1. The use of modern HRM tools such as competency management in the EU Member States: practices, experiences, successes and implementation challenges
Danielle Bossaert 1

2. Topics to be discussed 1
Origin and background of competency management 2
Definitions and meanings 3
What distinguishes competency-based HRM from traditional HRM? 4
Examples of competency frameworks 5
The practice of competency management in European civil services 6
Benefits and weaknesses of competency management 7
Major prerequisites for successful implementation 8
Major lessons learnt and conclusions

3. The use of competency management in the EU Member States: Where does it come from?
CM originated in the 80s in the private sector of the US and the UK as a lever for organisational change
Motivation: to identify those behavioural traits, which distinguish high performance from average performance
Introduction to the public sector (mostly position systems) since the early 90s: UK, B, NL
CM has first been applied to the senior civil service to improve managerial competencies (BE, BG, CY, EE, HU, IE, IT, LV, NL, PT, SI, UK, EC)
In most countries, it was introduced as a part of a broader reform or change process
(B: Copernicus; IRL: performance management; UK: NPM)

4. The context of competency management (CM): Why is it used?
...Context of budgetary constraints and lesser resources
...Need for a more effective use of current and future HR
...CM as a major element of a more strategic HRM
...and of a more integrated HRM
...and a better and more forward planning HRM
...Improvement of individual employability
...HR tool for continuous staff development → LLL
...Mobility, flexibility and more objectivity

5. Definitions and meanings
Competencies = “knowledge, skills and behaviours, which have predictive value for the effective performance of a function or a specific role”
Competency management = “a set of activities aimed at realising the mission of the organisation and optimising the performance of employees”
A competency model provides a structured overview of all the competencies that employees of an organisation are requiring
Source: Personnel & Organisation, Belgian Federal Government

6. Skills and knowledge Behaviours Values Attributes Traits Motives
What are competencies?
Easy to identify and develop -
usually defines
satisfactory performance
Skills and
knowledge
Behaviours
More difficult to
identify and develop -
often defines superior
performance
Values
Attributes
Traits
Motives

7. Meanings and Approaches
US approach: focus on the search for the exceptional performance
Search for individual behavioural traits which characterise excellent performance (Boyatzis)
UK approach: focus on occupational competence
Competencies identify all the skills needed to perform a job role
FR approach: focus on the concept of “Métier”
A “Métier” is the sum of the recognised competencies (savoir, savoir-faire et savoir-être) which enable the professional to position himself in a job in the light of his experience and expertise (Foucauld)
GER approach: focus on the professional expertise
The concept of “Competencies” is used in the sense of “Fachkompetenzen”

8. What is new with CM and why do we need it?
Knowledge alone is no longer sufficient
Competencies are tested with reference to real life situations
Know-how and experience rather than a level of diploma and seniority
Knowledge alone doesn’t say anything about the capacity to solve problems
...a change of thinking in HRM

9. Traditional HRM and competency-based HRM: differences
Recruitment & selection
-Recruitment on the basis of specific diplomas, which reflect the qualifications
-How is the person?
-Selection criteria focusing on knowledge, personality and attitude
Job description
-Job description targeted at the hierarchical level
Development/training
-Development of knowledge; Aim: promotion
Appraisal
-Focus on functioning in the job
-Recruitment on the basis of demonstrated competencies
-How does the person function?
-Selection criteria focusing also on experience, behavioural skills, values
-Job description targeted at the job content and the competencies required to well do the job
-Development of competencies to better perform in one’s job; Aim: better use of human potential
-Focus on performance, learning, improvement, results

10. Analysing and problem solving Communicating
Example of a competency framework for civil servants: the European Commission
Analysing and problem solving
Communicating
Delivering quality and results
Learning and development
Prioritising and organising
Resilience
Working with others
Leadership

11. Example of a competency framework for civil servants: the European Commission
Communicating
Ability to communicate in meetings
Ability to understand and be understood
Capacity to communicate technical or specialised information
Capacity to present issues to an audience
Drafting skills
Negotiation skills
Ability to chair meetings
Didactic skills
Assertiveness
Feel at ease in public

12. Different dimensions of competency frameworks
Personal competencies
Self Management
Assertiveness
Motivation, Inspiration
Ethical attitudes
Technical competencies
Knowledge
Technical expertise
Methodological approach
Experience
Social Competencies
Team spirit
Communication skills
Conflict mediation
Cooperation
Implementation competencies
Result orientation, goal drivenness
Environmental awareness, political sense
Strategic and tactical thinking
Risk readiness

13. Managing relations, people, HRM General management Knowledge
Competency framework for senior civil servants: common elements (13 EU Member States)
Leadership
Strategic vision
Achieving results
Communication
Managing relations, people, HRM
General management
Knowledge
Herma Kuperus, Anita Rode, Top Public Managers in Europe, EIPA 2008

14. Important future competencies of public employees
Innovation
Creativity
Flexibility
Work collaboratively across boundaries
Change management
Relationship building
Vision and future orientation
OECD (2009) Country reports (Australia, Belgium, Korea, Netherlands, UK, US)

15. The practice of competency management in European civil services: common and different trends

16. There is a general trend towards a centrally developed CM framework
The practice of competency management in European civil services: common trends
There is a general trend towards a centrally developed CM framework
CM framework is managed by the Department responsible for the Civil Service
Core generic competencies show similar trends in the EU Member States
Competency management is used in more and more countries to promote a more integrated HRM
Design of implementation tools and instruments corresponds to the legal and administrative culture

17. Use of CM during HR Processes
1: Recruitment and selection
2: Training and development
3: Performance evaluation
4: Determining the level of variable rewards
5: Identification of the potential for a quick progress in career
6: Another (Nunes F. Competency Management in EU Public Administrations, Dec 2007; Survey is based on 24 EU MS)

18. Challenge: consistent implementation – respect of specificities
The practice of competency management in European civil services: different trends
Slightly different core motivation for introducing CM (e.g. mobility, cultural change, performance)
Level of flexibility as regards the management of competencies at decentralized level varies
Level of flexibility strongly correlates with level of HR decentralization
In case of a decentralized, managerial system: need for professional HR offices
Challenge: consistent implementation – respect of specificities

19. Distinction between more legalistic and more managerial systems
The practice of competency management in European civil services: different trends
Distinction between more legalistic and more managerial systems
Distinction between systems with mandatory implementation (law) and less mandatory systems (‘good management practice’)
Differences regarding the detailedness of legal regulation
Who dominates: the lawyer or manager?
Competency framework is used to a different degree during selection, evaluation, training, promotion, remuneration in different countries

20. The practice of competency management: the target group
The practice of competency management: the target group Source: OECD (2009), OECD Survey on Competency Management in Government’, unpublished
Country
Competency model
Target group
Austria
Competency Model
Senior Civil Servants
Belgium
Federal Competency Model
All Belgian federal public servants
Denmark
Code of Public Governance Excellence
Top Executives
Netherlands
Algemene Bestuursdienst (ABD); Competency Model
Senior Management
United Kingdom
SCS Competency Framework; Professional Skills for Government
Senior Civil Service; All UK Civil Servants

21. Professional Groups involved in CBM Programms
1: On managers
2: On senior and technical staff
3: On administrative staff
4: On labourers (Nunes F. Competency Management in EU Public Administrations, Dec 2007; Survey is based on 24 EU MS)

22. The practice of competency management: Sweden (1)
Long tradition of independent agencies
Context of highly professional, de-centralized and result-oriented HRM
No centralized, statutory regulation of competency models
Decentralization, flexibilisation, variety
Pragmatic approach; learning by doing
Multi-task competencies

23. The practice of competency management: Sweden (2)
Representative multi-dimensional competency structure:
Personal competency: including ethical values, motivation, attitudes etc.
Social competency: including cooperative and listening skills, adaptability and receptiveness for the culture of an organization
Professional competency: including theories, methods and principles that are relevant for the employee’s tasks and knowledge about the relevant rules
Strategic competency: including knowledge of and ability to manage the organization’s business goals as well as high-level and long-term issues
Functional competency: that is the ability to function and to use the other competencies in a real work situation

24. The practice of competency management: Sweden (3)
The county administrative board of Västra Götaland:
Skills: Able to do, able to use tools
Knowledges: Knowing facts, mastering methods
Experiences: Learning from failures and successes
Contact: Social ability, established contacts, influence
Values: Wanting to act, consider correct, assume responsibility

25. The practice of competency management: Sweden (4)
The model used by the employment service to interview job candidates:
Motivation Service orientation
Education Communicative skills
Cooperative ability Language skills and
Goal- and result-orientation cultural experience
Analytical ability
Change willingness
Personal maturity

26. The practice of competency management: United Kingdom (1)
CM is a key element of the performance management system;
Professional skills for Government (PSG) applies to all grade levels (core skills of civil service)
PSG rests with the Cabinet Office – continuing development is collaborative
PSG = flexible framework which allows individual departments to add more specific competencies
PSG = model for developing a common practice and common standards across government

27. The practice of competency management: United Kingdom (2)
Content of PSG framework:
Leadership (for all civil servants): provide direction for the organization, deliver results, build capacity to address current and future challenges, act with integrity
Core skills (for all civil servants): people management, financial management, analysis and use of evidence, programme and project management
Professional skills (specific to profession): they are related to the profession and include expertise for instance in audit, IT, finance, statistics etc.
Broader experience (for SCS only): includes experience in other organizations, private sector etc..

28. The practice of competency management: United Kingdom (3)
New civil service competency framework:
Setting direction:
Seeing the big picture
Changing and improving
Making effective decisions
Delivering results:
Achieving commercial outcomes
Delivering value for money
Managing a quality service
Delivering at pace
Engaging people:
Leading and communicating
Collaborating and partnering
Building capacity for all

29. Benefits of CBM for Managers
Scale:
1= Providing an additional instrument for motivating collaborators;
2 = Shares a common language on people management
3 = More transparent criteria to make selection, performance evaluation or training and development decisions
4 = More appropriate criteria to make selection, performance evaluation or training and development decisions
5 = Provides a common reference table to manage collaborators with very different job descriptions
(Nunes F. Competency Management in EU Public Administrations, Dec 2007; Survey is based on 24 EU MS)

30. Benefits of competency management: the employees’ perspective (OECD)
A fair people management system
Greater encouragement for personal development
Better understanding of what is necessary to achieve high performance at work
Better understanding of the organisation’s mission and their role played in the organisation

31. Common language, consistency across the public service
General positive experiences with competency management (selected OECD countries)
Common language, consistency across the public service
Continuity in monitoring the careers of public servants
Creation of a culture of continuous self development
Assistance for the management of change
A future-oriented perspective on personnel management
Improved competitiveness of government

32. Major overall weaknesses of competency management
Horizontal integration of competencies ≠ complete
Competency framework ≠ needs driven
Insufficient definition of core organisational competencies
Strategic dimension of CM is missing: ad hoc definition of competencies
Insufficient involvement of stakeholders → lack of commitment
Risk of increasing bureaucracy! User friendliness
Limited implementation at decentralized level

33. Major prerequisites for successful implementation
Existence of a comprehensive mission, vision and strategic goals and objectives
Supportive and committed middle and top management
Establishment of professionalised HRM departments
Readiness to invest in the development of public employees
Promotion of a culture stimulating learning, improvement and healthy competition
Need for adaptive change

34. Major prerequisites for successful implementation
Implementation by pilote projects before general introduction in all ministerial departments and agencies
Involvement of know-how of all stakeholders since the beginning of the project
Development of a shared understanding of the meaning and content of the different competencies
Determination of competencies verification level is important

35. Major lessons learnt from experiences with competency management
1. The implementation of competency management is a continuous and long-term process
2. Political and administrative commitment is key to reform success
3. Successful implementation depends also upon the participation of all stakeholders concerned: a purely top-down approach leads to de-motivation and low levels of commitment

36. Major lessons learnt from experiences with competency management
4. A professional communication and training strategy is crucial to prevent resistance and fear and to foster understanding about added-value of competency-based HRM
5. Progress of an effective implementation is best illustrated by changes in staff’s attitudes and behaviours

37. Major lessons learnt from experiences with competency management
6. The challenge is....to anchor the ‘competency philosophy’ in staff’s minds and make it an important HRM tool and a lively part of the administrative culture
7. A transformational and open leadership style facilitates the cultural change

38. The promotion of an integrated HRM system is key to successful CM
Conclusions
No best practice model which can be transfered in the same way to all European countries
The management and development of staff’s competencies should be aligned to organisational strategy/goals
The promotion of an integrated HRM system is key to successful CM
Design 20% and implementation 80%
Culture is the major obstacle or cultural change is key!

39. Do You Have Any Questions?
We would be happy to help.