1. Competency-Based Performance Development
Purpose of is to introduce the core humanitarian competencies framework; share some ways of using the competencies framework and the benefits of using such framework
Date Organization

2. SESSION OBJECTIVES Attain increased understanding of the CHCF
Attain increased understanding of using competency-based HR practices in performance development
Apply relevant aspects of the CHCF in performance development activities 1

3. CORE HUMANITARIAN COMPETENCY DOMAINS
“Competencies are the behaviours that employees must have, or must acquire, in order to achieve high levels of performance in their role”
- Core Humanitarian Competencies Framework (CHCF) , 2011
The six domains of core competencies in the CHCF are:
The CHCF describes the core competencies and corresponding behaviours required for effective response. Competencies is described as the behaviours that employees must have, or must acquire, in order to achieve high levels of performance in their role
Understanding Humanitarian Context & Applying Humanitarian Principles & Standards: The outcome of this domain is for aid workers to understand operating contexts, key stakeholders and practices affecting current and future humanitarian interventions while adhering to humanitarian principles & standards.
Achieving results: The outcome of this competency domain is for aid workers to be accountable for their work and use resources effectively to achieve lasting results
Developing & Managing Collaborative Relationships: One of the main challenges during the humanitarian response is coordination & collaboration. Recognizing the need to address this gap, this competency domain aims to develop and maintain collaborative and coordinated relationships with stakeholders and staff
Operating Safely & securely at all times: Operate safely and securely in a pressured environment.
Managing Yourself in a pressured and changing environment: Adapt to pressure and change to operate effectively within humanitarian contexts.
Demonstrating leadership in humanitarian context: Outcome of this competency domain is for the aid worker to demonstrate humanitarian values and principles, and motivate others to achieve results in complex situations, independent of one’s role, function or seniority 1
Understanding Humanitarian Context & Applying Humanitarian Principles & Standards 4
Operating Safely and Securely at all Times 2
Achieving Results 5
Managing Yourself in a Pressured and Changing Environment 3
Developing and Maintaining Collaborative Relationships 6
Demonstrating Leadership in Humanitarian Context 2

4. COMPETENCY-BASED HR PRACTICES
Competency Framework
Learning and development
Planning and organisational design
Competency-based practices are often found in these four mainstream areas of HR.  Using competency-based approaches and using the CHCF as a guide for humanitarian focused organizations can have huge benefits including but not limited to – fair and transparent procedures – employees understand what they are being recruited and managed against. They understand what behaviors are being encouraged and will be rewarded. A measured approach to people management – results can be measured using a competency framework and therefore progress monitored and reported on. Most employee actions (promotions, L & D planning, performance management) will be evidence based, reflecting on what the employee has achieved and which behaviors they have displayed.
Performance development
Recruitment and selection 3

5. BRAINSTORM
List 2 key challenges you encounter when implementing a performance development process in your organisation Write one challenge per card 4

6. REASONS FOR POOR PERFORMANCE
Lack of ability and aptitude
Lack of skill – maybe remedied by training
Staff conduct and behaviour
Poor recruitment decision or inaccurate JD used in recruitment  
Personality clash with manager or other staff
Miscommunication
Mismatch of expectations
Unclear targets and objectives
Issues outside work – such as family problem 5

7. CHALLENGES FACED BY MANAGERS & STAFF
MANAGER/SUPERVISOR
Lack of engagement and communication
Lack of support from senior management
Lack of motivation and energy
Unrealistic expectations of staff’s contributions
Unclear performance objectives
STAFF
The manager lacks managerial competencies
Lack of engagement
Lack of motivation and energy
Lack of trust towards manager and organisation
Unrealistic expectations
Extrinsic issues – compensation & benefits 6

8. COMPETENCY ASSESSMENT: WHAT IS IT?
Is based on actual behaviour, skills and knowledge that a person can demonstrate in the workplace.
Is used to review the evidence (examples of how behaviour is demonstrated) and verifies the person demonstrating the behaviours and skills
Provides a way of building the competencies people need to perform their current job and future role. 7

9. COMPETENCY ASSESSMENT: WHEN TO DO?
At hiring time (ex. competency based interview)
Probationary period (ex. probationary appraisal)
While promoting a staff (competency based appraisal)
While shifting a staff from one job to another (ex. competency based appraisal)
To identify competency gaps and identify development needs (ex. competency based self-assessment) 8

10. COMPETENCIES
Competencies change at different rates. Core competencies (behaviours) for example changes at slower rate.
Technical competencies change at a faster rate. 9

11. COMPETENCY BASED PERFORMANCE MANAGEMENT
Focuses on the HOW (competencies/behaviours) in addition to the WHAT (objectives)
Helps to identify the competencies for effective performance in a specific role
Considers the level of individual performance vis-à-vis the behavioral indicators.
TOOLS:
Self-Assessment Tool
Competency-Based Objectives
Personal Development Plan
Feedback and Review
How do we know if the managers and staff are performing; are they demonstrating the core & technical competencies as desired?
Tools and Techniques
1.Competency-based objective setting
2.Self-assessment and development plan that corresponds to the core competencies 10

12. SELF-ASSESSMENT: INDIVIDUAL EXERCISE
Refer to the self-assessment tool
Select one of the domains most relevant to you
Complete the self-assessment by providing evidence for your rating 11

13. COMPETENCY BASED PERFORMANCE DEVELOPMENT
The manager and staff should agree on which key competencies are most important to the staff performance and for achieving results
Using the CHCF to assist in ‘jointly identifying’ the most important competencies
Manager and staff jointly identify what additional knowledge, skills or behaviour, are required.
For example, what behaviours staff ought to exhibit to develop and maintain collaborative relationships. 12

14. TIPS WHEN COMPLETING SELF-ASSESSMENT OF CORE COMPETENCIES
All positions may not require the same level of competencies or expected behaviours.
For example for an HR position, the competency domain on external coordination and collaboration may not be so relevant or the top priority.
Self-assessment should show progress in the rating after an agreed period of time, not necessarily to have the highest rating at the end of an agreed period of time 13

15. PAIRED DISCUSSION Select a pair Refer to the completed self-assessment
One person will play the role of a staff and the other will play the role of a manager
Manager to ask for evidence for the rating of the self-assessment
Discuss the current role: which areas require further development now or at a later stage?
What strengths have been identified where support can be offered to others?
Future role: have some areas been identified that will require support/development now or at later stage? 14

16. GIVING AND RECEIVING FEEDBACK ON COMPETENCIES
Feedback can be collected from different stakeholders to ensure that the manager does not just rely on their own observations when rating performance or behaviour.
Competency-based feedback uses the competencies identified in the objectives and personal development plan.
Staff concerned has to provide evidence of where the competency has been effectively demonstrated. 15

17. GIVING AND RECEIVING FEEDBACK ON COMPETENCIES
Using competency-based approach allows it become less personal and based on the facts, the evidence, which can be measured and rated against the set criteria
Employee should be given opportunity to put forward ‘their side’, give an explanation or have time to think of examples of behaviour before we go into delivering the feedback 16

18. GIVING AND RECEIVING FEEDBACK ON COMPETENCIES
Feedback is for the benefit of affirming or improving the performance of the employee as well as the organisation.
Employees react differently to feedback, and may find it difficult to accept feedback that suggests that there are gaps in their performance
Feedback may be positive or negative. There are different models of feedback. Unless given clearly and honestly, it will not be effective. 17

19. GIVING AND RECEIVING FEEDBACK
Person giving the feedback should be aware that criticism or praise needs to be specific, offer a solution (point to a way to fix the problem) and be sensitive (not seen by staff as a character flaw).
Likewise, person receiving the feedback has to be aware that the (i) feedback is an opportunity for corrective action and not a personal defect, and (ii) remind oneself not to be defensive
- FROM DANIEL GOLEMAN, ‘EMOTIONAL INTELLIGENCE’ (1996) 18

20. FEEDBACK MODEL: AID
Action – what was/was not done or said Implication – what impact or effect it had (on the task, process or individual) Do – what needs to be done more (motivational) or what needs to be done differently (developmental 19

21. RESPONSE TO FEEDBACK (DERAC)
Denial – it was not me
Emotion – anger, pride, frustration, happiness
Rationalisation – start to think about it
Acceptance – that the situation occurred as described
Change/continue – hopefully 20

22. COMPETENCY BASED OBJECTIVE SETTING
Using the tools, the manager and employee should agree on which key competencies are most important to the employee’s role, and identify which ones of these require further development.
Most employees will have between 3 to 8 objectives, and using a SMART (specific, measurable, achievable, relevant and time- related) approach should include:
WHAT are you going to do? – tasks/goals that you need to achieve. Identify how you will know if you've succeeded.
HOW are you going to do it? – described as behaviours that are required to complete the task well. 21

23. COMPETENCY BASED OBJECTIVE SETTING: EXERCISE
Refer to CHCF.
Select a number of competencies you want to work on.
Develop 2-3 objectives using the objective setting form.
Be prepared to share the objectives in plenary discussion. 22

24. PERFORMANCE DEVELOPMENT
ROLE OF MANAGER AND STAFF
MANAGER
Should strive to lead by example by displaying core competencies in their daily work
Invest effort and time on establishing/implementing a robust performance development process
Give effective feedback (positive and constructive)
Listen and act on staff feedback
STAFF
Clarify expectations relating to performance and results
Clarify competencies required for the position and optimum performance
Give input into performance objectives 23

25. MANAGING PERFORMANCE DEVELOPMENT
Effective management of performance
Effective oversight of behaviours
Effective feedback
Effective influencing
Not a one - off activity, it’s a cycle and a continuous, diligent and reflective process for both manager and staff 24

26. COMPETENCY FRAMEWORK IN ACTION – PERFORMANCE MANAGEMENT
Evaluate for competencies required for the current role and desired role
Job Profile for current role
Set objectives to close competency gaps
Development Plan
Performance Appraisal; Goal Setting
Identify action plans to help close the gaps
Training, education, certification, job rotation, mentoring/coaching