1. Competencies for Mid-Career HR Professionals Session 5: Consultation
Materials for this Session:
SHRM HR Competency Model. If students would like to download this, it can be accessed at
SHRM research Flexible Work Arrangements (FWAs)
Competencies for Mid-Career HR Professionals Session 5: Consultation
Instructor Notes:
This session on Consultation is a continuation of a series following four early career-level sessions and preceding three senior and executive career-level sessions. There is also a second mid level session to be completed covering Business Acumen.
SHRM Speaker
Title
Bhavna Dave, PHR
Director of Talent
SHRM member since 2005

2. Due This Session Reading Assignments SHRM Competency Model
Flexible Work Arrangements (FWAs)
Activity Assignment
Consultation Contemplation
Instructor Notes:
Review what is due today.
Ask students if they have any questions about the content covered in Session 4.

3. Course Introduction and Consultation Competency
Lesson 1:
Course Introduction and Consultation Competency
Instructor Notes:
Course intro.
Ask students, “By a show of hands, how many of you completed the early-career module on the first four competencies of HR?”
The next slide will be an overview of the model for students who have not completed the early-career module. However, require them to review the four prior competencies as external self-study.
Ask the rest of the students to share some of the things they learned in Module 1 and how their perspective of the field of HR has changed.
Ask students before covering today’s content, “What do you think Consultation means?” (Revisit this during the wrap-up at the conclusion of the session.)
Tell them their perspective will evolve even further by the time they finish this module.

4. Session 1: Lessons Lesson 1: Course Introduction
Lesson 2: Overview of SHRM’s Competency Model
Lesson 3: Definition and Components of the Consultation Competency
Lesson 4: Application of the Consultation Competency
Instructor Notes:
Review the lessons covered in today’s session.
Note: SHRM subject-matter experts carefully chose the content and activities for the two sessions. We also fully appreciate that instructors enjoy bringing their own perspectives and content to the course. You are free to add in more mini- cases, articles or any other content you see fit to drive the learning outcomes. Please ensure that any additional materials have proper citations and do not infringe on copyright laws.
Depending on how many optional activities you add, you may need to expand how much time is devoted to each of the two modules.

5. Learning Objectives
Describe the two elements of SHRM’s competency model most applicable to mid-career level professionals.
Apply the concepts related to the Consultation competency to key roles and duties performed by HR professionals.
Explain the relevance of the Consultation competency to the job of an HR professional.
Identify and explain the subcompetencies and behaviors that underlie the Consultation competency.
Analyze the role that the Consultation competency plays in helping HR professionals address real-world issues.
Demonstrate the ability to apply the Consultation competency in various contexts.
Instructor Notes:
Review the learning objectives.
Be sure to emphasize that the course is intended to give students several opportunities to apply the concepts they are studying, and to see what these concepts “look like” when practiced in the field of HR.
Ask students, “What do you hope to get out of these two mid-career sessions?”

6. Course Purpose
Provide undergraduate and graduate-level students with an overview of the mid-career components of SHRM’s Competency Model, and provide focus on the Consultation and Business Acumen competencies.
Instructor Notes:
Review the course purpose on the slide.
Point out that the two-session course we are about to cover is based on SHRM’s Competency Model.
Stress that although the model includes nine competencies, we will be focusing on the two competencies that are most essential for mid level HR practitioners.
Remind students that you already presented four sessions addressing early- career level competencies, and say that a senior and executive module will come soon.
Mention that the course is geared toward graduate- and undergraduate-level students, because it is just an overview of the mid level competencies.
You may choose to also mention that the two sessions we will cover are intended to be included in larger university programs (such as BBA programs).

7. Overview of SHRM’s Competency Model
Lesson 2:
Instructor Notes:
Ask students, “By a show of hands, how many of you completed the early-career module on the first four competencies of HR?”
The next slide will be an overview of the model for students who have not completed the early-career module. However, require them to review the four prior competencies as external self-study.
Ask the rest of the students to share some of the things they learned in Module 1 and how their perspective of the field of HR has changed.
Ask students before covering today’s content, “What do you think Consultation means?” (Revisit this during the wrap-up at the conclusion of the session.)
Tell them their perspective will evolve even further by the time they finish this module.
Overview of SHRM’s Competency Model

8. Competencies for Mid-Career HR Professionals
SHRM Competency Model
Competencies for Mid-Career HR Professionals
Review the SHRM Competency Model.
See if the students are clear about the distinctions between the nine HR Competencies.
Point out again that from this point forward in the class, we will be focusing only on the competencies relevant to mid level HR professionals (Consultation and Business Acumen.)
Remind students that these competencies are considered nontechnical, or behavioral, competencies.
Remind them technical competencies represent what you know, whereas behavioral competencies represent how you convert your knowledge into observable behaviors. Success is not just about what you know, but also about how you use the knowledge you possess.
Instructor Notes:
Review the SHRM Competency Model (we will present the definitions, descriptions and more information in other slides).
See if the students are clear about the distinctions between the nine HR Competencies.
Point out again that from this point forward in the class, we will be focusing only on the competencies relevant to mid level HR professionals (Consultation and Business Acumen.)
Remind students that these competencies are considered nontechnical, or behavioral, competencies.
Remind them that technical competencies represent what you know, whereas behavioral competencies represent how you convert your knowledge into observable behaviors. Success is not just about what you know, but also about how you use the knowledge you possess.
The full model, definitions, competencies, subcompetencies and exemplar behaviors are online at

9. Levels of Experience Career Level/Years Executive 15 or more Senior
8-14
Entry
0-2
Mid
3-7
Typically is the most experienced person in HR
Holds the top HR job in the organization or VP role
Very experienced generalist or specialist
Holds a formal title, such as director or principal
Instructor Notes:
Point out that this graphic depicts the career of an HR professional as he or she gains more experience.
When explaining the graphic, tell students that the graphics with the number in them represent years of experience (e.g., Mid 3-7 denotes three to seven years of experience).
Also point out that most people in HR begin their career as a specialist in some function (e.g., a compensation specialist), and as they gain experience they learn about other specialties. Ultimately, they may advance through their specialty, but typically executive-level HR professionals have to be knowledgeable about all HR functions.
Generalist or experienced specialist
Manages projects or programs
Titles include HR manager, generalist or specialist
Specialist in a specific support function
Titles include to HR assistant, HR coordinator, junior recruiter or benefits clerk

10. Course Structure Session 1: Course Intro and Consultation Competency
Lesson 1: Course Introduction
Lesson 2: Overview of SHRM’s Competency Model
Lesson 3: Definition and Components of the Consultation Competency
Lesson 4: Application of the Consultation Competency
Session 2: Business Acumen Competency
Lesson 1: Definition and Components of the Business Acumen Competency
Lesson 2: The Role of Business Acumen in HR
Lesson 3: Application of the Business Acumen Competency
Instructor Notes:
Review the two sessions outlined on this slide.
Remind students that the entire course is two 75-minute sessions. With time being limited, we will have to focus the content on high-level descriptions of the competencies, and we will present a few practical exercises to help them understand what these competencies “look like” in practice.
The course also includes preparatory assignments for each session, which they should have already received and completed for Session 1.
Point out that in red font (next to each session number), we are highlighting the two mid level competencies covered in these two sessions:
Consultation.
Business Acumen.

11. Importance of the Competency
Duration: 15 minutes
As part of the creation of the new competency model, SHRM surveyed its members.
Over 32,000 respondents rated the importance of each competency for HR professionals to successfully perform their jobs at the identified career level.
The rating scale ranged from 0 to 3.
Instructor Notes:
Understanding how the many thousands of SHRM members rated the importance of each competency will provide needed perspective to the students.
Seeing the ratings is a useful career management tool, because it will help students understand what they need to master and the benefits of doing so, or the drawbacks of not doing so.

12. Importance Rating Scale
0 – Not important: Not required. No impact on job performance.
1 – Minor importance: Minor impact on job performance. Could still perform effectively.
2 – Important: Important impact on job performance. Would have difficulty performing effectively.
3 – Critical: Critical impact on job performance. Could not perform effectively. Major consequences to effectiveness.
The importance rating of each competency will be reviewed in these sessions
Duration: 15 minutes
Instructor Notes:
Taken from p. 138 of the book Defining HR Success: 9 Critical Competencies for HR Professionals.
Review the slide.

13. Required Upon Entry (RUE)
Duration: 15 minutes
Respondents also rated if proficiency in each competency was required upon entry into an HR position at the identified career level.
The rating scale ranged from 0 to 1.
Instructor Notes:
The “Required Upon Entry” rating is also based on feedback from the surveyed SHRM members and tells students what they need to have mastered (mostly) by which stage of their career, again providing a roadmap for career advancement, a guide for future studies and perspective.

14. The RUE rating of each competency will be reviewed in these sessions
RUE Rating Scale
Duration: 15 minutes
0 – Not required upon entry/time of hire: Not expected to enter the HR profession at this level with this competency. Training provided.
1 – Required upon entry/time of hire: Expected to enter the HR profession at this level with this competency already well developed. Training not provided.
The RUE rating of each competency will be reviewed in these sessions
Instructor Notes:
Taken from p. 138 of the book Defining HR Success: 9 Critical Competencies for HR Professionals.
Stress as noted on the slide: You must already have this competency when you arrive at the respective level.

15. Consultation Ratings Duration: 15 minutes
Instructor Notes:
Taken from p. 147 of the book Defining HR Success: 9 Critical Competencies for HR Professionals.
Give students a few moments to observe the table.
Ask them for their observations.
If needed, point out the large jump in both the Importance and RUE scores from early to mid level and again from mid level to senior and executive levels.
Ask, “What do these findings mean?”
These findings indicate that HR professionals will need to begin developing this competency in the earliest stages in their careers, so they will be ready when they reach mid level.
The findings also indicate that, whether it comes naturally or not, this is a skill they must develop to be successful in their roles at this level.
Ask, “What happens if HR professionals are not proficient in this competency?”
Potential answer: HR professionals seen as lacking in Consultation, or as appearing not to have it in a job interview, may not be promoted or hired into the roles they want.
Tell students: The SHRM Competency Model can be a helpful roadmap for your career and future studies, because you now know what you need and when you need it.
Consider: These scores are relatively moderate at the mid-career level, but they continue to increase with the higher-career levels.

16. Definition and Components of the Consultation Competency
Lesson 3:
Definition and Components of the Consultation Competency
Instructor Notes:
Ask students what impressions they have of the role of an internal consultant and what it means to provide consultation, now that they have completed the Consultation contemplation presession activity. Some typical responses may include:
You have to be able to make evaluations and judgments.
You need a broad perspective and an understanding of how things fit together.
You must be able to coach and advise using facts from research and interpreting them through experience.
You must be prepared not only to make a case for a course of action but also to be a leader of its implementation.
Ask students to describe a person they have worked with whom they have seen play the role of internal consultant— whether or not the person had a consulting title or had worked in HR. Have them describe the specific tasks that person did that cast him or her in the role of internal consultant.

17. Consultation Definition organizational stakeholders
The ability to provide
guidance to
organizational stakeholders
Instructor Notes:
Review the definition provided.
Elaborate on this information if you sense doing so is required for understanding.
From Defining HR Success: 9 Critical Competencies for HR Professionals, ©2015, SHRM, p. 50

18. Consultation Description
Successful internal HR consultants help their organizations address challenges like staffing requirements, training and development needs, and performance issues. In the end, you cannot just possess the knowledge—you must use the knowledge to provide guidance.
Instructor Notes:
Review the description provided.
Elaborate on this information if you sense doing so is required for understanding.

19. Consultation Examples
Learn your company benefits offerings to such an extent that you can help employees understand both the options available and the pros and cons of each option.
Gather data and provide metrics to stakeholders; then provide your assessment of what the data indicate and potential courses of action based on your review.
Champion the implementation of new initiatives, and then lead the implementation of those that receive approval.
Be a coach to both direct reports and employees in other parts of the organization, thereby applying your HR knowledge.
Instructor Notes:
Review the examples provided.
Elaborate on this information if you sense doing so is required for understanding.
Have the students look over the examples provided, and ask them if they can think of other examples of how Consultation manifests itself in the workplace. Do not spend a lot of time on their examples, since you are about to review the subcompetencies and the behaviors, but ask them to revisit the person in the internal consultant role from the previous slide.
Now that they have seen the formal definition, description and examples of the Consultation competency, ask them to share their reflections on that person.

20. Consultation Subcompetencies
Coaching.
Project management (vision, design, implementation, and evaluation).
Analytic reasoning.
Problem-solving.
Inquisitiveness.
Creativity and innovation.
Flexibility.
Respected business partner.
Career pathing/talent management/people management.
Time management.
Sub Competencies
Instructor Notes:
Remind students that a subcompetency is related to the general competency and may be subsumed by the general competency.
Choose a few of the subcompetencies on the slide that you think are particularly important to successfully acting as an internal consultant, and provide your perspective on why these are so important. For example:
For creativity and innovation, you might talk about how HR professionals should come up with new ideas or new versions of old ideas, while still considering the ideas’ practicality.
For coaching, you can talk about the importance of helping your colleagues find solutions and reach goals, while not giving them answers or doing the work for them. 
For inquisitiveness, you could talk about the importance of asking enough questions to fully understand the challenge the person you are assisting is facing. In addition, asking the person questions encourages him or her to reflect on the answer, allowing the person to possibly identify root causes and potential solutions.
For time management, you can ask why managing expectations and coordinating delivery dates and times is important.

21. Consultation Behaviors
Applies creative problem-solving to address business needs and issues.
Serves as an in-house workforce and people management expert.
Analyzes specific business challenges involving the workforce and offers solutions based on best practice or research.
Generates specific organizational interventions (e.g., culture change, change management, restructuring, training) to support organizational objectives.
Develops consultative and coaching skills.
Guides employees regarding specific career situations.
Instructor Notes:
Discuss the Consultation behaviors with the students.
See if they can pick out a few of these behaviors that they feel are critical to successfully implement the subcompetencies. For example:
For career pathing/talent management/people management, they might point out that “serves as an in-house workforce and people management expert” and “guides employees regarding specific career situation” are two key behaviors that allow HR professionals to be successful.
As an alternative (if time allows), you could also turn this into a quick activity. Before class, print out the list of behaviors, and cut the page into strips with one behavior on each strip. Place the strips into a bowl. There are six behaviors, so ask for six volunteers. Have each draw a behavior from the bowl. Have each volunteer read the behavior out loud and then match it to one of the subcompetencies (it would help if you flip back to the subcompetency slide for this part of the activity). Once students pair the behavior they chose with a subcompetency, ask the rest of the class if that behavior could also support other subcompetencies.
Continue until all six students have matched their behaviors to at least one subcompetency.
An accelerated version of this is to have two or three students pick a behavior from the bowl, not covering all the behaviors.

22. Ways to Develop Consultation Skills
Shadow a professional in the role of an internal or external consultant.
Build relationships with clients, colleagues and stakeholders
Ask questions during data gathering meetings with clients and stakeholders.
Build credibility through communication to increase your position as a knowledgeable, client-focused partner.
Outline client goals, and set expectations for success.
Evaluate the solution/change, and identify areas for future improvement.
Study conflict negotiation.
Engage in consulting self-study via books and other relevant publications.
Instructor Notes:
Have the students review the ideas for developing Consultation skills on the slide.
Encourage them to provide additional ideas for how to develop skills to master this competency.
Point out that items 3, 4 and 5 are based on communication and questioning.
Then ask two to three students to provide examples of questions to ask to clarify and ensure understanding of problems. Some possible answers are:
What have you already tried to resolve this issue?
Can you give me a specific example of what you mean?
Do I understand correctly that you're saying ?
From Defining HR Success: 9 Critical Competencies for HR Professionals, ©2015, SHRM, p. 50

23. APPLICATION of the Consultation Competency
Lesson 4:
Instructor Notes:
Begin by asking the students what they think of when they hear the word Consultation. Some typical responses may include:
Providing advice.
Providing a second opinion.
Providing an objective/neutral outlook.
Next, ask the students to describe a person they have worked with who exemplifies being an effective internal consultant (the person does not necessarily have to work in HR).  Have them describe the specific things the consultant did to show his or her willingness and ability to consult. How did the person approach others to initiate the consultation? What did the person do to maintain momentum?
Ask students to describe a person they have worked with whom they have seen play the role of internal consultant— whether or not the person had a consulting title or had worked in HR. Have them describe the specific tasks that person did that cast him or her in the role of internal consultant.
APPLICATION of the Consultation Competency

24. Activity Flexible Work Arrangements On Display One HR Manager
You may observe comments like these from the student groups: 
HR Manager:
The HR manager should give valuable information to the manager without trying to prove his or her knowledge. The consultant must strike a fine balance between sharing information to educate and assist someone versus drowning the person in information that is not necessarily actionable or applicable.
To understand the problem, the HR manager needs to ask and listen more than speak. Some people are tempted to rush in and save the day, but they do not know what they are trying to save until they ask the right questions and listen.
The HR manager should offer multiple solutions, not just one. In this way, the consultant and curator can collaborate as partners to find the best solution; plus, sometimes new solutions come from combining or revising old ideas.
Museum Curator:
The curator is part of the process and should not expect the HR manager to solve the problem. Remember the old adage “If you aren’t part of the solution, then you are part of the problem.” 
The curator should not just accept what the HR manager tells him or her, but rather ask for the details about the solution (e.g., how?, why?). That is how good dialog happens.
The HR manager should ask questions, but if he or she does not, the curator should volunteer information. Keeping your HR support well informed helps HR give you good advice. Holding back only hurts you.
Remaining Students:
Their classmates will be learning from them.
They can’t just relax.
Ask them the questions on the applying the competency exercise outline   Should this intro be something like, “The following tips may help the students playing the roles of HR manager and museum curator”? Or “You may here other students in each group give feedback like the following to the students playing the roles of HR manager and museum curator.”  
Flexible Work
Arrangements
On Display
Instructor Notes:
Refer to the document “Applying the Consultation Competency.”
Hand out copies to each student.
Students should have completed the prereading of the SHRM research titled Flexible Work Arrangements (FWAs).
If students are not already assigned to small groups (approximately four to six each), assign them now.
While only two students play active roles (as the HR manager and museum curator), remind the others that they must observe closely and provide valuable feedback at the end. Be sure they take notes, and tell them that noting specific statements and responses will help when making points or suggestions.
Tell students to try to be realistic and to consider solutions that will work in a museum environment. Some ideas work great in one environment but fail in another.
Circulate unobtrusively during the exercise, and make observations to comment on during the wrap-up.
Try not to get involved in the conversation. Let it happen. Everyone will share after.
Some things you might observe are listed to the left side.
One HR Manager
One Museum Curator
Multiple Observers/Feedback Providers

25. Activity Flexible Work Arrangements On Display Debrief
What was easiest about being an internal consultant?
What was most difficult?
How valuable is this a role for HR professionals to play for their organizations?
Compare it to what you read about consultants and consulting firms in your prereading. How similar or different do you think it was?
Can you see yourself acting in a consultation role in your organization in the future?
Instructor Notes:
Ask the questions on the slide to people who played each role.
First the “HR managers.”
Then the “curators.”
Then the “observers.” 
Then share your own observations with the class.
Refer back to the SHRM research Flexible Work Arrangements (FWAs) document.
Did students make good use of the content?
What was used most?
What was used least?

26. Rapid Recap Definition:
The ability to provide guidance to organizational stakeholders.
Description:
Successful internal HR consultants help their organizations address challenges like staffing requirements, training and development needs, and performance issues. In the end you cannot just possess the knowledge—you must use the knowledge to provide guidance.
Ratings:
The Importance and RUE ratings for this competency indicate it is valuable now and continues to become more valuable as your career advances, so mastery is a definite enabler of your future plans.
Instructor Notes:
Recap the key points about the Consultation competency as outlined on the slide.
Ask, “Now that we’ve learned more about Consultation, what do you think it means?”
Ask, “How has your perspective changed?”
Ask, “What have you gained a new appreciation for?”
Ask, “Did anything cause you to be skeptical?”

27. Benefits, Challenges and Risks
What is the greatest benefit of developing this competency for:
The individual HR practitioner?
The individual’s HR department?
The individual’s organization as a whole?
What is the greatest challenge to being able to develop it?
Instructor Notes:
Review the benefits, challenges and risks as outlined on the slide.
As you cover these, address each in the context of the individual, the HR department and the organization as a whole. Students should attempt to look at each competency using these three perspectives as best they can at this point in their education/career.
Doing this exercise helps students consider the following:
Their HR career roadmap.
How they would lead and develop an HR department/team.
How they would contribute to an organization as a true business partner.
What is the greatest risk of not developing it?

28. Weaknesses
Duration: 15 minutes
1. How can a weakness in this area (i.e., with this competency) affect:
The individual and his or her career?
The individual’s HR department?
The individual’s organization?
Instructor Notes:
Review the impact weakness in this competency can have as outlined on the slide.

29. Due Next Session Reading Assignments The articles:
“Worker Confidence Propels Deluge of Quits”
“Business Acumen: Building a Better HR”
The report: Job Openings and Labor Turnover Survey Highlights December 2015
Links to these are in the “SHRM’s Competencies for Mid-Career HR Professionals Preparatory Assignments” document
Instructor Notes:
Remind students of the assignments due for the next session on Business Acumen.
Ask if they have any remaining questions from today’s session.