COMPETENCY FRAMEWORK FOR HUMAN RESOURCE MANAGEMENT AND .
ANNEXURE BCOMPETENCY FRAMEWORK FOR HUMAN RESOURCEMANAGEMENT AND DEVELOPMENT1
TABLE OF CONTENTS1. INTRODUCTION . 3HR RELATED LEGISLATIONS . 3COMPETENCY DEFINED . 4COMPETENCY FRAMEWORK DEFINED . .4DISTINCTION BETWEEN COMPETENCY AND COMPETENCE . 4BENEFITS TO THE ORGANIZATION . . . 52. BASIC ELEMENTS OF THE COMPETENCY FRAMEWORK . . 5COMPETENCY DICTIONARY . . 6FUNCTIONAL AREAS IN HUMAN RESOURCE . 6CLASSIFICATION OF COMPETENCIES . 7PROFICIENCY LEVELS . . 83. TABLE 1: BEHAVIOURAL COMPETECIES . 104. TABLE 2: FUNCTIONAL/ TECHNICAL HUMAN RESOURCECOMPETENCIES . 115. HUMAN RESOURCE COMPETENCY DICTIONARY . .13PART 1: BEHAVIOURAL COMPETENCIES . . .14PART 2: FUNCTIONAL/ TECHNICAL HUMAN RESOURCECOMPETENCIES . .252
1. INTRODUCTIONThis competency framework for human resource management and development(thereafter referred to as the framework) was designed for the human resourcemanagement and development function in the Public Service. The aim of theframework is to support interventions to improve the HRM and D function in thePublic Service. Since competencies form the foundation for a number of HRpractices, the framework will be central to the development of currently employedHR practitioners and should also impact positively towards enhancing theeffectiveness of the recruitment of HR practitioners in general.The framework describes a set of competency standards for the HRM and Dfunction and makes the expected knowledge and capabilities of employeesexplicit. In utilizing this framework it is important to understand that competenciesand competency profiles are always relative to the context in which they arerequired and applied. There is no single group of skills that describes thenecessary requirements for success in the Public Service as a whole anddifferent mixes of skills, knowledge and attributes are required by differentcategories of employees.The Framework outlines the range of knowledge, skills and attributes requiredfrom HR practitioners in the workplace. It also covers a range of job levels frompractitioners through to senior managers. In this Framework the approach isadopted to guide HR practitioners on the desired attributes in terms of thebehavioural competencies.In the case of the functional/technical competencies a much more detailedapproach is followed and a three level proficiency scale is introduced. Eachproficiency level is associated with different degrees of job complexity, whilstreflecting the experience and richness in terms of the demands expected fromthe individual.This framework does not exist in isolation and must at all times be read inconjunction with other competency frameworks such as the competencyframeworks for Middle Managers and the Senior Management Service.1.1 HR related legislationsA number of Key legislations and policy frameworks need to be taken intoaccount when implementing the competency framework: The Constitution of the Republic of South Africa, 1996.Employment Equity Act, 1998.Labour Relations Act, 1995.Basic Conditions of Employment Act, 1997.Occupational Health and Safety Act, 1993.3
Public Service Act, 1994.Public Service Regulations, 2001.South African Qualifications Authority Act, 1995.Skills Development Act, 1998.Skills Development Levies Act, 1999.Promotion of Access to Information Act, 2000Promotion of Administrative Justice Act, 2000Handbook on SMSWhite Paper on Human Resource Management in the Public Service, 1997.White Paper on Affirmative Action,1998.White Paper on Transformation in the Public Service, 1995.1.2 What is a Competency?A competency can be described as a mix of skills, related knowledge andattributes to produce a job/ task to a set standard. A competency standard can bedescribed as a generally accepted standard or specification of performancewhich sets out the skills, knowledge and attitudes required to operate effectively.While competencies are nothing new, we find an increase in its applicationacross human resource functions to drive employee performance and realizeresults that are relevant to the organization’s business strategies and vision.Employees learn, develop and refine many of their competencies over the courseof their careers. By communicating the competencies to employees, theorganization will empower employees to take charge of their careers; direct theirown personal development, and continually self- evaluate and improve.1.3 A Competency FrameworkA Competency framework describes a set of competency standards foremployees and makes the expected knowledge, skills and attributes ofemployees explicit for those within and outside the public service. This set ofcompetency standards has been determined through desktop research and aconsultative process.1.4 Distinction between Competency and CompetenceIt is important to understand that there is a difference between a competency asdefined above and job competence. Possession of a certain competency doesnot necessarily equate to being competent at a particular job. Job competencerelates to the “what” is done whilst competencies relates to the “how” part. Thiscan be explained as follows: Competence - relates to the outcomes which would define effectiveperformance, i.e. aspects of the job at which a person is competent, e.g,conducting a skills audit. People demonstrate competence by applying theircompetencies within the work setting.4
Competencies- relates to behaviours used to achieve the desiredoutcomes/ behaviours underpinning successful performance, i.e. aspects ofthe person that enable him/ her to be competent e.g. communication.Competencies deal with behaviours people need to display in order to do ajob effectively.1.4 Benefits to the OrganisationWhen implemented and integrated correctly into all HRM and D practices,competencies provide the means to: Create a common language for human resources interventions as allinterventions are approached against the same competency framework andrequirements;Translate the organization’s vision and goals into expected employeebehaviour as the desired behaviour is well known to all employees andtraining interventions are designed accordingly;Implement more effective and legally defensible recruitment, selection andassessment methods as the requirements are appropriately defined and cantherefore be measured accordingly by utilizing different selection methods.The competencies define the requirements for success in a particular roleand it can become the selection criteria;Provide a benchmark against which individuals can be evaluated forrecruitment and selection, performance management and successionplanning. Since the required competency standard can be defined clearly upfront it can also assist with reducing subjectivity in performance appraisals;Identify areas for employee development that are directly linked to desiredoutcomes and organizational objectives. The same competencies becomethe basis for making decisions about employee’s development needs;Target training costs in areas that will realize the most return on investment;andIdentify gaps between present skill sets and future requirements to assistwith the management of succession. It can assist with identifyingdevelopment needs for various levels in a department and identifying poolsof appropriate people that could fill those positions in the future.2. THE BASIC ELEMENTS OF THE COMPETENCY FRAMEWORK FOR HRMAND DThe Framework consists of two main groups of competencies, namely thebehavioural competencies required from all HR practitioners and thefunctional/technical competencies that are function specific. These competenciesare described in more detail in a competency dictionary that consists of two parts.The first part deals with the behavioural competencies reflecting the desiredattributes. The second part of the dictionary consists of the functional/technical5
competencies that provides for different levels of complexity that are described inaccordance with proficiency levels.2.1 Competency Dictionary; in which competencies are describedaccording to a specific competency model.The Competency dictionary is established according to the following format:Competency clusters: Represent a group of competencies that are naturallylinked with one another as well as specific areas in HR.Competency Title: The shorthand term used for the competency, such as,valuing diversity, conflict management, etc.Competency Definition: Conveys the exact meaning of the competency asindicated by the definition.Desired attributes for Behavioural competencies: The desired attributesidentifies the qualities of character required to be an effective and successfulperformer in the job. These requirements are applicable to all HR practitionersand describe the ideal attribute to be displayed by all HRM practitioners,irrespective of their position. The desired attribute is typically what is requiredfrom HR practitioners to render a professional service to their clients.Proficiency levels for technical/ functional competencies: Describes theoutput and outcomes produced according to a proficiency scale (scale ofexpertise) that provides for behaviour on the job in terms of a range ofdesignated proficiency indicators, such as, quality, speed, cost and appearanceetc. These exist within certain work and organizational constraints (e.g.equipment resource, job aids)Behavioural Indicators for each proficiency level: What the person showswhen displaying the competency. It is a behaviour, action or psychomotorresponse that an observer can see or expect to see. The behavioural indicatorsintegrate the knowledge, skills and attributes components of competencies sothat they make the competency come “alive” in the context of how the job isperformed.2.2 Functional areas in HRMethodology for deriving the functional competenciesIn deriving the competencies for the different functional work areas, a functionalanalysis was applied to identify the competencies inherent in the HR function.Firstly, the major function of the HR service was established, and then furtherquestions were asked to find out what factors/ key functions must be carried outto permit the preceding dimension to be achieved. The process of analyzing the6
HR service ended when a level was reached where the description coversindicators/ sub functions that may be performed by an employee.The following five Functional work areas have been identified around which thefunctions of HR can be analyzed further to the smallest work units to enable thedefinition of specific technical/functional competencies:¾¾¾¾¾HR Organizational StrategyHR PracticesHR utilization and developmentEmployee Health and WellnessLabour Relations2.3 Classification of competencies according to two types:¾ Behavioural CompetenciesBehavioural Competencies refer to the ideal personal attributes or characteristicsrequired for performing a particular job. They are considered essential for all HRroles across the organizational levels in the public service, regardless of theirfunction. Thus, the competencies describe groups of related behaviours that areessential for effective performance in all HR roles covered by the framework.Behavioural Competencies in the dictionary are categorized into the followingtwo main groups: Emotional and Social IntelligenceProfessional conductThe categories are further divided into clusters: Emotional and Social Intelligence has 4 clusters- Self AwarenessSelf managementSocial and cultural awarenessRelationship managementProfessional Conduct has 2 clusters-People skillsProfessional ethicsGeneric competencies contained in the competency frameworks for middlemanagers and the Senior Management Service are not repeated in thiscompetency framework.7
¾ Functional/ Technical HR CompetenciesFunctional HR competencies relate to the technical competencies that are mostclosely aligned with the value contributed by the role in the organization. Theseare competencies that are inherent and defined specifically for the role. Theyrepresent skills, knowledge or expertise developed through formal education orexperience.The functional HR competencies have been categorized into 5 main functionalareas, which are further divided into clusters: HR Organizational Strategy HR practices- Human Resource DevelopmentEmployee Health and Wellness- Recruitment and Employee Life Cycle managementCompensation Management and Conditions of serviceHR Utilisation and Development- Organisational ArchitectureHR Information ManagementDiversity managementQuality of work life management and environment managementOccupational Health and safetyLabour Relations-Collective BargainingEmployee Relations2.4 Classification of proficiency scale into three proficiency levels fortechnical/functional competencies:Each competency is divided into three proficiency levels and all levels have anassociated statement describing how that particular level is distinct from the otherlevels within that competency. Proficiency levels are further described with aseries of behavioural indicators that clearly describe the specific types ofbehaviour exemplifying a given proficiency level on the job.8
The level on the proficiency scales are incremental and additive so thatemployees demonstrating proficiency at a particular level can be assumed toperform effectively at all levels below on the same competency scale. Therefore,standards of competence will differ in the context of the three levels within the HRenvironment.As one moves from level 1 up to 3, the complexity of the job increases, the timehorizons extend and the scope of knowledge and skills base needed forcompetence increases. This increase in complexity can be illustrated byconsidering the increasing range of ways in which knowledge and skills need tobe applied as one move from level 1 up through to level 3. Level 1: (Basic)The proficiency level required to perform at the level of a new entrant into the HRfield. In displaying this proficiency the person will be able to access, analyze andevaluate information with supervision. He/she will be able to respond to problemswithin a particular framework. The person is involved in a variety of routine andnon- routine work activities, using a wide choice of procedures ranging fromstandard to non- standard. Level 2: (Intermediate)Functioning at this proficiency level will require the person to analyze, evaluateand reformat a wide range of information as well as the ability to formulateappropriate responses to both concrete and abstract problems. A personfunctioning at this level will require minimum supervision and limited guidancefrom a supervisor. A broad range of varied work activities are performed in avariety of contexts, most of which are complex and non-routine. Level 3: (Advanced)Functioning at this proficiency will require the ability to analyze and criticallyevaluate information. Problems of a complex and abstract nature will be solvedwhilst displaying highly specialized and technical capabilities pertaining to the HRfunction. A broad range of complex work activities are performed in a wide varietyof contexts.9
3. BEHAVIOURAL nalConductCompetencyClusterSelf AwarenessAssociated Competencies Emotional self awarenessSelf confidenceSelf Management Emotional Self y/ FlexibilityAchievement driveInitiativeSocial and CulturalAwareness EmpathyOrganizational AwarenessService OrientationRelationshipManagement Developing othersConflict managementTeamwork and collaborationCommunicationInfluencing othersPeople Skills People orientationValuing DiversityProfessional ethics HonestyPunctualityResponsiveness10
4. FUNCTIONAL/TECHNICAL HUMAN RESOURCE ency Cluster OrganisationalArchitectureAssociated Competencies HR InformationManagement HR PracticesOrganizational StructureDesignChange ManagementHR PlanningHR Monitoring,Evaluation, Reportingand delegation.Business ProcessesReengineeringTotal QualityManagementHR ManagementSystemsHR RecordsManagementKnowledge Management Diversitymanagement Gender MainstreamingJob AccessManagement Recruitment andEmployee LifeCyclemanagement Managing Recruitment,Selection andDeploymentManaging EmployeeRetentionManaging EmployeeMovementExit Management 11
Compensationmanagementand Conditionsof service HR Utilisationand Development HumanResourceDevelopment Employee Healthand WellnessManaging JobEvaluation anddetermining job worthJob ProfilingManagement ofRemuneration andallowancesManaging SalaryAdministrationManaging BenefitsManaging Orientationand InductionCareer ManagementManaging Training andDevelopmentManaging Coaching andMentoringSkills developmentFacilitationManaging learnershipsand internshipsLeadership PipelineManagement PerformanceManagement Managing PerformanceManagement Systems Quality of Worklife managementand environmentmanagement Wellness managementHIV/ AIDS management OccupationalHealth andSafety Health ManagementOccupational HygieneManagement12
Labour Relations CollectiveBargaining Managing NegotiationsManaging Consultations EmployeeRelations Managing Grievances/DisputesManaging Discipline 5. HUMAN RESOURCE COMPETENCY DICTIONARYThe Human Resource Management competency dictionary consists of two parts.The first part deals with the Behavioural Competencies which reflects the desiredattributes that every HR practitioner should possess. The BehaviouralCompetencies have been categorized into two groups, which are further dividedinto clusters and associated competencies.The second part deals with the Functional/ technical competencies that providesfor different levels of complexity that are described in accordance with the threeproficiency levels. It provides a description of the five HR Functional areas, whichare further divided into clusters and the associated competencies. Each of theclusters is linked to a core Human Resource process and all the clusters puttogether represent the whole Human Resource value chain. Thus, allcompetencies required to deliver an effective and efficient Human Resourceservice in a department are provided in this dictionary.13
PART 15.1.BEHAVIOURAL COMPETENCIES5.1.1 EMOTIONAL AND SOCIAL INTELLIGENCE¾ Self Awareness CompetenciesCOMPETENCY NAMEEmotional Self AwarenessDEFINITIONThis is the ability of an individual to recognize his/ herown emotions and their effects. Being able to recognizehow emotions affect one’s work performance.DESIRED ATTRIBUTESThe person who possesses the competency Emotional Self Awareness: Is aware of their own feelings Knows why feelings occur Understands implications of own emotionsCOMPETENCY NAMESelf ConfidenceDEFINITIONThis is the ability to believe in one’s capability toaccomplish a task and acknowledgement that one is thebest for the job.DESIRED ATTRIBUTESThe person who possesses the competency Self Confidence: Demonstrates confidence in oneself and in ones ability to do work and renderprofessional service. Presents him/ herself in an assured and unhesitating manner Has presence (stands out in a group) Believes he/ she is among the most capable for a job14
¾ Self Management CompetenciesCOMPETENCY NAMEEmotional Self ControlDEFINITIONThis is the ability to keep one’s needs and emotionsunder control. It is being able to restrain negative actionswhen provoked, when faced with opposition or hostilityfrom others, or when working under pressure.DESIRED ATTRIBUTESThe person who possesses the competency Emotional Self Control: Plans and conducts work effectively to avoid stress and identifies stress relatedbehaviour promptly and exercise techniques that contains it effectively Displays impulse control and self
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.
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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
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