Competency models are structural and functional designs in organizations used to define and assess the level of knowledge, skills, and attitudes expected of individuals or teams for successful completion of a task or work. Especially in human resource department, competency models are essential tools for performance evaluations and training. Models create a collection of specific competencies that will enhance productivity in the workplace. The competency models may be focused on managerial, organizational, functional, or work-based levels. Managerial competency refers to the creation and development of programs for the management. This approach improves professional judgment and relationship development. Work-based competencies involve the skills, behaviors, and knowledge of staff about the task description. Human resource personnel compare these competencies against the adopted model to see areas of improvement and non-compliance.
A system is made of components that contribute to the proper functioning of an organization. Departments serve each other for the purpose of sustainability, growth, and profit. These units are usually linked to specific systems and functionalities. Systems thinking are a thought process within organizations that examines the connectedness, roles, and interactions between components that add to a particular structured system in an organization. The environment in which the system operates is taken into consideration in systems thinking. It is a process that provides understanding, analysis, and discussions about organizational strategic decisions, planning, and design. Thus, systems thinking are critical to success and efficiency. Human resources in the new global context must have systems thinking within their units.
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Case-based decision making is a decision process that is founded on the evaluation of present decision opportunity based on previous experiences. A current case scenario is assessed by comparison of the past to make a meaningful and productive decision. Experienced and well-trained professional in a decision-making setting utilizes case-based decision-making models to arrive at organizational decisions that are effective. Decision problems are solved by reliance on experience and comparison. Thus, experience guides the rationality behind a decision. This approach involves an aspect of intelligence such as decision theory and case-based reasoning.
The global workplace is changing rapidly and organizations need to upscale their training and development strategies to meet the changing landscape. Past competency models are also becoming outdated while some require revisions. There are economic uncertainties, and the mobile, digital, social influence of technology is changing the way organizations function. Globalization and workforce migration are also necessary for the type of training and competencies required in the marketplace. New concepts such as employee engagement and integrated talent management have changed the skills required (Arneson, Rothwell, & Naughton, 2013). Thus, new competency models are necessary for training and development of competence, knowledge, and behaviors that will reflect the present and future working environment.
Training has become a critical component in organizational strategy. According to Dubois and Rothwell (2004) “task performance is driven by how a worker uses his or her competencies or traits that must be present and used in appropriate ways to successfully achieve prescribed work outcomes.” (p.48); the traditional approach to training fundamentally applies the instructional systems design model (ISD), a planned, systematic approach to training. The traditional approach also has the unsystematic method where people train by shadowing or observation. It is a six-step analytic approach that is focused on knowledge, skills, and attitudes, identifying what needs training and what requires other managerial actions. The drawback of the traditional is that it places more emphasis on the trainer. The new competency model such as the strategic systems model (SSM) is a reinvention of the traditional model with stages that allow the trainee to take ownership of the process. It also considers factors that are external to an individual or organizational performance. Through a competency-based model, expectations are communicated.
Competency models have particular challenges. They are not the only tools needed to meet the educational and training requirement (Dalton, 1997). Some models ignore personal competencies. The assessment of many competencies such as personal characteristics and motivation may not be objective. Some competency models cannot capture this absence of objectivity. Thus, human resource personnel need to be open-minded and capable of facing the challenge of training and development in the new global workplace.
References
Arneson, J., Rothwell, W., & Naughton, J. (2013). Training and development competencies: Redefined to create competitive advantage. T+D, 67 (1), 42-47.
Dalton, M. (1997). Are competency models a waste? Training and Development, 51 (10), 46-49
Dubois, D., & Rothwell, W. (2004). Competency-based or a traditional approach to training? A new look at ISD models and an answer to the question, What's the best approach? T+D, 58 (4), 46-51.
