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Contents
Acknowledgements
Introduction
Section 1 Understanding competency frameworks
CONTENTS
ix
1
5
Tool no. 1 Tool no. 2 Tool no. 3
What a competency framework is Pros and cons of frameworks Content and structure of frameworks
7
26
36
55
Section 2 Drafting a new competency framework
Getting buy-in for a new framework Planning and collecting information Organising information into a draft
framework
57
74
119
133
Section 3 Drafting a framework from existing criteria
Getting commitment to change criteria 135

Testing existing criteria 143
Compiling a draft framework from existing
criteria 151
155
Section 4 Ensuring frameworks meet organisational needs
Tool no. 10 Tool no. 11 Tool no. 12 Tool no. 13
Testing draft frameworks Keeping frameworks up to date Adding characteristics and linking to
other frameworks Linking jobs and job grades to a framework
158
176
195
208
229
Section 5 Using competency frameworks in selection
Tool no. 14
Where and how to use frameworks in

selection
233
vii
A free sample chapter from Competencies by Steve Whiddett and Sarah Hollyforde. Published by the CIPD. Copyright 2007 Steve Whiddett and Sarah Hollyforde All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www.cipd.co.uk/bookstore.
Developing the advertisement, application and sifting process Designing the main assessment process Providing candidates with feedback
CONTENTS
240 257 273
Section 6 Using competency frameworks in performance management 279
Tool no. 18 Tool no. 19
Introducing frameworks into performance management Supporting users in performance management
281 295
Section 7 Using competency frameworks in learning and development 313
Tool no. 20 Tool no. 21 Tool no. 22 Tool no. 23 Tool no. 24
Introducing frameworks into learning and development Identifying learning and development needs Providing learning and development resources Evaluating learning and development activities and programmes Supporting users in learning and development
316 322 332 340 349 363
References and further reading
viii
A free sample chapter from Competencies by Steve Whiddett and Sarah Hollyforde. Published by the CIPD.
Copyright 2007 Steve Whiddett and Sarah Hollyforde
All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a
licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency.
If you would like to purchase this book please visit www.cipd.co.uk/bookstore.
Introduction
Why do you need this Toolkit?

Great organisations require great people supported by a culture and processes that encourage great performance. Competency frameworks help organisations get the right people and support them, enabling the organisation to achieve its goals and realise its values. But the framework has to be right. Like any tool, a competency framework must be well designed, well crafted, matched to the task, delivered into the hands of skilled users and maintained to ensure it continues to meet changing demands. Information and advice on developing and using competencies seems to be everywhere critics, users and advisers abound. Sources of advice have grown significantly during the last few decades. However, the general standard of competency frameworks suggests that expertise has not developed in proportion to the numbers of people and organisations that offer advice on developing and using competencies. Poor or inappropriate competency frameworks make organisations goals and values harder to achieve. It is not better to at least have some sort of competency framework rather than some other criteria for selection, appraisal and so on. If you use or are introducing a competency framework, it must reflect the organisations goals, match its culture and be fit for purpose. These features are not bought off-the-shelf or developed in a halfhour workshop with the management team. This Toolkit enables users to develop, adapt and use competencies that fit with organisations goals, capture the local culture and are fit for purpose. The Toolkit contains Fact Sheets, Checklists, Worksheets, Forms, Workshops, Examples and Presentations developed through practice and research with organisations in both public and private sectors. The materials in the Toolkit show how to:
1
INTRODUCTION
produce well-crafted frameworks ensure frameworks meet organisational needs deliver frameworks to users.
INTRODUCTION
In this Toolkit the authors introduce a completely new structure for competency frameworks. Based on reviews of many competency frameworks and their inherent and commonly occurring problems, the authors identified that most problems stem from poor practice and mixing different types of criteria within competency frameworks. The new structure is introduced here to help users manage different criteria within a single framework without recreating the problems.
How should you use the Toolkit?

There are two broad user groups for this Toolkit: those with skills and experience in competency frameworks, and those with little or no skills or experience in this area.
Users with skills and experience in competency frameworks

If you are a skilled and experienced developer and/or user of competency frameworks, the benefits of using this Toolkit include: supplementing and refining your current approach enhancing the quality and effectiveness of your competency work increasing the efficiency with which you and/or your clients are able to develop and use competency frameworks helping you develop and enhance the knowledge and skills of your colleagues and/or your clients.
Users with little or no skills or experience in competency frameworks

If you have little or no skills or experience in the development or use of competency frameworks, this Toolkit can benefit you greatly. Using the Tools in this Toolkit you will be able to:
2
enhance your knowledge of competency frameworks develop substantial knowledge of how to produce and use competency frameworks acquire skills in how to produce and use competency frameworks assess the quality and value of support available to you from others.
INTRODUCTION
All users can follow end-to-end processes for developing new or modifying existing frameworks to produce the highest quality frameworks. Users are then guided on implementing frameworks into people management processes, and can be confident that they are using the latest in competency development.
How the Toolkit works

The Toolkit comprises seven Sections, each representing a key challenge, eg understanding competencies, producing new frameworks or using frameworks in selection. Each Section has a brief introduction, describing the challenge and the steps required to address it. Each step is presented as a Tool with a clear aim, rationale and procedure. Supporting materials for each step/tool can comprise several components, such as Worksheets, Checklists or Workshop plans which can be adapted to local needs.
The format of each Section

The Overview outlines the benefits of the Section and offers useful background information for a facilitator. These pages are marked with the icon
It introduces each Tool so that you can see what it involves and how the Tools fit together.
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The Overview of each Section closes with a summary. The Tools themselves are A4-sized for easy reading and immediate copying. All the Tools can be downloaded as Word documents from the website (www.cipd.co.uk/tsm) so that you can easily customise them for your own local use. Copyright on these pages is waived with the following limitations: If you are a consultant you can adapt them to the needs of your client and add your own branding. You can then give them to your employees or to the employees of your client (but no-one else). If you work in an organisation you can share them internally. Customise the tools for relevance to your organisation and pitch them at just the right level for the individuals involved. All these pages are indicated by the icon
INTRODUCTION
SECTION 4
Ensuring frameworks
meet organisational
needs
Overview
Competency frameworks are needed for specific purposes, and should be checked to ensure they are able to meet those purposes. There will be different groups of users and a range of jobs or roles that the framework has been designed to cover. Over time the organisation, its structures and its operating environment will change. In addition, other competency frameworks may relate to individuals within an organisation but be external to that organisation, for example the competency frameworks of professional bodies. There are four steps to ensuring frameworks meet organisational needs.
ENSURING FRAMEWORKS MEET ORGANISATIONAL NEEDS: OVERVIEW
1. Test the competency frameworks

Newly drafted frameworks need to be checked to ensure they are relevant before being implemented. They must also be proven to relate to performance in the workplace.
2. Adapt frameworks to keep them relevant

Competency frameworks need to be monitored for relevance and kept up to date. When a framework (a draft or one already in use) is not relevant to all roles, or is losing relevance as changes occur in the organisation or in its operating environment, additional information needs to be gathered and the framework updated accordingly.
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3. Add characteristics and make links to other frameworks

Some organisations produce technical competence frameworks as well as behavioural frameworks, and find it difficult to link them or to use them side by side. Others face the challenge of using their own competency framework to help manage staff who are also working to fulfil the requirements of their professional bodies competencies. These challenges are manageable, but guidelines are needed to avoid duplication and confusion. One approach is to identify and link in the characteristics (attitudes, skills and knowledge) that underpin behaviours. This enables a generic set of characteristics to provide a common link between the behaviour statements in one framework and elements of technical competence frameworks. Characteristics can be used to link to behaviours in other frameworks and links can be made directly between the behaviour statements of different frameworks. To avoid confusion, the latter approach requires both frameworks to be free of non-behavioural statements.
4. Make links to grading systems

When competency frameworks are used in performance management, it can be useful to show how behavioural requirements differ between jobs, roles, grades and/or job families. This facility also helps with career planning as individuals can identify differences between behaviours required for their current role and behaviours required for a role they aspire to.
Ensuring frameworks meet organisational needs: summary

This process can be summarised in the following key steps. Each step is in the form of a tool to help you and others ensure competency frameworks
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meet organisational needs. Each Tool contains supporting materials for you to use and adapt. Tool 10: Testing draft frameworks Tool 11: Keeping frameworks up to date Tool 12: Adding characteristics and linking to other frameworks Tool 13: Linking jobs and job grades to a framework
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Testing draft frameworks
Users notes
TOOL 10: USERS NOTES
Aims
To assess how well a competency framework is able to meet the needs for which it has been designed, and to identify where work is required to make it fit for purpose.
Rationale
To add value, a competency framework must be fit for purpose. A framework, when drafted, should already have been checked for the quality of its content and the quality of its structure. However, this does not guarantee that it is relevant or comprehensive, either for users or for the organisation. When a framework is first introduced it must already be fit for purpose. It must also be perceived to be relevant by its users, and where possible, be proven to relate to performance in the workplace.
Procedure
Test the framework
You first need to test that the framework meets quality standards and supports organisational goals and values. If you used the processes in Sections 2 or 3 to develop a draft framework, you will have ensured that the framework you have developed meets quality standards. Where behaviours have been reviewed and retained only if they support the aspirations in the drafting process you will also have made sure
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that the framework supports organisational goals and values. If you have not used the processes in this Toolkit to produce a draft framework, complete Checklist 1 to help you complete these activities.
Get feedback
Once you have tested and ensured that the framework meets the quality standards and the organisations aspirations, you need to gather feedback from users. Users views of the framework are very important. There are several advantages to getting feedback. If users do not recognise the statements that make up the framework as relevant, or if they find the language unfamiliar, they may resist using the framework. It can help refine the framework and get extra commitment to it from users. Eliciting and adopting users views on the wordings for aspirations headlines and behaviour groups makes the framework more usable and more likely to be used. It can help establish levels within behaviour groups and help drafting of role profiles: for example feedback can show that certain behaviour statements only apply to specific jobs or roles. Feedback can be collected in many ways. Fact Sheet 1 contains information about collecting feedback. We provide a questionnaire format (Questionnaire 1) and a statement sorting process (Worksheet 1) for collecting feedback. Both methods can be used to structure feedback from individuals and from groups. We cover how to do this in Fact Sheet 1.
Assess the validity of the framework

Before using a framework you need to make sure that the elements of the framework really are needed for performance in the jobs they relate to. This is also referred to as validity, and it can be realised and demonstrated in many ways. The processes described in this Toolkit for developing a
159
competency framework help to ensure elements of the framework are valid for organisational goals and the demands of the jobs covered by the framework. Getting feedback on the draft framework also helps ensure that users perceive the framework to be valid. These forms of validity are essential but do not provide measures of how relevant the framework is to performance in the organisation. Such measures can be very powerful as they can be used to predict how well people are likely to perform in particular jobs. Where possible, organisations should take the opportunity to quantify the link between elements of the competency framework and standards of performance in the organisations. Use Worksheet 2 to help assess the validity of a framework.
Supporting materials
The materials to support testing draft competency frameworks are: Checklist 1 Testing frameworks not developed using this Toolkit (you also need Tool 8 in Section 3) Fact Sheet 1 Getting feedback Questionnaire 1 Collecting feedback Worksheet 1 Collecting feedback: statement sorting Worksheet 2 Assessing the validity
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Testing frameworks not developed using this Toolkit

Use the following Checklist to test frameworks that have not been developed using the processes in this Toolkit. Is the framework well constructed, ie no overlaps or inconsistencies? Do statements contained in the framework meet good practice standards? Is the framework simple and easy to use? Do the elements of the framework underpin organisational goals? Do the elements of the framework underpin organisational values?
TOOL 10: CHECKLIST 1
These tests must be done before getting feedback on a draft framework and testing the relevance of the framework for performance in specific jobs. It is worth addressing the final two tests in the list first, because if you choose to draft a new framework as a result, you can ignore the first three tests (see below). For the first two tests in the list, use Tool 8 in Section 3. For the third test, compare your framework with the proposed structure for organising behaviour statements in Fact Sheet 2 of Tool 3, Section 1. You need to conduct the final two tests in the list to check that the behaviours in your framework are necessary for the organisation to realise its values and deliver its goals. To do this it is necessary to identify the organisations aspirations and to identify the behaviours within your framework that are needed to fulfil the aspirations. This can be done in one of two ways.
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This document can be downloaded as a Word document from www.cipd.co.uk/tsm
Copyright Steve Whiddett and Sarah Hollyforde. Originated by the Chartered Institute of Personnel and Development. Copyright waived.
Use the Tools and procedures in Section 3 to draft a new framework using existing criteria. Follow the process below to check behaviours in your current framework against organisational aspirations, for example values, key indicators and strategic goals.
Resist relying on feedback on the framework to identify irrelevant behaviours, as this can involve a lot of wasted effort, for example reviewing behaviours that are not needed. Identify them before you send anything out for feedback.
Checking behaviours against organisational aspirations

First check that the organisations aspirations are clear and agreed. Once these have been agreed you need to check the behaviours against them. The following steps can be combined and used to run a workshop with key stakeholders.
Clarify the organisations aspirations

Meet with key stakeholders (see Worksheet 1 in Tool 4, Section 2), particularly those involved with developing and implementing organisational strategy, to identify the documents that capture the key drivers of organisational activity. Typically these are strategic goals, business plans, values statements, key performance indicators and so on. Collect these documents and use them to answer the questions below. You could use this process as a solo or one-to-one activity, or involve key stakeholders by using the questions to adapt Workshop 1 in Tool 5, Section 2. Question: If these goals/plans were fulfilled what would the organisation: expect people would say about it? challenges be?
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need to change? need to do to meet its suppliers and customers needs? need to do to enable its suppliers and consumers to contribute to these goals, plans etc? Identify key themes in your answers. Themes are likely to be things like listen to customers, look after staff etc. Reduce the themes to between five and eight aspirations statements by combining closely related themes, and produce a short headline (one to four words) to summarise each aspiration. Check the draft aspirations statements with key stakeholders to ensure they agree that these statements capture the key organisational goals and drivers.
Check that behaviours support aspirations

Use the process described in Workshop 2, Tool 6 in Section 2 with a group of 8 to 12 key stakeholders to complete this step.
Identifying possible gaps in the framework

Use the process in Checklist 1, Tool 6, Section 2 to identify possible gaps.
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Getting feedback
Feedback needs to be collected on a draft framework before finalising it. You can also ask users to provide feedback on an existing framework to get their views on how relevant it is to their needs. Feedback should be collected from those involved in producing the draft and a sample of potential or existing users. This is an ideal opportunity to involve people who could not be involved when gathering information to produce the draft framework, or people who have aired concerns about an existing framework.
TOOL 10: FACT SHEET 1
Feedback to be collected
Type of feedback to collect: clarity and ease of understanding relevance of statements and headings for the current situation relevance of statements and headings for expected changes fairness.
Feedback on all four areas can be collected by questionnaire or statement sorting. Keep rating scales for these areas simple. They can be rated using a simple three-point scale, for example very, to some degree, not at all, with a line or two of instruction. For the above points add the following questions. Is the statement clear and easy to understand? Is the statement relevant to performance in the job as the job is now? Is the statement relevant to the job as the job will be after anticipated changes? Is the statement relevant to all possible holders of the job, irrespective of age, race, sex, disability etc?
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How to collect feedback

Be very clear about what you are asking for feedback on, and let the reviewers know what will happen with their feedback. This should be done prior to involving people in workshops or sending out the draft framework, and it should be repeated at the outset of workshops or with the draft framework when it is circulated for feedback. Present the draft framework as simply as possible by using the questionnaire structure (Questionnaire 1 in this Tool) or using paper strips for the statement sorting process (Worksheet 1 in this Tool). If you are targeting different people for specific types of feedback, you should produce specific questionnaires for each group of people. For example, if asking about fairness, add a question such as To what extent does this statement apply to all possible holders of the job, irrespective of age, sex, disability or race? You must make sure that the rating scale is adapted to be relevant to any additional or changed questions. If you would find it useful to discuss feedback with particular groups, or if additional support or instruction might be needed to ensure the quality of the feedback, put people into groups to complete questionnaires or the statement-sorting process. When collecting feedback using groups of jobholders, it is simpler to ask individuals to provide individual feedback and to deal with queries individually. Where you have specialists providing feedback, you can organise them into pairs or trios to complete a questionnaire or statement sort. Within these pairs/trios, individuals should be encouraged to challenge each other about their views on the framework.
Who to collect feedback from

Some people are better placed to provide certain types of feedback. Use the following table to help in targeting feedback. Key feedback to collect. 1 2 clarity and ease of understanding relevance of statements and headings: for the current situation
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3 4
relevance of statements and headings: for expected changes fairness.
Key feedback to collect People to collect feedback from Sample of existing and/or potential users, eg range of job-holders, managers, recruiters, trainers, service users. Strategists, people with knowledge of possible changes, senior team members. People with knowledge of competency frameworks, project team members, diversity experts. 1 2 3 4
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Collecting feedback
NOTE: We do not cover the skill of designing good questionnaires in depth in this Tool. You should seek expertise in this area if you plan to design your own questionnaire. The first page of the questionnaire should contain instructions and an example of how to complete the questionnaire. If you use the ABC framework names for behaviour groups, the questionnaire need only seek detailed feedback on the behaviour statements. If you are not using the ABC names for behaviour categories or behaviour groups, this is an opportunity to invite reviewers to suggest names. Leave the subheading areas blank, and provide instructions on each page about what you want respondents to do, for example In the numbered blank spaces provide up to x words to describe or summarise the group of statements that follow the space. If possible dedicate one page of the questionnaire to each section or subsection of the framework, ie one page for all or each behaviour group relating to how we manage our work; one page for all or each behaviour group relating to how we work with others and so on. This helps people separate the different concepts. On each page, include a copy of the rating scale to be used and space for reviewers to add comments.
TOOL 10: QUESTIONNAIRE 1
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Example layout for feedback

Rating scale: 1 = Very; 2 = To some degree; 3 = Not at all Rate each heading and each statement by placing your rating under each of the headings on the right of the page.
TOOL 10: QUESTIONNAIRE 1
Statement number 1 1.1 1.1.1 1.1.2 etc etc 1.2 1.2.1 1.2.2 etc etc 1.3 1.3.1 1.3.2 etc etc Comments: Heading wording (ie a behaviour category) 1st subheading (eg name of a behaviour group) Statement wording Statement wording etc Last behaviour statement 2nd subheading (eg name of a behaviour group) Statement wording Statement wording etc Last behaviour statement 3rd subheading (eg name of a behaviour group) Statement wording Statement wording etc Last behaviour statement
Relevant Easy to to my role understand
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Collecting feedback: statement sorting

The following technique has been used very effectively for collecting feedback on draft competency frameworks. It is particularly useful when large volumes of feedback are sought on the relevance of behaviour statements to specific jobs. By adapting the type of rating scale used, it is possible to use the technique to collect different types of feedback: for example it could be used to collect feedback on clarity of statements, or to collect feedback on how well people consider behaviour statements are grouped in the framework, or how relevant statements are for individuals jobs. Do not be tempted to ask individuals to provide more than one type of feedback at a time using this technique. To collect more than one type of feedback from each individual, use the questionnaire method. Decide what type of feedback you are seeking. Decide what rating scale you will use. Keep it short and simple; for example for feedback on relevance to a job, use a scale like this: 1. Without this behaviour I could not deliver one or more of my job objectives. 2. Without this behaviour I could deliver my job objectives but some would be compromised. 3. Without this behaviour I could deliver all my job objectives without compromising them. Print one each of the rating scale statements onto an envelope, A5 or A4, so that you have one envelope per rating scale statement. Place these envelopes in a larger envelope. Put in this larger envelope all
TOOL 10: WORKSHEET 1
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the behaviour statements, each on a separate strip of paper and each coded to show its behaviour group and statement number. If you want to record the source of the feedback, add brief questions to collect job title, location etc on the outside of the larger envelope. If collecting this information be sure to add a statement about confidentiality. Put the return address on the outside of the larger envelope. Put the instructions (see below) in the larger envelope, including a reminder about how the feedback will be used, and send the whole package out to an individual for feedback. Keep instructions as brief as possible. For example for feedback on the relevance of behaviour statements to a specific job, the instructions could be as follows. 1. Complete the brief questions on the larger envelope. 2. Take the strips of paper and the smaller envelopes out from the larger envelope and spread the smaller envelopes out on a clear work surface. 3. Place these smaller envelopes at the top of the work surface so that you can easily read the label on each envelope. Set aside the larger envelope, away from the work area. 4. Take each of the strips of paper and for each strip: a. read the statement and look at the envelopes to see which envelope best describes the statement for your job b. place the strip next to the envelope which best describes it for your job c. by placing strips next to the envelopes you should end up with three piles of strips. 5. When you have reviewed every strip of paper, put each pile of strips into the envelope that best described those statements for your job. 6. Close each of the three smaller envelopes and put them into the larger envelope. 7. Return the material to the address on the larger envelope.
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Assessing validity
Validity takes many forms, some of which have already been addressed in the processes used in this Toolkit. In the table below we describe different forms of validity and how they are covered in this Toolkit. This Worksheet describes a process for establishing the criterion validity of competency frameworks.
Form Face validity
Meaning The elements of the framework appear relevant.
Where addressed The design process, ie how information was gathered, and the feedback from reviewers. Both processes seek the perceptions of users and other experts. The aspirations indicate the actual drivers for activities in the organisation. Behaviour statements have only been included where they have been identified as necessary for jobs and to fulfil the aspirations. This form is less relevant than the other forms described here. However, Tool 12 in this Section describes how to link frameworks to external constructs, such as other frameworks. Covered below and is also referred to when discussing the use of assessment methods in Section 5 of this Toolkit.
Content validity
The elements of the framework reflect actual requirements for effective working in the organisation.
Construct validity
The elements of the framework correspond to external criteria that measure similar, usually theoretical, constructs, eg leadership. The extent to which the pattern of scores obtained by workers on one criterion (elements of the framework) match scores obtained by the same workers on some other criterion (eg performance in the job).
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Criterion validity

Competency frameworks that have criterion validity have been shown to differentiate between good and less good performance on some other criterion of performance. A measure of criterion validity is a measure of the extent to which performance on elements of the framework corresponds to differences in performance on other measures of job performance. For example, if there is a high degree of criterion validity between the behaviour group working with others and a performance criterion such as customer satisfaction, you can be reasonably confident that someone rated highly on working with others is also likely to receive a high customer satisfaction rating. The statistical measure used is called a correlation coefficient, and has a value between -1 and +1 and a value for the statistic being obtained by chance. Preferably, the correlation will be positive, above 0.3 and less than 5 per cent probability that the value was obtained by chance. One statistic per behaviour group is more useful than one for a framework. The correlation statistic enables organisations to assess individuals on the competency framework and predict how well individuals are likely to perform in a given job or role. This Toolkit describes the process required to collect information to calculate the appropriate correlation statistic. The Toolkit does not describe how to make the calculation. If you do not know how to make this calculation you should consult someone with expertise in this area. The Toolkit does describe a process for quickly estimating the correlation between two sets of scores using a graph.
Establishing the criterion validity

For each behaviour group in the competency framework, identify a performance measure for job-holders in the organisation to which the behaviour group should closely correspond: a measure of customer satisfaction matched to a meeting user needs behaviour group, or a
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measure of the performance of a managers team members matched to a developing others behaviour group, for example. Identify a number of job-holders for which it is possible to gather ratings on each performance criterion and on each behaviour group. This must be a fairly large number of people whose performance varies from good to poor across the performance criteria. As a rough guide, the number of people should be about 10 times the number of behaviour groups in the framework, ie 80 people for an eight-behaviour group framework, 100 people for a 10-behaviour group framework, etc. Collect ratings on the performance criteria for these job-holders as well as ratings on the behaviour groups, for example self-ratings and managers ratings of job-holders (usually through tools such as 360 questionnaires or appraisal ratings of competency). This process produces a pair of scores per person per behaviour group, ie a behaviour group rating and a performance criterion score per person. You are now ready to calculate a correlation coefficient for the pairs of scores for all people in the study per behaviour group. For example for an eight-behaviour group framework and 80 people in the study, a coefficient is calculated for the 80 pairs of ratings in the first behaviour group, another coefficient calculated for the 80 pairs of scores in the next behaviour group, and so on. A quick estimate of the correlation between pairs of scores can be provided using a scatter plot graph. This process also requires some knowledge of how to work with data. Before plotting a graph ensure that the pairs of scores vary in the same direction, for example high rating for the performance criterion = good on the performance criterion and a high rating on a behaviour group = good for the behaviour group, while a low rating on the criterion = poor on the performance criterion and a low rating on a behaviour group = poor for the behaviour group. It can be very confusing if, for example, a rating of 5 for a criterion = good and a rating of 1 for a behaviour group = good . Take care with different sizes of rating scales.
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Mixing widely differing scales such as a scale of 1100 for performance criteria and a scale of 15 for behaviour groups can result in misreading graphs. To plot the relationship between two sets of ratings, produce a graph with one job performance measure on the x axis and one behaviour group rating on the y axis. Then plot all the pairs of scores for that job performance measure/behaviour group combination. It is worth plotting the pairs of scores as an initial analysis. The shape of the plot can indicate whether it is worth conducting a more thorough analysis. This is a quick process if using the graph function in a spreadsheet package. In the examples opposite, the first graph shows a trend of plotted scores leading up from the bottom left of the graph to the top right. This indicates a positive relationship between customer satisfaction and meeting user needs, ie people rated high on the criterion tend to be rated high on the behaviour group, and people rated low on the criterion tend to be rated low on the behaviour group. This is worth exploring further. A straight line plot from bottom left to top right would indicate a perfect relationship between ratings, ie higher ratings on customer satisfaction are always paired with proportionally high ratings on meeting user needs, and lower ratings on customer satisfaction are always paired with proportionally lower ratings on meeting user needs. In the next graph it is very difficult to see a pattern to the plotted scores, suggesting that criterion validity is very low or zero between the behaviour group developing others and teams performance.
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6 Meeting User Needs 5 4 3 2 1 0 0 1 2 3 4 5 6 Customer Satisfaction Series1
6 Developing Others 5 4 3 2 1 0 0 1 2 3 4 5 6 Team's Performance Series1
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Contents

Section 1 Understanding competency frameworks

Tool no. 1 Tool no. 2 Tool no. 3

Section 2 Drafting a new competency framework

Tool no. 4 Tool no. 5 Tool no. 6

Section 3 Drafting a framework from existing criteria

Tool no. 7 Tool no. 8 Tool no. 9

Getting commitment to change criteria 135

Section 4 Ensuring frameworks meet organisational needs

Tool no. 10 Tool no. 11 Tool no. 12 Tool no. 13

Section 5 Using competency frameworks in selection

Where and how to use frameworks in

Tool no. 15 Tool no. 16 Tool no. 17

240 257 273

Section 6 Using competency frameworks in performance management 279

Tool no. 18 Tool no. 19

Introducing frameworks into performance management Supporting users in performance management

Section 7 Using competency frameworks in learning and development 313

316 322 332 340 349 363

References and further reading

Why do you need this Toolkit?

How should you use the Toolkit?

Users with skills and experience in competency frameworks

Users with little or no skills or experience in competency frameworks

How the Toolkit works

The format of each Section

ENSURING FRAMEWORKS MEET ORGANISATIONAL NEEDS: OVERVIEW

1. Test the competency frameworks

2. Adapt frameworks to keep them relevant

3. Add characteristics and make links to other frameworks

ENSURING FRAMEWORKS MEET ORGANISATIONAL NEEDS: OVERVIEW

4. Make links to grading systems

Ensuring frameworks meet organisational needs: summary

ENSURING FRAMEWORKS MEET ORGANISATIONAL NEEDS: OVERVIEW

Testing draft frameworks

TOOL 10: USERS NOTES

TOOL 10: USERS NOTES

Assess the validity of the framework

TOOL 10: USERS NOTES

Testing frameworks not developed using this Toolkit

TOOL 10: CHECKLIST 1

TOOL 10: CHECKLIST 1

Checking behaviours against organisational aspirations

Clarify the organisations aspirations

TOOL 10: CHECKLIST 1

Check that behaviours support aspirations

Identifying possible gaps in the framework

TOOL 10: FACT SHEET 1

How to collect feedback

TOOL 10: FACT SHEET 1

Who to collect feedback from

relevance of statements and headings: for expected changes fairness.

TOOL 10: FACT SHEET 1

TOOL 10: QUESTIONNAIRE 1

Example layout for feedback

TOOL 10: QUESTIONNAIRE 1

Relevant Easy to to my role understand

Collecting feedback: statement sorting

TOOL 10: WORKSHEET 1

TOOL 10: WORKSHEET 1

TOOL 10: WORKSHEET 2

Form Face validity

Meaning The elements of the framework appear relevant.