Do interviewers need
more training? Are further questions needed?

Finally, what did candidates (both successful and unsuccessful) think about the process?
Was it too time consuming? Were they given the opportunity to show what they are capable
of? What impression did they get of OCET? Would they apply again if another opportunity
arose?

18

19

20

Competency Based Interview Questions

21

Competency Based PMS
The success of any company depends on how well it is able to align the goals
and objectives of individual employees with the goals and objectives of the
organization. A company can strengthen the connection between its
strategic plan and the work the employees perform with a competencybased performance management system. The next step for competency
implementation at OCET is performance management. Competencies provide
the basis to identify performance gaps. Taking the lead from there,
competency benchmarks will be used to anchor the rating scale for the
multi-rater performance review process. These competency ratings will be
combined with ratings on the achievement of other business results and
goals.

22

OCET uses the SEEDS approach (Select – Expect – Evaluate – Develop Strategic) through its Competency-Based Performance Management System.
This methodical approach consists of competency-based interview questions,
competency expectations, performance evaluations, and aligned professional
development that supports our strategic plan objectives. As a result, OCET
has been able to take intentional steps towards supporting employees in
improving performance in targeted competencies areas. The College has
documented

improvements

in

performance,

increases

in

employee

engagement in professional development, and improved effectiveness of
professional development. This innovative and intentional process has
proven to support the faculty and staff in reaching higher performance,
thereby improving institutional effectiveness.
23

Recommended Steps for Replication
1. Institutional Commitment
Before starting the project to develop a competency-based performance
management system, having the College leadership’s agreement on the
need for the program as well as the support to commit resources of time,
personnel, and money is imperative.
Some specific considerations include:
 Based on the size and structure of the institution: Assess the
costs/benefits between the program in which you aspire versus the program
in which your institution needs and is capable of sustaining. Consider overall
return-on-investment. Determine which components of the performance
management system can be adopted and when.
 What financial resources are available to purchase and administer a
software solution for performance evaluations and for learning management?
 What is a realistic timeline to expect, taking into account other campuswide initiatives?
2. Identify Ownership
Although it is a cross-divisional effort, a department/division should be
identified to own and sustain the program. These types of programs are
often found in Human Resources. Consider incorporating the responsibilities
into one or more person’s job description. Developing and sustaining the
competency-based performance management system takes time. Having the
responsibilities

recognized

in

a

job

importance.

24

description(s)

communicates

its

Some specific considerations include:
 What department/division is most appropriate to lead the project and own
the long-term administration of the program?
 Does this department/division have the talent and personnel time to
commit to this project?
 Whose role would be most influenced by the program? Do they have the
skills to develop, implement, and sustain the program? Skills needed include:
organizational development, project management, consensus building,
software administration, and knowledge of human resources, specifically
performance management

3. Recruit a Cross-Divisional Task Force
Identify inviting and skilled leaders, staff, faculty, and administrators who
bring varied perspectives, are not afraid of change, are sensitive to the
institutional culture, and are passionately committed to the College. The
commitment for the Task Force could range from three months to two years,
depending on the breadth of responsibility. Task Forces only developing
competencies will likely require less time. Task Forces revising the
performance management tools (performance evaluations, performance
improvement plans, etc.) will likely require more time.
It is important to include several employees who are knowledgeable of
human resources, performance management, organizational development,
and perhaps have experience with competency-based systems. However, it
is equally important to include as many (or more) members who simply
represent the College community and have the talents to learn basics about
best practices in those areas as the project develops.
Some specific considerations include:

25

 Do the task force members identified have the time to commit to a
complex long-term project which is outside of their primary job duties?
 Before the Task Force first meets, define the breadth of their role. Is the
Task Force only responsible for creating competencies? Or are they also
involved in the development/revision of the performance evaluation process,
aligning the competencies with professional development, etc.?
 Consider if the Task Force could or should form sub-committees to support
their efforts.
 Define Leadership’s expectations of the Task Force to report on progress
(frequency, timeline, etc.).
 To prevent “scope creep” clarify the boundaries of what the Task Force is
not responsible for.

4. Communicate with Campus
Communicating regularly with faculty and staff about the project helps them
anticipate the changes and removes suspicions when they learn their
colleagues are on a special “Performance Management Task Force”. Assure
them that information will be provided as the project develops and they will
have opportunities to provide input via focus groups, etc.
Select one spokesperson for the communication to ensure one consistent
voice throughout the implementation process. This spokesperson is likely the
person identified to take ownership over the program and should be
available

to

employees

for

questions,

implementation.

Some specific considerations include:
26

and

support,

throughout

the

 Is your institutional culture prone to resist change? If so, approaching the
process with sensitivity will be important to ensure acceptance

5. Communicate Competencies and Professional Development with
Campus
Employees should be informed and trained on the new competencies prior to
or at the start of the new evaluation cycle. Ensure employees know which
role-based competencies apply to them, if appropriate. Explain that although
the new evaluation process is still being revised, the competencies will be
the basis for the evaluation. Be thoughtful and sensitive in delivery of this
communication - employees get nervous about performance evaluations.
Approach communications from the viewpoint that the process is being
improved to more effectively support the faculty/staff and their professional
development. Communicating regularly about each phase and the impact of
the phase, will help prepare the employees for a smoother integration.
Introduce training opportunities, tied to the competencies, to support the
employees in their professional development. Provide adequate training
opportunities for supervisors to support this process.
Some specific considerations include:
 Historically has your institution engaged in dismissals and non-renewals
frequently enough that employees may be concerned, or even paranoid, that
a new competency-based system could threaten their job security? If so,
consider taking extra steps to alleviate concerns such having open Q&A
sessions, adding more focus groups, and asking for volunteers to pilot the
new program. Approach the process with the mindset that “everyone is
learning this together”.

27

6. Evaluate and Revise the Performance Evaluation Form and
Process
The performance evaluation system is at the core of performance
management. The options for how to approach performance evaluations are
broad and should be unique to each institution. General sub-steps in this
process include:
1. A cross-divisional team (the Task Force or a Sub-Committee):
a. Solicit samples from other institutions and organizations.
b. Gather information on best practices.
c. Assess strengths and weaknesses of the former system.
d. Draft the content of the new form.
e. Draft steps in the new process.
2. A smaller project team (possibly includes Information Technology):
a. Review and select an online software solution to support the form and
process.
b. Implement the new form and process via the software. (Note: New
software implementations may take 12-24 weeks to complete.)
c. Pilot the new process/form or gather feedback from focus groups and
revise prior to implementing across campus
Some specific considerations include:
 When defining the performance evaluation process, how many supervisors
should be included in the evaluation?

28

 What topics should be discussed between employee/supervisor during the
evaluation? For example: credentials, professional development, career
aspirations, challenges to their role, updates to job description, etc.
 When selecting a performance management system, what reporting
capabilities will you require from the new system? What metrics will need to
be in the reports?
 What should the Information Technology’s involvement be in the
implementation process?
 Who will administer the new software? Information Technology? Human
Resources?
 How will the data integrity of your core system College Information
System impact the integration with the new system?
 Depending on size of college, software system needs to be flexible,
simple, and sustainable.

7. Communicate & Train on the New Performance Evaluation System
Keep employees informed of the development of the new performance
evaluation system. Once available, offer extensive training face-to-face,
online tutorials, and via open labs. Employees will be nervous about the new
content and process. Provide a wide range of trainings and reference tools
(FAQs, guides, etc.) to support the employees through the process.
Reiterate that this is a learning process for everyone, including leadership.
Although poor performance will not be ignored, everyone (including
supervisors) are encouraged to be flexible throughout the process (relax
deadlines on the completion of the forms, exercise patience with one
another, etc.).
Some specific considerations include:
29



How

comfortable

is

the

College

community

with

software-based

applications? What challenges has the College faced when implementing
similar software systems in the past?
 Do the employees prefer face-to-face or online training or both? What
resources are needed to ensure a breadth of training options are made
available?
 Do all of your employees have easy computer access (consider
Groundskeepers, Security, Custodial Staff)? If not, consider open computer
labs with technical support to help them through the process.

8. Get Feedback
After the first performance evaluation cycle listen to your employees. Hold
focus groups, conduct surveys, and solicit feedback. The program will gain
more support and credibility when faculty and staff are involved in the
process and see their opinions are being incorporated in steps to
continuously improve.
Evaluate feedback from an organizational perspective – what may seem to
be a great idea for improvement for one area of the college could negatively
impact another. Some feedback may simply indicate updates to the campus
training on the evaluation process is needed rather than changing the
evaluation process itself.
Some specific considerations include:
 Consider the most effective method for gaining feedback at your
institution. In some cultures, focus groups are effective whereas in other
cultures surveys are more appropriate.

30

 Invite key stakeholders to the feedback process – including your greatest
cheerleaders and your strongest cynics.

9.

Evaluate

and

Revise

Other

Performance

Management

Components
The competencies serve as the basis for all other performance management
tools. Once the professional development and performance evaluations are
aligned

with

the

competencies,

all

other

performance

management

components should be evaluated. Things to consider may include:
o Job descriptions
o Employment screening criteria
o Coaching underperforming employee documents
o Career planning/Succession planning
o Strategic Plan & Objectives

Some specific considerations include:
 Should this task be part of the Task Force? A set of sub-committees from
the Task Force? Or handled via the department/division that owns the new
program?
 After key changes and implementations, consider gathering feedback via
focus groups and surveys to continuously improve

Competency Based Training & Development
31

The education and training function was another area in which to leverage
competency-based strategy. The implementation process began with an
analysis to identify competency gaps. The result of the gap-analysis exercise
was to identify competencies that current incumbents needed to improve.
For training and education purposes, competencies were divided into three
broad categories: fundamental competencies (essential competencies that
all employees share across the board), core competencies (functional
competencies that help perform the current job effectively), and visionary
competencies (competencies that prepare an individual for the next level or
future job). Various sets of online and in-house competency-based programs
were designed. Specific emphasis was placed on training evaluation by
developing training transfer and performance impact assessment systems.

32

Step 1: Identify your Professional Development Strategy Team
Step 2: Identify the Scope of the Professional Development Strategy
Step 3: Identify Professional Development Approaches

33

Professional training and development approaches include:
Classroom Training
Web based Training
On the job development tips
Mentoring programs

34

Step 4: Identify Professional Development Resources
Step 5: Communicate the Importance and Availability of Learning
Opportunities

Competency Based Career Development

Here, the competencies were used to identify the long-range potential of
employees. OECT believes that high-caliber and high-potential employees
who consistently exhibit effective leadership competencies will progress in
satisfying career paths. This process will be validated and closely monitored
against business results and performance evaluations, while competencybased training and education functions allow employees to enhance their
leadership competencies. Formal competency-based training programs will
be designed and conducted via classroom-based learning, computer and
interactive video-assisted training, to e-learning. The aim of this initiative is
to provide creative, convenient, and technologically advanced learning
opportunities to employees to support them in their career development

35

Basic:
• Identify individual training needs and request training opportunities for
self and assigned staff.
• Understand the basics of supervision, leadership, performance planning,
and evaluation of personnel.
Intermediate:
• Seek out opportunities to expand personal professional knowledge, e.g.,
serve on committees of professional associations, attend and present at
conferences, and explore advanced formal education opportunities.
• Seek opportunities to add to supervisory responsibilities.
• Provide mentoring and guidance to enhance staff performance.
Advanced:
• Demonstrate comprehensive understanding of and leadership in the
appropriate training of staff.


Ensure

that

staff

are

mentored

development.
36

to

enhance

their

professional

• Ensure the supervision and evaluation is in accordance with career
center, division, and institutional policies and procedures.

37

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