Configure competences
You can define all aspects of competences in Profit so that you can manage based on competences to best advantage. Profit does not just contain the features of competences but also development tips, coaching activities and START questions. This allows for wide usage options for competences within the organisation and allows them to actually contribute to optimising the competences of the employees. Defining the competences requires a lot of time and effort. You can take advantage of the supplied competences. Obviously you should critically examine the supplied data before you use it.
Description
Below is a frequently used level subdivision:
Level |
Description |
Comment |
|---|---|---|
1 |
Individual level |
Basic behaviour, apply within context |
2 |
Interpersonal or at department level |
Apply autonomously in simple situations |
3 |
Behaviour across departments |
Apply autonomously in complex situations |
4 |
Organisation transcending |
Apply flexibly in complex situations |
For example, for the 'Leadership' competence this level structure can be completed as follows:
Level |
Description |
|---|---|
1 |
Own work/situation |
2 |
Lead within the work sphere and during contacts with the customer |
3 |
Lead and involve others (group oriented) |
4 |
Delimit, propagate and support |
Behaviour at the highest level implies the behaviour at the lower levels. In other words: an employee who reaches a certain level, automatically also reaches the lower levels. Level 4 implies the levels 1, 2 and 3. Level 3 implies the levels 1 and 2. Level 2 implies level 1. By using levels in this way, development to higher levels can be directed more precisely.
Behaviour indicators
In practice, describing competences accurately can be complicated. Everybody has his or her own ideas about a competence. If you, for example, ask ten people what they think 'collaboration' means, you would get ten different answers. Even if you finally arrive at one definition, it may be interpreted or applied in different ways by employees. That is why it is important to split up competences into the relevant behaviour indicators. This creates a complete picture of the entire competence.
Determine the behaviour indicators based on the desired behaviour (the required situation), instead of the current behaviour. Only use positive indicators, because a mix of positive and negative indicators is not usable.
Example:
You define the indicators for the 'Accuracy' competence. Wrong behaviour indicators include:
- Works sloppily
- Makes a lot of errors in work.
These indicators would be unusable in an assessment if they are accompanied by other positive indicators, like:
- Works according to the current procedures.
- Uses a checklist.