COMPETENCY GUIDE
COMPETENCY GUIDEFOR CHRP AND CIRC
THREE KEY COMPONENTS THAT WORK TOGETHER SYNERGISTICALLY :AL FIELDS OF COMNOPETIENESSFCYORPHEALTH ANDORGANIZATIONALRELATIONSHIPSANALYSISAND SYNTHESISTEAMWORKINTEGRATED TALENTMANAGEMENTONMPR AKO INCE GSSINN SPEEDOVATI L ST ION TYPERUCTUREROCTSE-2-GEGUATOTAL COMPENSATIONAND MOBILITYLANCOMPREHENSIVEVISIONMFO TEAZE RSI R/IHION TYPEBUSINESSACUMENORTERRITO GANIZATION’SRY OFACTIVITYBUTHE SINEOR SS UGANNIZ ITS INOATIRGONM ANAR IZKE ATT P IOHA N’SSEURGY IN YOTECHNOLO NAL ROLEPROFESSIOREGULATSTAFFINGIONMPETITLEVEL OF CORR/IS H ALLE A SSIONORFEPROCOMPETENCYDEVELOPMENT ANDSUCCESSION PLANNINGEENCRESNPNORGANIZATIONALDEVELOPMENTETIV SEC NTLL MECO REEAGOUNITECHNOLOIN ORGA GYNIZATIONINFLUENCEGUIDANCESUSDE TAINVELAOP BLEMENTAGOR E ONSMEDIAREEXPOSUSTRATEGICDEVELOPMENTOF ALHEALTH, SAFETYAND LEARNINGRELATIONALINTELLIGENCECISOHO VELYC LEPS SKRIDIGITALLITERACYOF PRACTNTEXTICECOSIO ZE ORG FANIZATIOAL COMPETENCNERIESEG
TABLE OF CONTENTSSTRATEGIC DEVELOPMENT OF ORGANIZATIONS — 2930 — ORGANIZATIONAL DEVELOPMENT31 — INNOVATION32 — TECHNOLOGYTHREE KEY COMPONENTS — 2PRESENTATION — 45 — DEFINITION OF “COMPETENCY”6 — MULTI-LEVEL STRUCTURECONTEXT OF PRACTICE — 3334 — SIZE OF ORGANIZATION34 — AGE OF ORGANIZATION35 — ORGANIZATION TYPE/LEGAL STRUCTURE35 — REGULATION TYPE36 — LANGUAGE36 — SECTOR37 — ORGANIZATION’S MARKET PHASE37 — NUMBER OF BUSINESS UNITS IN THE ORGANIZATION38 — ORGANIZATION’S TERRITORY OF ACTIVITY38 — LEVEL OF COMPETITION39 — UNION PRESENCE39 — COLLECTIVE AGREEMENTS40 — DECISION-MAKING PROCESS40 — SPEED OF INNOVATION41 — INFLUENCE OF EXTERNAL POLICY ON ORGANIZATION41 — MEDIA EXPOSURE42 — OHS RISK LEVEL42 — PSYCHOSOCIAL RISK LEVEL43 — DIVERSITY (ORIGIN, CULTURE, GENDER, AGE, DISABILITY)43 — CONCERN FOR SUSTAINABLE DEVELOPMENT44 — PRESENCE OF TECHNOLOGY IN ORGANIZATION44 — PRESENCE OF TECHNOLOGY IN YOUR PROFESSIONAL ROLE45 — YOUR ROLE ASHR/IR PROFESSIONAL45 — SIZE OF HR/IR TEAMGENERAL COMPETENCIES — 78 — ETHICS9 — AGILITY10 — GUIDANCE11 — BUSINESS ACUMEN12 — COMPREHENSIVE VISION13 — INFLUENCE14 — PROJECT MANAGEMENT15 — ANALYSIS AND SYNTHESIS16 — COMMUNICATION17 — RELATIONAL INTELLIGENCE18 — DIGITAL LITERACY19 — CONTINUOUS LEARNINGPROFESSIONAL FIELDS OF COMPETENCY — 20HEALTH AND ORGANIZATIONAL RELATIONSHIPS — 2122 — OCCUPATIONAL HEALTH, SAFETY AND WELLNESS23 — LABOUR RELATIONS24 — TEAMWORKINTEGRATED TALENT MANAGEMENT — 2526 — STAFFING27 — TOTAL COMPENSATION AND MOBILITY28 — COMPETENCY DEVELOPMENTAND SUCCESSION PLANNINGACKNOWLEDGEMENTS — 46-3-
COMPETENCY GUIDEFOR CHRP AND CIRCCo-created with current and potential users of the Guide, it provides a definitionof the HR/IR profession that is both grounded in reality and open to the future.The objective of the Guide is to redefine the HR/IR profession today and in thefuture through competencies, in the context of organizational transformation.The Guide is divided into three major sections, which work in synergy: General competencies Professional fields of competency (grouped in families) Context of practiceIn order to reflect ongoing professional development, a situation-specific scalewith five levels of proficiency has been prepared for each of the general competencies and each of the professional fields of competency.-4-
CONTEXTThe Competency Guide is based on a clear definition of theconcept of competency, drawn from Boudreault (2002), whodescribes it as “knowing how to act,” which is at the interfaceof knowledge, know-how, and soft skills, and is embodied in agiven context that may vary.LEDGEABLEDEFINITION OF“COMPETENCY”KNOWLEDGEKNOWSOFT SKILLSCOMPETENTEThere are also the assumptions that a competency must beobservable, is complex, and that individuals can develop itthroughout life, to the point of excelling in it. The illustration onthe following page presents the definition that has become thetheoretical framework on which the revised Guide is based.ETIVRAOPEFFECCONTEXTECONTEXTKNOW-HOW-5-TIV
MULTI-LEVEL STRUCTUREIn order to reflect ongoing professional development, a situation-specific scale with five levels of proficiency has been prepared for each ofthe general competencies and each of the professional fields of competency.It is essential to understand that professionals with a higher level for a competency are not necessarily more competent than other professionals at a lower level. Professionals are considered to be competent regardless of level (1 to 5).Professionals have the option to progress to a higher level if they are able to act independently in increasingly complex situations. The levelsare defined as follows :LEVEL 1 : Assess your environment in order to act independently in simple situations and identify a competent resource to act in complexsituations.LEVEL 2 : Act independently in simple situations and with assistance in more complex situations.LEVEL 3 : Act independently or in collaborative mode in complex situations.LEVEL 4 : Act as a resource and take part in the development of other professionals.LEVEL 5 : Improve the field.135FOR THE SAKE OF CLARITY AND TO AVOID REDUNDANCY, LEVELS 1, 3, AND 5 HAVE BEEN EXPLAINEDIN THE GUIDE IN THE SECTION THAT ADDRESSES “KNOWING HOW TO ACT.”-6-
GENERALCOMPETENCIESThere are 12 general competencies, which complement one another and areconsidered essential for adapting to a series of complex situations like thoseencountered in professional practice. These competencies help define what isexpected of a certified professional. When they are deployed in combinationwith any of the professional fields of competency, it is possible to assess thecompetence of a certified human resources professional or certified industrialrelations counsellor.-7-
ETHICSGeneral CompetenciesETHICSDisplay exemplary behaviour in accordance with laws, formal and informal standards, and social codes.Help to develop, support, and change behaviours, policies, and rules in line with work ethics.LEVEL 1 Comply with formal and informal laws andstandards as well as social codes that applyto the workplace. Distinguish between ethical and unethicalbehaviours. Identify situations that call for action. Comply with all ethical obligations, such asprofessional secrecy and the confidentialityand integrity of information. Have the courage to act and report anyidentified situations or behaviours deemedunethical. Take full responsibility for your decisions. Recognize when a situation requires thesupport of professionals with a higher levelof competency and seek their assistance.-8-LEVEL 3 Apply labour laws, collective agreements,case law, and corporate policy by identifyingsituations that may present an ethical issue. Identify risks of harm, including conflicts ofinterest, to the individuals involved. Establish and maintain the decision-makingframework, while safeguarding the relationship of trust with stakeholders at all times. Implement an approach or system to managesituations that may be ethically challenging. Exercise proper judgment during ethicallycomplex or ambiguous situations. Handle and ensure all personnel handlespersonal, professional, and corporate datain an appropriate and compliant manner.LEVEL 5 Develop new models or conceptualframeworks for work ethics. Design new professional ethics compliancetools. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Take action to help the labour market andsociety as a whole progress in terms of ethics. Communicate developments in ethics(outside of the organization).
AGILITYGeneral CompetenciesAGILITYCapability to progress in an ambiguous, complex, and constantly changing environment.Foster adaptation and value creation through improvement loops by adjusting to context, people, and developments.LEVEL 1 Show open-mindedness with regard toproposed or implemented changes. Understand your environment as an evolvingsystem. Demonstrate flexibility when faced withuncertainty or ambiguity. Consider unexpected events and problemsas opportunities for value creation. Recognize changes in the environmentrequiring actions that exceed your capabilities and seek help. Complete your work even in ambiguoussituations.-9-LEVEL 3 Ask relevant and constructive questionsin order to better grasp the elements of acomplex situation. Collaborate with others with an eye onobjectives. Propose flexible and scalable solutionsconsidering stakeholders as well as thecurrent context and how it is likely to change. Implement concrete actions to handlecomplex situations and adjust based onresults. Guide peers through complex situations tohelp them to improve their own agility.LEVEL 5 Develop new models or conceptualframeworks related to agility in an organizational context. Design new tools to increase agility incomplex situations. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in agility(outside of the organization).
GUIDANCEGeneral CompetenciesGUIDANCEHelp individuals, teams, or organizations find and implement concrete solutions that suit the context.Help solve problems or meet objectives.LEVEL 1 When a problem arises, analyze the needsand context of the individuals involved forbetter understanding. Establish relationships based on trust andcollaboration with internal and externalclients. Ask questions to help internal and externalclients come up with solutions on their own. Identify the best approach(es) to meet internal and external client needs. Propose ideas and examples based on yourlevel of expertise and knowledge. Recognize when a situation requires thesupport of professionals with a higher levelof competency and seek their assistance.- 10 -LEVEL 3 Obtain all the information needed forin-depth understanding of a situation beforeintervening. Help internal and external clients establishobjectives, identify and assess potential solutions, implement action plans, and evaluateresults in terms of objectives. Use your expertise to help internal andexternal clients by proposing solutions andformulating recommendations. Adopt an approach that favours the accountability and independence of internal andexternal clients.LEVEL 5 Develop new models or conceptualframeworks for advice and guidance in thework context. Design new tools to better guide individuals,teams, and organizations. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in guidance(outside of the organization).
BUSINESS ACUMENGeneral Competencies- 11 -BUSINESS ACUMENAbility to identify opportunities and strategies that create value and to implement them in order to benefit the organization, workers, and society.LEVEL 1 Understand the economic, financial, marketing, human, and organizational challenges ofan action or a project. Master the general economic, financial,and marketing terms and concepts of anorganization. Detect value-generating business opportunities when they arise, to drive corporatesuccess. Communicate opportunities to the designated authorities within the organization. Maintain existing business relationships andpartnerships. Consult an internal or external resource toseek help in uncertain situations that exceedyour capabilities.LEVEL 3 Analyze the organization’s financial statements to draw conclusions and alignstrategies accordingly. Develop performance indicators andmetrics. Analyze performance indicators and metricsto draw conclusions. Pinpoint opportunities that may have a positive economic impact for the organizationand take steps to seize them. Present a project on the basis of a businesscase and using economic, financial, marketing, and human resources data. Create new business relationships andpartnerships that may have a positive impacton the organization.LEVEL 5 Develop new models or conceptualframeworks related to business acumen. Design new tools to develop businessacumen. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in businessacumen (outside of the organization).
COMPREHENSIVE VISIONGeneral Competencies- 12 -COMPREHENSIVE VISIONAbility to have an overview of the organizational context, both internal and external, at the local, regional, and international levels.Identify issues and opportunities in order to be proactive.LEVEL 1 Decipher the organization’s challengesand positioning in its environment, consulting internal and external resources whennecessary. Be aware of changes and developments thatcan affect the organization. Review the organization’s external and internal environment continuously to identifypotential risks, opportunities, and threats. Consult an internal or external resourcein uncertain situations that exceed yourcapabilities.LEVEL 3 Implement the appropriate means to gaingreater understanding of internal and externalfactors that influence the organization. Anticipate changes and developments thatmight have an impact on the organization. Take action on internal and external challenges and opportunities in line with theorganization’s strategies, vision, and businessobjectives.LEVEL 5 Develop new models or conceptualframeworks related to comprehensive vision. Design new tools to develop a comprehensive vision. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in comprehensive vision (outside of the organization).
INFLUENCEGeneral CompetenciesINFLUENCEAbility to pinpoint resources that can be used to effectively increase power to act.Aptitude for inspiring confidence and directing people toward a shared goal.LEVEL 1 Act as an example for others in order to establish credibility. Identify key players in the environment andcreate alliances to increase influence. Develop relationships with strategic allies. Recognize when the limit of your capacity toact has been reached and consult internal orexternal support resources.- 13 -LEVEL 3 Listen to others and understand and adaptto their perceptions and motivations. Develop a well-grounded case outlining allthe possible consequences of planned orimplemented actions. Anticipate obstacles by interpreting powerdynamics. Get key players on board to boost persuasionpower and meet objectives. Act as a model and inspire others to followyour example.LEVEL 5 Develop new models or conceptualframeworks related to the ability to influence. Design new tools to develop influencingskills. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments relatedto the ability to influence (outside of theorganization).
PROJECT MANAGEMENTGeneral Competencies- 14 -PROJECT MANAGEMENTAbility to organize work, manage your own and others’ time, and establish priorities.Ability to structure tasks so as to be as efficient as possible and meet deadlines.LEVEL 1 Identify objectives and expected outcomesbefore starting a project and speak to theright people to determine these expectedoutcomes. Work in a structured and methodical way bydrawing up an individual work plan. Organize workflow using time managementtools (e.g., priority grids, lists) with a view torespecting timelines and objectives. Consider the length, urgency, importance,and complexity of tasks, and establish anorder of priority. Make every effort, from beginning to end,and persevere despite the obstacles in orderto complete important projects.LEVEL 3 Develop a collective work plan with all thesteps to be taken. Plan the necessary resources to carry out theproject. Communicate expected outcomes to coworkers to help them meet the objectives of agroup project. Follow up regularly to ensure the smoothoperation of the group project. Anticipate potential obstacles to various tasksand allocate more time, taking into accountunforeseen circumstances. Make sure all project stakeholders are collaborating in the best possible way.LEVEL 5 Develop new models or conceptualframeworks for project management. Design new tools for more effective projectmanagement. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in projectmanagement (outside of the organization).
ANALYSIS AND SYNTHESISGeneral Competencies- 15 -ANALYSIS AND SYNTHESISAbility to use all available information to understand a situation from all angles.Ability to identify all aspects of a problem and combine them into a cohesive whole.LEVEL 1 Collect information from various sources indifferent ways. Make connections between the dataobtained to form an overall view of a situation. Become acquainted with the informationavailable, organize it, and reformulate it in aconcise manner without altering it. Distinguish between important informationand secondary information. Consult an internal or external resourceto seek help in situations that exceed yourcapabilities.LEVEL 3 Assess facts and data to identify trends andmake recommendations or decisions. Consider all aspects of a situation and anticipate the impacts in the medium and longterm. Map the information collected to facilitateunderstanding. Devise strategies from the data obtained. Consider new information to be consideredin the analysis of the situation. Deepen coworkers’ reflection by pointingout issues they had not considered. Propose indicators that could improve situation analysis.LEVEL 5 Develop new models or conceptualframeworks for information analysis andsynthesis. Design new tools for information analysis andsynthesis. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in information analysis and synthesis (outside of theorganization).
COMMUNICATIONGeneral CompetenciesCOMMUNICATIONCapacity to convey information and adapt wording based on context and audience, while arousing interest and enthusiasm.Capacity to write so as to be understood.LEVEL 1 Speak in a clear, consistent, concise, andfactual manner. Write following grammatical rules. Use communication strategies adapted to theaudience. Draft communications succinctly and clearlyto highlight important information. Recognize when a situation requires thesupport of professionals with a higher levelof competency and seek their assistance.- 16 -LEVEL 3 Spur interest by choosing varied and adaptedwords. Speak with enthusiasm to capture theaudience’s attention. Show ease and confidence when makingpresentations. Confirm audience understanding wherecontext allows.LEVEL 5 Develop new models or conceptualframeworks related to communication. Design new tools for more effective communication of relevant information. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in communication (outside of the organization).
RELATIONAL INTELLIGENCEGeneral Competencies- 17 -RELATIONAL INTELLIGENCEAptitude for forging relationships and establishing meaningful connections with people.Ability to recognize, understand, and control your own emotions and to deal with those of others.LEVEL 1 Listen to people, take the time to understandwhat they are saying, and try to determine theemotions they are feeling. Demonstrate open-mindedness and respectwhen interacting with others. Understand your own strengths and limits. Be able to identify your emotions and whatcauses them. Control reactions to avoid negative impactson others. Distinguish between acceptable and unacceptable behaviour. Express emotions andadapt behaviour to each situation.LEVEL 3 Be objective and put things into perspectiveto find solutions. Collect feedback and receive it with a positive and humble attitude. Stay effective and make sound decisions instressful or emotion-ridden situations. Show courage and do not avoid difficultsituations. Recognize mistakes and accept responsibilityfor your actions. Ask questions that will make others think andhelp them identify their emotions. Behave tactfully and provide feedbackconstructively by choosing the right time.LEVEL 5 Develop new models or conceptualframeworks for emotional intelligence. Design new tools that encourage the development of emotional intelligence. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in emotionalintelligence (outside of the organization).
DIGITAL LITERACYGeneral CompetenciesDIGITAL LITERACYAbility to understand and use computer and technological tools at work to support your practice and organizational processes.LEVEL 1 Use common workplace computer and digital tools. Consult external help when necessary toperform certain complex IT tasks. Comply with copyright and licensingrestrictions. Respect IT security and ensure data integrity.- 18 -LEVEL 3 Stay on top of new ideas and trends in technology to benefit your professional practice. Propose new tools to improve the effectiveness of your professional practice andorganizational processes. Be able to determine when a technological tool, practice, or policy has becomeobsolete. Help change technology policy within theorganization.LEVEL 5 Develop new models or conceptualframeworks for workplace technology. Take part in designing new IT tools to facilitate the organization’s work. Contribute to changing workplace technology policy. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in workplacetechnology (outside of the organization).
CONTINUOUS LEARNINGGeneral Competencies- 19 -CONTINUOUS LEARNINGEvaluate your professional practice so as to continuously develop, both professionally and personally.Demonstrate your willingness to learn new things with interest and motivation.LEVEL 1 Stay informed on current practices and newdevelopments in the profession. Apply lessons learned. Take part in projects to further your professional development. Identify opportunities to develop skills andknowledge. Improve your practice and knowledge byadopting training objectives. Actively solicit feedback from coworkers toidentify avenues for development.LEVEL 3 Analyze challenges and difficulties to findopportunities for learning and improvement. Identify the causes of mistakes to not repeatthem. Identify what leads to success so as to repeatthe same behaviour. Develop and test new practices regardlessof the risk of errors.LEVEL 5 Develop new models or conceptualframeworks related to continuous learning. Design new tools for continuous development and learning. Demonstrate innovation in competencydevelopment and knowledge transfermethods. Communicate developments in continuouslearning (outside of the organization).
PROFESSIONAL FIELDSOF COMPETENCYThe increasing flux and complexity of today’s working world is driving thepractice toward ever-greater decompartmentalization across the fields ofcompetency that define the profession. Accordingly, the Guide proposesa systemic and inclusive vision now organized by professional fields ofcompetency. Restating the profession’s “traditional” fields of expertise, theyare grouped into three main families for a simple, complete, and evocativedefinition of the HR/IR practice.HEALTH AND ORGANIZATIONAL RELATIONSHIPS Occupational health, safety and wellness Labour relations TeamworkINTEGRATED TALENT MANAGEMENT Staffing Total compensation and mobility Competency development and succession planningSTRATEGIC DEVELOPMENT OF ORGANIZATIONS Organizational development Innovation Technology- 20 -
HEALTH AND ORGANIZATIONALRELATIONSHIPS- 21 -
OCCUPATIONAL HEALTH,SAFETY AND WELLNESSHealth and Organizational relationships- 22 -OCCUPATIONAL HEALTH, SAFETY AND WELLNESSProvide a safe work environment, both physically and mentally.Aim for a balance between organizational productivity and the well-being (individual and collective) of workers.LEVEL 1 Uphold and promote laws, public policies, andbest practices in health, safety, and wellness. Stay current on new developments in health,safety, and wellness. Introduce recognized approaches to health,safety, and wellness. Communicate laws and best practices inhealth, safety, and wellness and make allemployees aware of the importance ofcomplying with them. Help improve your organization’s health,safety, and wellness processes, practices, andpolicies. Take part in finding and selecting partnersfor the development of competencies, certification, or management of health, safety,and wellness matters (e.g., prevention mutualgroup, health expert, etc.). Consult the right resource for situations thatcall for a higher level of competency andexpertise.LEVEL 3 Implement policies to rally employees and encourage compliancewith occupational health, safety, and wellness standards. Analyze the current situation, identify risks, and propose corrective measures to implement health, safety, and wellness bestpractices in your organization. Regularly update programs, policies, practices, training, tools,and action plans for : Prevention of accidents and occupational diseases Disability and claims management Crisis management and implementation of emergency measures Mitigation of mental health risks Promotion of social responsibility Balance between work life and personal life Protection of the environment Evaluate compensation and financing plans to ensure soundgovernance. Oversee finding and selecting partners for the development ofcompetencies, certification, or the management of health, safety,and wellness matters (e.g., prevention mutual group, healthexpert, trainer). Share best practices and developments in health, safety, andwell-being within the organization.LEVEL 5 Design innovative tools forhealth, safety, and well-being. Develop new models andc o n c e p t u a l f ra m ew o r k srelated to workplace health,safety, and well-being. Spearhead innovation incompetency developmentand ensure health, safety,and well-being knowledge istransferred. Take action to help the labourmarket and society as a wholeprogress in terms of the health,safety, and well-being of individuals in the workplace. Communicate developments in health, safety, andwell-being (outside of theorganization).
LABOUR RELATIONSHealth and Organizational relationships- 23 -LABOUR RELATIONSEstablish, negotiate, and manage individual and collective employment contracts and agreements, ensuring compliance with applicable legislation.Represent parties before the relevant administrative bodies.LEVEL 1 Uphold and promote laws, public policies,and best practices in labour relations. Stay current on new developments in labourrelations. Collect information on similar organizationalsettings in order to make comparisons anddraw conclusions. Introduce recognized approaches to labourrelations. Promote laws and best practices applicableto the organization. Communicate labour relations laws and bestpractices. Help improve your organization’s labour relations processes, practices, and policies. Consult the right resource for situations thatcall for a higher level of competency andexpertise.LEVEL 3 Analyze and understand the legal context,including laws, regulations, case law, andpublic policy, in terms of labour relations. Analyze and understand the organizationalcontext, such as contracts and agreements(collective agreements, individual contracts,etc.), work environment (e.g., state of labour–management relations), and organizationalpractices (e.g., grievances). Develop strategies and cases to meet theobjectives of the represented party. Negotiate and make changes to individualor collective employment contracts in closecollaboration with stakeholders. Determine applicability of elements basedon context (evidence, facts, witnesses, jurisprudence, experts) and represent partiesbefore the relevant administrative bodies. Share best practices and developments inlabour relations within the organization.LEVEL 5 Design innovative labour relations tools. Develop new models or conceptualframeworks related to labour relations. Spearhead innovation in competencydevelopment and ensure labour relationsknowledge is transferred. Take action to help the labour market andsociety as a whole progress in terms of labourrelations. Communicate developments in labour relations (outside of the organization).
TEAMWORKHealth and Organizational relationshipsTEAMWORKImplement practices and processes that encourage collaboration and the establishment and maintenance of a healthy, inclusive, and diversifiedworking environment. Provide support to individuals, teams, and organizations to identify and achieve shared objectives.LEVEL 1 Identify principles and tools for engagement, conflict resolution, and collaborativework. Uphold and promote laws, public policies, and processes to prevent workplaceharassment. Introduce recognized approaches tocollaboration, conflict resolution, and strengthening employee engagement. Stay current on new developments incollaborative processes, employee engagement, etc. Promote best practices in collaborativeprocesses, employee engagement, conflictmanagement, etc. Help improve processes, practices, andpolicies in support of a healthy workingenvironment and collaboration betweenindividuals and teams. Consult the right resource for situations thatcall for a higher level of competency andexpertise.- 24 -LEVEL 3 Promote a healthy working environment by developing,implementing, and maintaining practices and programs to: Clarify the roles and responsibilities as well as the organization’s expectations of each employee Encourage harmonious relationships between individualsbased on mutual respect and teamwork Manage tensions as s
Professional fields of competency (grouped in families) Context of practice In order to reflect ongoing professional development, a situation-specific scale with five levels of proficiency has been prepared for each of the general compe-tencies and each of the professional fields of competency. - 4 -
UNESCO EDUCATION SECTOR 5 Systems thinking competency Anticipatory competency Normative competency Strategic competency Collaboration competency Critical thinking Self-awareness competency Integrated problem-solving competency Promotion of key competencies for sustainability ESD enables all individuals to contribute to achieving the SDGs by equipping them
1 Introduction 1 1.1 Background of the Study 1 1.1.1 Definition and meaning of Competency 2 1.1.2 History and Evolution of Competencies 8 1.1.3 Competencies for Sales Staff 12 1.1.4 The Sales Competency Model 19 1.1.5 ASTD Competency Model 20 1.1.6 Competency Mapping 24 1.1.7 Model of Competency Mapping 27
1. The Competency Catalog serves as immediate reference and guide of HRMD to support the following activities: a) Recruitment and Selection Development of Competency-based assessment tools Development of Competency-based Job Descriptions b) Development of Competency-based Performance Management System by building a fair
Core Competency Area 5: Observation and Assessment 43 Core Competency Area 6: Diversity and Dual Language Learners 47 Core Competency Area 7: Family and Community Relationships 50 Core Competency Area 8: Health, Safety, and Nutrition 54 Core Competency Area 9: Professionalism and Ethics 59
Competency Model, the Supervisory Competency Model, and now the General Employee Competency Model. Each of the competency models were developed specifically for public sector employees, and outline the specific skills and behaviors required for success on the job for the group of employees for which each model was developed. The finalized .
2.1 Competency Dictionary; in which competencies are described according to a specific competency model. The Competency dictionary is established according to the following format: Competency clusters: Represent a group of competencies that are naturally linked with one another as well as specific areas in HR.
COMPONENTS OF NURSING COMPETENCY In order to make nursing competency measurable, since it is a holistic and integrated concept, many research-ers seek to identify its main components. Matsutani et al.8 analyzed the definitions, attributes, elements and structure of nursing competency by reviewing articles in English about nursing competency.
A Short History of Competency-Based Education in the U.S. 10 A Vision for a Competency-Based System 12 Current Competency-Focused Degree Programs in the U.S. 12 Competency Frameworks within Traditional Course-Based Programs 13 Community College Examples 14 Public 4-Year Institution Example 16
