HR Competency Model

HUMAN RESOURCES COMPETENCY MODEL
For Human Resources Professionals at the University of Michigan
2003
Sabrina Garrett-Owens | Pamela Gurgevich | Jan Katz Barbara Mulay | Deborah Nystrom | Eric Williams
TABLE OF CONTENTS - COMPETENCIES MODEL 2003

OVERVIEW.......................................................................................................................................................... 2 GLOSSARY OF TERMS ........................................................................................................................................ 3 HR CORE COMPETENCIES TRIANGLE MODEL ................................................................................................ 4 FUNCTIONAL SKILLS Attributes Strategic Thinking & Strategic HR Direction ................................................................................................... 5 Ethics and Integrity............................................................................................................................................. 6 Customer Orientation ......................................................................................................................................... 7 Leadership .......................................................................................................................................................... 8 Achievement Orientation.................................................................................................................................. 10 Relationship-Building, Collaboration and Partnership..................................................................................... 11 Self-Awareness & Professional Development ................................................................................................. 13 Skills Change Management and Organizational Design ............................................................................................ 14 Communication ................................................................................................................................................ 16 Consulting......................................................................................................................................................... 17 Project Management ......................................................................................................................................... 18 Coaching & Mentoring..................................................................................................................................... 19 Strategic Analysis, Metrics & Technological Expertise................................................................................... 20 HR TECHNICAL SKILLS Strategic Staffing .............................................................................................................................................. 22 Total Rewards - Compensation & Recognition................................................................................................ 23 Benefits............................................................................................................................................................. 25 Law and Policy ................................................................................................................................................. 26 Investigations and Hearings ............................................................................................................................. 27 Union / Vendor Relations................................................................................................................................. 28 Conflict Management & Dispute Resolution ................................................................................................... 30 Strategic Planning............................................................................................................................................. 32 Training and Development ............................................................................................................................... 33 Facilitation........................................................................................................................................................ 34 Performance Management................................................................................................................................ 35 Transaction Management ................................................................................................................................. 36 Resources.......................................................................................................................................................... 37
UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy
Overview
The Human Resources (HR) Competencies team came into being in Fall 2001 as an extension of universitys new HR Academy initiative. The teams charge was to identify the core competencies that all staff with primary responsibilities within HR requires to perform their jobs successfully. The team was organized to conduct a competency study and to create a model that the HR Academy could use for curriculum development. The team researched models from around the country including corporate, government, and public efforts. This process enabled us to begin to build consensus about the scope of our project and to foster a common approach as we moved forward. The research included the review of numerous books and articles, studying different models currently being used by both internal constituents and external organizations, consulting with individuals with past experience creating models, and interviewing HR professionals on campus. The team addressed competency definitions; the idiosyncrasies of various models and what type of models worked best in different work environments; how to best label the different levels of competencies; and what components of different models would work best for UM. Initially, an overall triangular model was created by the team to summarize and clarify the teams thinking about the process and potential product. This model is based on a HR competency study by faculty and students at the UM School of Business, as well as a variety of other sources including the Human Resources Communications Group (HRCG), who provided us with an initial listing of competencies they would like to see the HR professionals servicing their units possess. We believe the value of the model lies in its ability to drive the curriculum of the HR Academy by identifying the skills and levels of competencies needed to serve the University community successfully. It accomplishes this by describing observable behaviors that skilled HR professionals demonstrate in successfully serving their constituencies. In addition to curriculum planning uses, the model may be also useful to individuals as a reference for professional development planning much like a dictionary is useful as a reference tool for word forms, functions, meanings, etc. The resulting model features a list of competencies that the team identified as necessary to effectively function in our roles as HR professionals. These competencies were categorized into either Foundational or Technical skills. The 13 foundational skills were further divided into Attributes and Skills. The model was initially validated and further developed through a series of interviews with university HR administrators and subject matter experts. Finally, while we are pleased with the document that the team has produced, we acknowledge that it continues to evolve through a developmental phase. We invite additional exploration and validation of this model for use in other areas such as classification or performance development. We hope the model continues to evolve as a useful reference for all HR professionals on campus to better advance the mission of the university in the years ahead.
HR Competencies Team: Deborah Nystrom, Team Facilitator Sabrina Garrett-Owens Pamela Gurgevich Catherine Lilly, Consultant Barbara Mulay Jan Katz Eric Williams
Updates: Orlowski 2002-12-11 , Garrett-Owens 2002-12-12, Childs 2002-12-16, Lilly 2002-12-17, Katz and Spurr 2003-01-02
Glossary of Terms
Ability: A talent, visual or spatial acuity, or conceptual thinking (for example, manual dexterity). There is a natural predisposition to them. Attribute (Traits, Characteristics): A personality predisposition or behavioral tendency that an individual brings to the job. Attributes may be taught, learned, or altered but probably occur naturally in some people more than others. (for example, tenacity or being gregarious.) Behavior: The observable demonstration of some competency, skill, ability, or characteristic. A set of actions that presumably can be observed, taught, learned and measured. Behavioral Levels: More specific than behaviors and defines how much of a particular competency a person must have to be successful in his or her work , for example, the degree of mastery of a skill or area of knowledge. Each level of behavioral description is more complex than the previous one. Some competencies are cumulative through the levels and some are not. The levels also relate to span of control or influence ranging from local or unit specific to system-wide. Competency: Knowledge, skill, ability, or characteristic associated with high performance on a job. Some definitions of competency include motives, beliefs, and values. Competencies can also help distinguish high performance from average and low performance. Core Competency: Organizational capabilities or strengths - what an organization does best. Knowledge: A body of information relevant to job performance. What people have to know to be able to perform a job (for example, knowledge of policies and procedures). Skill: The demonstration of a particular talent. It can be a mechanical skill (for example, operating a piece of equipment) or a verbal skill (for example, making a presentation). Subject matter experts (SME): Average to high performing workers or supervisors that provide the initial information that results in a competency model. They are highly knowledgeable about the requirements of a job
Primary Source: ASTD article "Everything you wanted to know about competency modeling by Richard J. Mirabile, Training & Development, August, 1997, volume 51, issue: 8, pages 73-77 Barbara Mulay, UM-HRD 9-02
HR Core Competencies Triangle Model
Strategic
Contribution & Business Mastery
Strategic thinking, planning Customer orientation Leadership Strategic analysis/Metrics
Personal Credibility
Ethics and integrity Collaboration & partnership Achievement orientation Communication Coaching & mentoring Self-awareness & professional development
Expert HR Delivery
Applied functional knowledge:

HR planning, recruitment, staffing, training & development, performance management, compensation & benefits, labor relations, conflict management
Culture, Change & Process Mastery

Culture & change management Organizational Design Consulting Facilitation Project Management
Technological and fiscal literacy,

Transaction management
Sources:
UM HR Competency Study, SHRM HR Competencies; HRAA D.A.V.E. Model, HRCG 11-9-01 Competencies notes, MCI Competency Model, Eli Lilly HR Competency Model, UM Foundations of Supervision Competencies List, Canada Treasury Board HR Competency List, Managing HR Sherman, Bohland, Snell September 2002 -- Deb Nystrom
Strategic Thinking & Strategic HR Direction

Recognizes, explores, and uses a broad range of ideas and practices for analysis and correlation between human resources trends and issues and establishment of links between human resources activities, the objectives of the University and the needs of the customers. Level 1 Recognizes, explores and uses a broad range of ideas Manages personal biases while exploring new ideas Applies logical and creative thinking to appropriate situations Takes the initiative to identify actions needed to address situations, avoiding escalation of situations to the status of problems Demonstrates a basic knowledge and perspective of the universitys policies and procedures and how they apply to specific situations Reacts to unforeseen circumstances with short term actions in line with stated strategies Seeks information and understanding of the field of human resources especially the area most related to specific job duties including the use of research tools (for example, informational data bases, etc.) Systematically carries out his or her activities in accordance with HR strategy Level 2 Promotes distribution of lessons learned Demonstrates broad knowledge and perspective of how the Universitys policies and procedures work and how they apply to specific and unique situations Seeks out new information and industry trends and can translate that knowledge into useful tools and strategies for the University Translates strategies into tactical plans Extemporaneously articulates the Universitys needs and trends, presenting this information to decision-makers and making the case for addressing issues or making changes in HR policies or practices Applies a theoretical framework to understand a specific situation Quickly identifies the central or underlying issues in a complex situation Recognizes and articulates mental models (paradigms) in ways that are helpful to the understanding of others Level 3 Articulates ambiguity when present in situations, demonstrates tolerance with ambiguity, takes action despite ambiguity Articulates and implements future trends and vision for HR and defines potential opportunities and consequences associated with them Accurately anticipates the implications of events or decisions for various stakeholders in the organization and plans strategy accordingly Readily identifies the weaknesses of HR and implements strategies to rectify them Compiles and compares factors such as technological changes, budgets, and political trends to determine if they will have an impact on HR strategies, developing and presenting models to improve the universitys organizational performance Interprets and explains to decision makers the impact of HR issues on organizational performance 5
Ethics and Integrity

Gives proper consideration to the rights of others, attempts to do the right thing and acts in a manner that is forthright, clear and honest. Level 1 Attends to needs and feelings, particularly in situations of conflict (for example, can accurately summarize the needs and interests of the other partners in a conflict) Establishes and maintains an environment that is conducive to respectful interaction for individuals and teams Takes responsibility for ones own mistakes; does not blame others Level 2 Openly recognizes the unique contributions of each person Modifies a strongly-held position in the face of contrary evidence Models consistency in personal and organization values Challenges customer and colleague behaviors that violate principles of justice and fairness Demonstrates consistent behaviors in alignment with stated ethical standards of the profession (for example, College and University Professionals Association (CUPA) ethics) and organizational core values Develops and promotes a culture in their organization or work group that fosters high standards of ethics and moral behavior including truthfulness and not lying by omission Avoids contributing to rumors and political behavior designed to advance a personal agenda including avoiding attempts to gain an unfair advantage over ones coworkers Maintains a standard of ethics relative to data integrity and confidentiality Level 3 Facilitates participation in projects and keeps staff and constituents fully informed Resolves problems and complaints fairly and in accordance with state and federal laws and professional ethics and values Respects the dignity and integrity of each person, while putting in place the conditions necessary for fair and equitable treatment of all employees Advocates for and sponsors systemic changes to bring ethics into alignment, and to bring about increased integrity and trust Acts as a mentor and role model for employees relative to the highest standards of ethics and integrity
Customer Orientation
Seeks to understand customer expectations and requirements and uses available resources, policies, and opportunities in their best interest without compromising institutional values. Level 1 Actively helps staff and faculty find appropriate resources, promoting one-stop-shopping of a full range of HR services, wherever they are provided Collects and reports information on customers main activities by visiting their operations and/or becoming familiar with their work Establishes rapport with customers, affirming good listening and relationship skills through customer feedback Articulates the business concerns and perspectives of customers Talks to customers (internal or external) to find out what they want and how satisfied they are with what they are getting; collects and summarizes this information for decision-making Demonstrates openness and flexibility in working with customer to meet their needs, arriving at mutually acceptable solutions and rarely saying, No, it cant be done or We dont do it that way Recognizes and acknowledges diverse customer base by adapting responses to context and customer Adapts or adjusts subject matter to meet needs of current customers Level 2 Summarizes customers needs and takes direct action to meet those needs to the satisfaction of those customers Handles irate customers competently (for example, diffuses emotional situations and solves problems) Prioritizes customer requests for urgency and importance in accordance with organizational standards Tactfully confronts customer with information that they may not want to hear (such as telling them that what they want to do is not in their best interest) and promotes mutual understanding Establishes and maintains effective relationships with customers (who report perceptions of respect and trust of the HR professional) Meets with customers regularly (for example, staff and/or managers) to discuss medium and longterm needs Demonstrates effective relationships with other HR service providers by collaborating frequently with others to meet the full extent of customers needs (as verified by customer and colleague feedback) Level 3 Analyzes customer issues and advocates for small to system-wide changes to HR processes and functions to improve customer functioning Assesses daily operations and makes recommendations for change based on customer needs Coaches HR staff on customer service skills Matches up HR service experts to customer to guarantee best relationship and effective service; implements changes to correct poor relationships Hires staff that has predetermined set of customer service competencies best suited for the job Builds cross-functional team relationships that can effectively address needs of all customers 7
Leadership
Demonstrates corporate responsibility, administrative skill, as well as a commitment to and a vision for public service. Level 1 Skilled in setting priorities and meeting short term targets and goals Shares information freely, and keeps others informed. Shares resources between work groups Encourages new ideas, creativity and innovation Quickly and accurately assesses situations and determines critical next steps Participates in developing work plans and links individual objectives to work group or organizational objectives Focuses on meeting mutual business objectives and finding ways to collaborate and exchange ideas Demonstrates openness and follow-through on the ideas of others Involves co-workers and other HR staff in creating a positive work environment, including promoting appropriate recognition for individual and team achievements Celebrates team performance by recognizing the achievements of colleagues/team members Serves as a spokesperson for the organization or group and demonstrates confidence in its potential for success Promotes fairness and teamwork among those with differences in race, gender, and culture as well as hierarchical and occupational levels Level 2 Provides organization, focus and clarity of direction to teams Facilitates work toward a shared vision of the future, instilling a sense of urgency to achieve the organization's goals while helping define unit boundaries Flexible in developing alternative methods of achieving goals, achieving desired results on key projects and initiatives Demonstrates wise use of influence over authority Provides multiple examples of shared power and team-orientation Builds relationships with others and shows interest in staff needs, growth and career development Positively communicates human resources purpose and objectives to human resources staff and customers; seeks ongoing input on purpose and objectives, providing feedback response as needed Demonstrates good judgment when escalating critical issues to higher-level management if own efforts to enlist support have not succeeded Analyzes relationships that are not working and develops solutions that work for the customer and the organization and the human resource function Sets up systems and processes, monitors the details carefully, and evaluates outcomes adjusting as needed Monitors results and outcomes versus plans and provides the rigor and control necessary to stay on course and correct for deviations from the plan Shows evidence of using proactive staff retention strategies for all staff Accepts challenges from others to existing ideas, procedures and policy by understanding and empathizing with the other persons perspective and seeking out alternative ideas and suggestions as requested or appropriate (continued on next page) 8
(continued from previous page) Leads work group or committee tasks Understands the purpose and effectively uses budgets in projecting and monitoring revenue and expenses and participates effectively in the budgeting processes for departments under their control Level 3 Steadfastly maintains focus on goals in difficult situations Brings clarity and decisiveness in a crisis Brings together key partners with mutual requirements to ensure effective deployment of resources Facilitates and creates compelling vision that drives the strategy of the organization Creates and maintains an environment and culture that builds and celebrates diversity and supports multiple perspectives for accomplishing goals Develops processes and demonstrates behaviors that involve staff as business partners Manages both continuity and change, responding with nimbleness to drivers that necessitate change in strategy and practices including: rapid technological change, changes in industries and markets, deregulation, aggressive competition, the global economy, increased organizational complexity and new business models Personally mentors or assists in finding mentoring relationships for others Accomplishes major strategic goals according to established timelines
Achievement Orientation
Has a strong sense of urgency about solving problems and getting work done; influences others at all levels and types of positions; gains others' support for ideas, proposals, projects and solutions. Level 1 Builds positive working relationships with others Stays focused on what is most critical to achieve personal, project and organizational goals Sets specific, measurable goals that are realistic but challenging, with dates for accomplishment Continuously challenges how personal goals/tasks fit organizational goals and communicates this to others Initiates work activities without being told to do so Handles multiple demands and competing priorities Enlists and accepts support and direction of others to achieve the business goal Clarifies expectations about what will be done and how Level 2 Finds or creates ways to measure performance against goals Challenges decisions when he or she disagrees with a decision or strategy and offers alternative, viable solutions Actively participates in team and committee structures, takes the lead in presenting ideas in meetings Demonstrates analytical and critical thinking abilities which result in problem resolution Presents arguments that address others' most important concerns and issues and looks for win-win solutions Assesses reactions of others and adjusts behavior accordingly to effect maximum impact Identifies areas for developing skills needed for effectiveness in current or future job Enlists experts or third parties to influence others Structures situations (for example, the setting, persons present, sequence of events) to create a desired impact and to maximize the chances of a favorable outcome Solicits others for ideas, incorporates those that are viable; gives credit where credit is due Takes independent action to positively affect the direction of events Takes calculated risks to achieve business goals Prepares a professional development plan with specific goals and a timeline for their accomplishment Level 3 Takes advantage of opportunities to influence the future direction of an organizational unit or the overall business Makes presentations on complex or controversial issues that result in modified perceptions Uses many approaches to achieve change with individuals or departments Encourages constituents to fully participate in projects which they initially opposed Nurtures risk taking spirit in others by encouraging them to take on projects of a nature different than what they might currently be accustomed to Takes charge of a group when it is necessary to facilitate change, overcome an impasse, face issues, or ensure that decisions are made Recognizes and appropriately rewards the achievements and efforts of others 10
Relationship-Building, Collaboration and Partnership

Establishes relationships, networks and partnerships that include a broad range of people and lead to joint projects aimed at developing policies, services and value-added products for human resources activities. Level 1 Forges ties with people outside of her or his work unit Enlists the active participation of others to solve problems or address issues Values and listens to others; shows an interest in what others have to say; acknowledges their perspectives and ideas Promotes cooperation with other work units Voluntarily takes time to get to know coworkers or colleagues, to build rapport and establish a common bond Shares ideas and information with others in a timely, relevant and sensitive manner Provides assistance, information or other support to build or maintain relationships with others Voluntarily asks for help from team members, as well as offering assistance to them Encourages and models behaviors that contribute to teamwork (for example, sharing information or resources, maintaining agreed-upon levels of confidentiality, avoiding gossip) Expresses confidence in others' ability to be successful Uses multiple channels or means to communicate important messages (for example, memos, newsletters, meetings, electronic mail) Makes decisions by working cooperatively with others Level 2 Uses formal and informal networks to accomplish tasks or objectives Provides assistance, information and support to others to build a basis for future reciprocity Maintains contacts within the organization through periodic visits, calls or letters and by taking part in meetings, committees and project implementation activities Shares with colleagues information obtained through participation in joint projects Ensures that others involved in a project or effort are kept informed about developments and plans Highlights success and problems during the implementation of joint projects Forges new ties in order to build professional and strategic networks, exchange information and obtain support Develops joint documents in order to foster integrated human resources management Explores culture of partners, employing culturally-appropriate ways to facilitate cooperation and collaboration Articulates how ones own work impacts and interacts with other individuals and work groups across functional areas Cooperates with other employees within and outside their organization which results in more effective operations throughout their organization and increased efficiency in HR services Advocates for interventions that address all partners concerns, even when partners are not present (continued on next page) 11
(continued from previous page) Level 3 Develops and maintains smooth, cooperative working relationships (inside and outside their organization) vertically (with peers and colleagues) and horizontally (with subordinates and managers/directors/officers) to establish strategic networks Chooses appropriate forums for discussing best practices, achievements and expertise in the area of cooperative agreements Advocates for measures and reward structures based on information, resource sharing and collaboration Reports the concerns of all stakeholders to key decision-makers in order to improve the development of policies, strategies and systems Initiates collaborative agreements internal and external to the University Initiates and develops interdepartmental projects that have a significant impact on human resources (for example, alternate methods of service delivery) Implements creative ways of using resources, such as joint undertakings and shared services Ensures that decision makers are aware of the impact of agreements on staff and customers, especially in terms of the management of change and organizational culture Gains support and commitment from others for joint projects Negotiates cooperative agreements including aspects such as: the definition of roles and responsibilities, areas of independence, interdependence and evaluation criteria Utilizes broad and senior networking contacts to quickly assess strategic implications of decisions and directions
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Self-Awareness & Professional Development

Proactively looks for opportunities to develop his or her own skills and related behaviors in areas of their expertise in an effort to maximize their performance and effectiveness. Level 1 Solicits feedback on personal performance and welcomes unsolicited feedback Manages own behavior to prevent or reduce feelings of stress Exhibits a sense of humor under difficult circumstances Prepares a personal development plan with specific goals and a timeline Develops individual work plans and participates in team work plans linked to work group and organizational objectives and strategy Learns about and describes new HR trends and tools applicable to non-profit organizations Level 2 Practices self-assessment based on tough questionsdescribes evidence of looking at self critically through others' eyes Modifies personal behavior on the basis of the desired goal Modifies personal behavior on the basis of work group needs Articulates own contributions to failures Demonstrates confidence in own ability to accomplish goals and articulates a strong sense of self worth Responds honestly, tactfully and professionally to customer questions and actions regarding abilities and credibility Shows versatility in relations with others via sensitivity and commitment to the organization Routinely participates in professional growth activities whether through training, seminars, self-study or seeking the mentoring of others Level 3 Describes behavioral adaptations and strategies used in recognition of personal emotions and their effects, though this may not evident in most interpersonal situations Examines and acknowledges personal strengths, weaknesses and biases, articulating strategies to compensate for them including: effective use of tools and strategies and respectful reliance on others' support or strengths
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Change Management and Organizational Design

Understands organizational evolution as it aligns with values, vision and mission and can facilitate the processes necessary to foster appropriate change within the organization to ensure consistency with those changing issues. Level 1 Examines existing processes and suggests improvements Works cooperatively with others to produce innovative solutions Challenges status quo thinking and pushes for positive change Involves others in a process or decision to ensure their support Participates actively in the testing of new techniques and instruments Helps employees or co-workers develop a clearer understanding of what they will need to do differently as a result of changes in the organization Implements or supports various change management activities (for example, communications, education, team development, coaching) Identifies simplest, fastest or least costly ways of performing her or his duties Articulates positive values about change (for example, routinely describes positive benefits of changes and helps self and others overcome fear or resistance) Effective in working with a variety of diverse situations and people Level 2 Establishes structures and processes to manage change Helps self, individuals and groups manage the anxiety associated with significant change Establishes credibility and trust in relating to others about impending change Appraises individual/organization fit, making hiring decisions that include criteria based on the current and desired culture Shows intellectual curiosity relative to potential strategies, initiatives and new ideas Creates clear, insightful strategies designed to take advantage of business opportunities Aligns organizational resources with current and emerging HR strategies Adopts new perspectives and relies on up-to-date information to improve productivity, customer satisfaction and the essential contribution of HR Provides direction and focus during ambiguous or chaotic circumstances Facilitates groups or teams through the problem-solving and creative-thinking processes leading to the development and implementation of new approaches, systems, structures and methods Examines existing systems, practices and procedures using methods which result in improved organizational performance Proposes new strategies that encourage the testing of new approaches Establishes criteria to guide decisions on whether to pursue, realign or abandon innovative practices Implements new approaches based on recognized criteria, whether or not she or he is capable of assessing all the impacts Actively promotes core values across subcultures, departments and divisions (continued on next page) 14
(continued from previous page) Level 3 Assesses culture and shows evidence of facilitating alignment of values and strategic goals across subcultures and departments Makes or promotes organizational changes in practices or values based on business need and strategy Uses comprehensive assessments to develop structural designs that maximize performance and satisfaction, maximizing fit between the organization's structure, its size, its technology and the requirements of its environment. Develops organization structures that reduce ambiguity for employees Provides leadership in large-scale, multi-year culture change projects with effective, demonstrable results Accurately describes behavioral implications of different organizational models being considered (based for example on degree and type of horizontal and vertical differences, methods of coordination and control, formalization and centralization of power) Describes newer organization structures and their advantages and disadvantages including matrix, virtual and boundary-less organizations Contrasts mechanistic and organic structural models and their applicability to organization design needs Elicits comprehensive information to develop selection factors to help select preferred organizational structures including organizational business needs, employee preferences and cultural norms, measures of work specialization, span of control, formalization and centralization
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Communication
Effectively uses formal and informal communication efforts to express concepts, strategies, information and inspiration that affect the listener in the desired manner. Level 1 Demonstrates good listening skills by using appropriate body language when speaking with others Speaks clearly and can be easily understood by intended audience Summarizes or paraphrases personal understanding of what others have said to verify understanding and clarify actions to be taken/outcomes expected Tailors the content of speech and written communications to the level and experience of the audience Uses appropriate grammar and choice of words in oral speech Expresses ideas and conveys information clearly and concisely in writing using concrete, specific language and using punctuation and grammar correctly Level 2 Confident and effective speaking to an audience Exhibits sensitivity to language and cultural heritage of diverse populations Demonstrates ability to synthesize complex materials from multiple sources (written reports, meetings and informal interactions) and craft into comprehensive reports using appropriate text, visual and verbal communication Creates and edits communications to convey relevant content and style appropriate for audience and situation Responds effectively to differences in needs of less or more challenging audiences Responds spontaneously with effective answers to unexpected questions Communicates with confidence when interacting with influential audiences Level 3 Demonstrates awareness of and flexibility in communication style with a wide-variety of cultures, audiences, organizational groups and management levels Consistently conveys confidence in public communication with large groups Effectively identifies unique audiences and creates tailored communications of varying scope that produce measurable outcomes
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Consulting
Demonstrates an understanding of the consulting process as it relates to diagnosing the clients needs, developing a realistic response, planning an intervention and evaluating results in a manner that yields the desired outcomes. Level 1 Formulates clear questions to clarify customer needs Makes others feel comfortable by responding in ways that convey interest in what they have to say Seeks the perspective of everyone involved in a situation Demonstrates knowledge of the consulting process Describes and uses needs analysis in designing consulting outcomes to clarify results desired Notices discrepancies and inconsistencies in available information and raises questions as appropriate Describes consulting models and methodologies that support current customer needs and strategies Uses knowledge about the customers culture to intervene appropriately Drafts effective contracts that accurately define services to be provided and expected outcomes Level 2 Develops and communicates realistic expectations to the customer, detailing what can and cannot be done Involves others in a process or decision to ensure their support Gets more complete and accurate information by checking multiple sources Probes skillfully to get at the facts, when others are reluctant to provide full, detailed information Seeks out knowledgeable people to obtain information or clarify a problem Weighs the costs, benefits, risks and chances for success in making a decision Anticipates how individuals and groups will react to situations and information and plans accordingly Utilizes a variety of non-threatening ways to approach others about sensitive issues Works collaboratively to develop possible solutions that meet the needs of all vested parties Provides guidance to others in analyzing and solving problems Level 3 Articulates trends in the industry or marketplace to others and works collaboratively to develop plans to prepare for opportunities or problems Alerts customers to repercussions of decisions in terms of staff relations, risks and equity Facilitates resolution to complex issues, selecting interventions creatively, evaluating the effects of the intervention(s) to determine whether client qualifications were met and the change was sustained and facilitates project closure Coaches and mentors staff at moderate and proficient levels Identifies complex problems and possible solutions and takes appropriate action collaboratively with others to resolve issues Identifies and resolves systemic issues using professional standards and practices Facilitates integration of people and information resources to advance unit and organization initiatives 17
Project Management
Develops and maintains a workable plan and obtains resources to accomplish the overall goal of the project; plans, manages and follows through to ensure the local flow and timely completion of activities that deliver work results. Level 1 Uses available planning tools effectively including technology such as project management and resource tracking software Gets the team actively involved in the planning effort Organizes own work to stay on track towards goals Keeps others informed of progress, including any barriers to achievement, while maximizing personal productivity Implements more effective ways to accomplish tasks or achieve objectives Level 2 Insists on clear, complete statements of both product and project scope Develops clear, thorough written plans for all significant undertakings, updating and revising the project plan as needed, specifying what the project will really cost and how long it will really take Works to deadlines, on or under budget, delivering on agreed upon expectations by gaining mutual commitment to deadlines and desired outcomes in advance of starting a project Informs customer of costs before the project starts and monitors/communicates costs throughout Establishes expectations, milestones and deliverables and obtains necessary resources and support to achieve objectives Develops and implements contingency plan(s) to keep work on track Level 3 Makes effective project start-up decisions (by considering project capacity, potential benefits and opportunity cost, as well as any possible ill-effects) Manages any increase in total project workload (caused by growth of the project's scope or by the discovery of unforeseen problems), working with stakeholders to negotiate changing requirements and resource demands Organizes people and allocates tasks and responsibilities so that multiple objectives can be accomplished simultaneously Anticipates obstacles, barriers or gaps that would impact project success and works to continuously improve organizational capability to deliver results Examines tasks and procedures and eliminates those that are unnecessary by staying in touch with the front line and knowing first-hand the impact of policies and procedures on people
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Coaching & Mentoring

Letting people know that what they do matters, encouraging their professional growth and supervision of competencies. Level 1 Provides case (project)-specific information regarding standard university policies and procedures Builds supportive relationships with others Provides information, expertise and support to individuals and managers on management, policy, budget and other administrative practices Shares knowledge about the way we do things around here Orients new HR professionals to various HR areas of expertise Recognizes and reinforces colleagues and customers positive work contributions Recognizes and encourages the behaviors that contribute to teamwork Gives honest, behaviorally-specific feedback to colleagues and customers that is validated by colleagues as being constructive, helpful and valuable Seeks performance feedback from manager and from others with whom they interact on the job Identifies resources available for acquiring needed skills Level 2 Supports and acknowledges common efforts of individuals in work group by embracing group goals and helping to work through group conflict Listens, without making judgments, to help the client explore solutions Helps develop measures to help customer and staff monitor progress Matches staff skills and attributes to needs for services Provides interpretive assessment and guidance on UM policies and procedures, including more complex HR cases and issues following established standards Encourages, without judging, open discussion of the causes of conflict Helps employees connect with appropriate resources to maintain balance between work and their personal lives Level 3 Establishes on-going consultative relationship with groups and senior management in order to assist in managing highly complex HR cases and issues Teaches and mentors more complex HR principles and practices to HR professionals and other individuals and groups Gives people assignments that will help develop their abilities Uses and promotes cultivated networks of HR and other experts to provide services as needed for highly complex HR cases and issues Works to improve the effectiveness of teamwork Facilitates mechanisms encouraging employee well-being such as flexible work hours, learning and professional growth opportunities.
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Strategic Analysis, Metrics & Technological Expertise

a) Uses and applies technological support for human resources, evaluates new technologies and support systems, integrates technology to support human resources activities. b) Gathers information from measurement and technology tools appropriately to develop successful, customer-oriented decision making processes. Level 1 Assembles accurate and useful data and can perform basic analyses Accurately interprets data and produces reports Determines appropriate procedures and actions to resolve routine problems within established guidelines Implements and tracks customer and staff satisfaction measures Uses software and computer systems designed for human resources management Keeps informed about cutting-edge technology in his or her technical area Identifies advantages and shortcomings of computer systems in use Adapts personal working methods to current computerized methods to increase efficiencies Demonstrates proficiency in basic technology such as e-mail, online personal calendar, telephone voice mail and Internet as well as basic office software packages (for example, word processing, PowerPoint presentations, spreadsheets, databases, etc.) Level 2 Monitors customer and staff satisfaction by use of surveys and other metrics Describes use and interpretation of data as basis for decisions producing results that further organizational goals Articulates basis for decisions including a mixture of analysis and judgment Effectively creates analytical tools (databases, spreadsheets) to document, assess and analyze information to support decisions Performs cost-benefit analyses: assesses alternatives in terms of their financial, psychological, and strategic advantages and disadvantages Measures performance against goals and evaluates results (for example, identifies measurements and analyzes trends) Develops and implements process improvements Identifies problems and possible solutions and takes appropriate action to resolve issues Evaluates and recommends recent technological innovations as they relate to human resources management systems Tests new software to make transactions and the collection of data relating to customers more effective Integrates computer technology with human resources activities in order to resolve operational problems Regularly evaluates the appropriateness of information technology and human resources management tools and products Uses existing query tools (for example, Business Objects, M-Pathways) (continued on next page) 20
(continued from previous page) Level 3 Performs analysis of data at a significantly effective level (for example, can identify more complex trends or implications of data) Provides greater variety in the interpretation of data and situations (for example, introduces multiple frameworks or divergent paradigms) Determines innovative human resource metrics that describe HRs value to the institution Regularly evaluates and reports on the appropriateness of information technology and human resources management tools and products Tests and justifies technology investments by analyzing cost-effectiveness Develops and tests queries useful in sophisticated HR analyses Experiments with and implements new technology to improve HR systems, strategies or services (for example, employment kiosks and web self-service)
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Strategic Staffing
Recruit, interview, recommend and refer employees and applicants for employment, promotion, or transfer; review records to identify candidates for employment, promotions and transfer; coordinate and conduct program planning and administrative activities. Level 1 Effectively collaborates with departments or managers on staffing issues affecting university employees Proactively participates in recruitment fairs to meet departmental staffing needs Conducts salary reviews and surveys to determine equity of salary offers Evaluate qualifications of applicants/employees for hire, promotions and transfers Refer and recommend applicants for hire Advises hiring supervisors on effective and legal selection interviewing questions and procedures Level 2 Assists administrators in setting fair and equitable salaries Helps departments interpret and administer university policies and procedures Assists in the development, selection and preparation of recruitment brochures and related promotional information materials Advises department administrators and supervisors regarding data on systematic turnover and its implications Advises supervisors and employees on leaves of absence, returns from leave, reduction in force (RIF) and other special processes Participates in the development of advertising and other recruitment and outreach strategies to attract diverse candidate pools to meet both departmental and organizational strategic staffing goals Conducts employee interviews and investigations Counsels with employees laid off as a result of the reduction in force (RIF) policy Conducts career counseling for employees seeking new employment opportunities Coordinates the placement of employees involving unusual or difficult circumstances (for example, medical restrictions, rehabilitation activities, dual career, etc.) Provides information in employee investigations and complaints for both bargained-for and nonbargained for staff Level 3 Drafts university policies and procedures Interprets and monitors university Affirmative Action, reduction in force (RIF) and other University policies in employee selection Develops and implements strategic staffing and recruitment plans in collaboration with administrators and department(s) Drafts contracts for executive search firms Negotiates contracts and services with temporary staffing vendors Serves on special projects internal and external to department or HRAA across functional areas Develops and maintains career development resources including programs and web-based services Interprets and helps to administer union contracts Administers union bumping process according to contractual obligation Develops and implements education programming for University or community groups on employment practices, policies and procedures Writes and places recruitment advertising in print and other media for all position levels 22
Total Rewards - Compensation & Recognition

Develops and implements the philosophies, policies and programs for rewards for faculty and staff in concert with University administration, the faculty and the operating units. Level 1 Assists in articulating responsibilities and goals of individual positions Interviews and asks open-ended questions that elicit information about competencies and impact of position Asks probing questions that get at the qualitative and quantitative differences in position responsibilities Understands campus community and specific department needs in terms of positions and responsibilities Explains rationale behind decisions and provides basis of analysis for position, compensation Articulates decisions verbally and in written form in a manner that is clear and understandable for the unit and involved employees Analyzes and compares positions internally and with outside organizations to assist with compensation and equity decisions Articulates government regulations and standard practice guide Analyzes equity both within and between units and communicates policies pertaining to classification, compensation and benefits Translates, with expert support, law, policy and government regulations to individual situations Demonstrates knowledge of labor markets and articulates their effect on salaries, recruitment and retention Develops pay ranges that ensure competitiveness in market, determining percentile positions for sets of data and extrapolate data points Level 2 Articulates the mission and goals of the organization and its relationship to classification and pay of its members (for example, relates goals of individual positions to goals of organization) Supports leadership in developing non-monetary reward and recognition programs and behaviors Conveys in commonly understood language the intent and scope of positions and their responsibilities Communicates nuances and politics of campus community (including balance of consistency and flexibility, when required) to arrive at mutually satisfactory outcomes in compensation and classification Analyzes and identifies the physical and political organizational structure and workflow Articulates the impact of compensation decisions between different organizations at the University Collects and develops survey and market data for a particular career group or job family via published surveys or customized data collection Elicits data that accurately reflects information requested and informs the problems being addressed Clarifies, on a number of levels, the components of positions that are being compared between the University and organizations off-campus (continued on next page) 23
(continued from previous page) Utilizes innovative problem solving to resolve complex cases, including collaboration, influence, persuasion and negotiation methods aligned with the integrity of the system and the organization Consults to managers and leadership on total reward scenarios regarding compensation, benefits, organization culture and climate rewards Translates government regulations and University standard practice guide to specific situations involving compensation, classification and benefits Translates law to individual situations where compensation and total reward issues are involved Trains administrators individually and collectively regarding classification system, University and government regulations Assists organizations in understanding, establishing and maintaining equitable salary relationships within their unit Recommends departmental organizational structures and reporting relationships
Level 3 Demonstrates having incorporated knowledge of entire organization into business decisions relative to compensation and benefit systems and structures Engages in problem-solving for complex issues based on wide exposure to multiple service functions within the University Performs individual and operational reviews of compensation, benefits, reclassification systems and their impact on University goals Provides leadership for enterprise-wide total reward initiatives Presents leading edge benchmarks of university compensation, benefits and total rewards programs; provides national leadership at professional forums Performs analyses and pay determinations across entire organization including branch campuses and makes recommendations to influential decision-makers
24
Benefits
Designs, develops, consults, supports and presents benefits programs for all university employees throughout the employee life cycle. Level 1 Advises and counsels faculty, staff, retirees and prospective employees on benefits information and processes Coordinates human resources benefits and payroll life event changes with faculty, staff and retirees Demonstrates a general understanding of the regulatory environment and its specific applications to University benefit plans Coordinates efforts assuring a timely and accurate resolution of issues/concerns related to human resources and compensation Level 2 Articulates UM policies which impact benefit programs and demonstrates effective collaborative relationships with the experts in related policy areas (for example, leaves, sabbaticals, employment, FMLA, Work~Connections, sick pay, etc.) to provide accurate information to customers Acts as a one-stop shopping resource to provide accurate and responsive delivery of HR/AA, Benefits and Payroll information at the request of faculty, staff and prospective employees Resolves complex problems for faculty, staff and retirees on benefit issues Coordinates with the General Counsels Office, Tax Department and external consultants to research, interpret, implement, administer and communicate regulations Demonstrates a comprehensive knowledge of UM benefit policies and related policies, current understanding of benefits trends and options Practices customer-focused delivery of benefit services to meet the needs of changing work cultures and ensure employees receive the best value for benefit expenditures Delivers expert benefit counseling services for labor negotiations Demonstrates effective project management skills through the execution of strategic benefits initiatives and special projects Manages and/or provides benefit counseling activities, group orientations and departmental presentations Level 3 Plans and executes strategic benefits policies and programs consistent with university objectives Performs financial planning, budgeting, reporting, forecasting and trend analysis for benefit programs and operations Communicates benefit programs and services information to the university community using the most effective marketing resources and strategies Provides strategic benefit planning with clear direction and priorities Conducts strategic planning design and development of benefits systems initiatives (for example, web services, benefits data warehouse) Develops benefits financial programs, statistical and demographic modeling, reporting and metrics 25
Law and Policy

Applies an understanding of key legal precedents, policies and practices to protect the interests of the university and individual employees. Level 1 Demonstrates knowledge of most laws affecting the Employment and Employee Relations functions Challenges policies or practices that dont make sense Articulates key principles of basic laws and policies as they apply to the more fundamental issues of the employees relationship with the institution (for example, Standard Practice Guide, Family and Medical Leave Act, Fair Labor Standards Act, wage and hour issues, benefits, etc.) Articulates a practical understanding of applicable laws to all interested stakeholders in ways that increase their understanding Level 2 Easily names external resources and reporting agencies governing and administering laws pertaining to HR services or issues Collaborates with external reporting agencies to investigate and resolve employee complaints Provides advice to others about potential human resource risks (for example, EEO issues, compliance, business ethics, etc.) Conducts training programs to foster consistent application of laws in the unit or, as appropriate, in the university community Demonstrates significant knowledge in the processes, laws and policies governing the hiring and termination of employees Integrates knowledge of laws, policies and cases related to issues surrounding the ADA and protected classes (as defined by State and Federal law and University policies) to perform daily work Synthesizes and applies laws and policies, incorporating department expectations and needs Establishes and maintains resource library for department use (for example, case studies, articles, periodicals, professional journals, etc.) Demonstrates routine methods to remain abreast of evolving law and relevant precedent-setting court cases (especially those related to HR) Level 3 Develops policies and procedures applicable to the entire University that are concerned with human resource activities and issues Alerts customers to legal and policy repercussions of their decision in terms of staff relations and equity Monitors internal and external changes in law, policies and practices to define and confront risk to employees and the University, and communicates implications to leadership Advises senior managers on legal risk implications of high-level HR decisions (for example, staffing, separation) Articulates HR policy implications or needed changes related to strategic departmental or Universitywide decisions or directions
26
Investigations and Hearings

Participates in furthering the formal processes of investigation and hearing. Investigation: A formal process of fact-finding to reach a conclusive determination in support of an action with tangible employment related impact. Hearing: A formal process of review to determine the appropriateness of the investigation and subsequent action. Level 1 Demonstrates neutrality and objectivity when gathering and assessing facts Listens to all parties and conveys understanding of issues Establishes self as fair and objective resource to all parties in an investigation (as demonstrated through objective feedback and reputation) Demonstrates a calm demeanor that places individuals at ease and establishes rapport Level 2 Effectively determines the source of conflict (for example, isolates extraneous symptoms) Demonstrates the principles involved in conducting an investigation Articulates policies and procedures associated with the particular issue Demonstrates good organizational skills (for example, prepares for hearings by organizing all of the facts and historical records) Demonstrates good note-taking abilities and memory recall to the extent they are able to fill-in-theblanks after an investigation and/or interview Exhibits good deduction and reasoning skills Demonstrates the ability to effectively and quickly discern misconduct and inappropriate actions from acceptable conduct and behavior Practices good follow-through in spite of the fact that there may be multiple, competing deadlines at play Demonstrates a balance of empathy and concern with calmness, impartiality and detachment Level 3 Proactively develops and implements training that will assist in eliminating or reducing problems encountered during investigations Consistently and effectively resolves issues consistent with the Universitys best interests Demonstrates the ability recall facts initially thought to be insignificant and connect them to information later obtained and deemed important Exhibits cultural fluency, demonstrating an understanding of nuances that may affect outcomes
27
Union / Vendor Relations

Knowledgeable about negotiation processes and skilled in contract discussions that maximize the universitys position while maintaining institutional values and commitments. Level 1 Succeeds in day-to-day informal negotiations Exhibits an understanding of labor union/vendor history and relationships Demonstrates a reputation for honesty and integrity (as measured by feedback and reputation) Generates trust with other members involved in negotiations Practices effective oral and written communication skills Demonstrates good reading, writing and analytical skills in creating or interpreting contracts Level 2 Succeeds in negotiating interest-based outcomes with unions and vendors (for example, accurately articulates others point of view) Demonstrates good listening skills to parties involved in negotiations, and is able to convey information in an effective manner that shows understanding of issues Exercises excellent organizational and information gathering techniques; takes accurate notes Drafts proposals so that content coincides with intent of the negotiating parties Formulates counter-proposals that anticipate the other partys initial reactions effectively and with minimal delay Articulates deep knowledge of subject matter and contract language without having to actively reference notes or other sources Interprets and administers contract at the completion of negotiations Exhibits excellent advocacy skills (for example, is an effective communicator, forms mutually advantageous relationships, gathers critical information from people and other resources, influences and is influenced, uses political processes advantageously) Demonstrates strategic judgment during negotiations (for example, knows when to hold and when to fold) Level 3 Effectively and consistently negotiates complex issues under demanding situations until the best possible outcome for the University is achieved Listens to and describes the true subject(s) of bargaining Analyzes proposals and their impact on University budget(s) supported by a fundamental understanding of finance and accounting principles and practices Interprets and analyzes data to generate proposals that will be consistent with best practices Facilitates processes enabling the other party to negotiations to state what they want and why they want it Interprets and analyze potential impact and consequences of proposals and contract changes Gathers and maintains information and records from past negotiations to use as a resource for future negotiations (continued on next page) 28
(continued from previous page) Understands that there may be a need to trade wins today for future gains Demonstrates long-term perspective for negotiations (for example, coaches and mentors talent for future negotiations) Nurtures relationships with negotiating parties during life of agreement Applies conflict management and dispute resolution competencies to negotiation situations, as appropriate
29
Conflict Management & Dispute Resolution

The ability to enable opposing parties to move past impasse towards the successful resolution of an issue through the application of dispute resolution techniques. Level 1 Demonstrates good listening skills in conflict situations Demonstrates creative problem solving skills when faced with problem situations Conveys commitment to work toward win-win processes and outcomes Speaks assertively about own interests and needs in conflict situations Paraphrases what is said in order to increase understanding Demonstrates knowledge of at least one conflict resolution technique Articulates the difference between "position" and "interest" while involved in conflict situations Demonstrates knowledge of cultural differences by exhibiting flexibility in conflict management approaches Level 2 Demonstrates confidence in the use of conflict management processes when meeting with individuals or groups Defines the conflict resolution process to those involved in the process Practices investigative techniques which uncover hidden facts and interests of involved parties Uses appropriate conflict management techniques particularly when acting as a third party negotiator: Identifies and surfaces resistance from individual group members as it arises Identifies difficult behaviors and demonstrates ways to keep the meeting on track Demonstrates sensitivity to individual differences and needs of parties involved (for example, by responding differently in different situations) Demonstrates good self-knowledge of her or his own style in relation to conflict management Manages impact of the conflict manager on the conflict resolution process to achieve the best possible outcome for all parties Continuously exhibits a neutral stance during conflict resolution, regardless of topic, similarities and differences with parties involved Recognizes that conflict resolution is successful when the needs of all parties are taken into consideration Resolves conflicts between individuals to the satisfaction of all involved Resolves conflicts among people in a group or among groups Teaches conflict resolution techniques to others who are then able to demonstrate their effective use in other situations Level 3 Demonstrates knowledge and use of varying conflict resolution techniques and mediation options Chooses appropriate strategies from among conflict resolution and mediation options Demonstrates deep self-awareness of own skills, biases, strengths and weaknesses (continued on next page) 30
(continued from previous page) Describes a depth of knowledge of cultural factors to consider in conflict resolution situations Demonstrates knowledge of and experience in using formal mediation processes Demonstrates neutrality (for example, puts aside own biases and agenda to always work for the needs of the parties involved) Teaches and mentors others in mediation processes and skills Mediates or engages in conflict resolution dealing with sensitive conflicts (for example, racial or other ethnic/cultural issues, politically sensitive conflicts, long-standing concerns among many people)
31
Strategic Planning
Produces, through disciplined effort, fundamental decisions and actions that shape and guide what an organization is, what it does and why it does it. Level 1 Familiar with planning process and is a contributing member Describes, on request, how goals/objectives relate to his or her specific place in the organization Demonstrates commitment to planning by accomplishing goals/objectives as assigned Finds information in a strategic plan that involves or impacts department or personal work and incorporates this information into team and personal goal planning Level 2 Leads processes to identify critical issues facing the University for specific departments or customers Conducts research to identify HR trends that may possibly impact specific goals/ objectives for a planning process Monitors direct reports success as they accomplish key goals/objectives Effectively informs management of the systemic perspective of HR as it relates to department vision and key goals Level 3 Recognizes and articulates key trends that may pose threats or opportunities to the University and its human resources in assigned areas Articulates national HR trends and their potential opportunities and threats to University leaders and decision-makers Guides executive and director level staff through strategic planning processes that include HR focused strategy Articulates to leadership a comprehensive understanding of how the HR vision and goals interface with the Universitys vision, values and strategic direction Makes presentations to University leadership regarding HR strategic direction and plans Oversees implementation of HR strategic plans and keeps ball rolling; can restart momentum if necessary, and restructure during implementation if it is determined that the plan needs to be readjusted because of unexpected occurrences
32
Training and Development

Provides specialized expertise including adult learning, learning organizations, instructional design and knowledge transfer options to enhance knowledge, skills and abilities of employees. Level 1 Describes and uses needs analysis techniques to design learning outcomes Accesses packaged knowledge and key insights to develop learning tools as starting points for individual and team learning Prepares job aids to support on-the-job and other types of learning Demonstrates knowledge of how adults acquire and apply knowledge, skills and abilities (for example, the Know, Show, Do model) Articulates information on a level appropriate to audience Demonstrates confidence when speaking to an audience during presentations Tailors communications to effectively reach specific audiences Uses graphics and other aids to clarify complex or technical information Receives consistent high-level evaluation scores from training and education program participants Level 2 Conducts needs analysis, presents results to leadership and others who participated in the datacollection process and facilitates follow-up steps to develop learning objectives and curriculum Develops communities of practice in which members share what they know about a specific topic or discipline. Obtains performance data and related best practices regarding knowledge management. Supports benchmarking to facilitate knowledge management process improvement Assesses training programs for effectiveness and customer impact, determining behavioral change and success in meeting pre-determined outcomes Creates and conveys examples that are relevant to level of audience Understands differences in needs of less or more challenging audiences and designs alternative training options to meet the needs of the entire spectrum Responds spontaneously to unexpected questions with useful information Fulfills educational learning objectives by producing increased levels of competency in participants Level 3 Develops systems that support competencies for communication building, people networks and onthe-job learning including problem-solving, facilitation, reflection and analysis Advocates for measures and reward structures based on information and resource sharing and collaboration Advocates for innovation and creativity and the advanced capabilities of new information through networking, meetings, articles, lectures and other means Evaluates audience comprehension of materials presented by conducting a formal assessment of training program to see if improvement in productivity was in fact a result of training Hears questions and processes feedback simultaneously Reinvents or redesigns presentations on the spot, if it is determined that original training materials will not meet the needs of the audience as originally intended Handles difficult audience members with finesse, tact and little disruption to other audience members or interruption in meeting learning objectives Anticipates how others will react to a situation and alters behavior accordingly (and routinely) 33
Facilitation
Uses human interaction and group process skills to enable individual staff members and groups or teams to resolve issues and plan initiatives with the goal of improving effectiveness and efficiency in the workplace. Level 1 Listens to and understands what others have to say, using open-ended questions, clarifying techniques, active or reflective listening and open body language. Identifies when problem solving/decision making tools and techniques are needed by a group Teaches or explains the process to follow when using new team tools or techniques Helps group maintain a balanced focus between content (what gets covered) and process (how it gets covered) during a meeting Accurately assess strengths and developmental needs, giving specific feedback and helpful coaching Level 2 Identifies when feedback and coaching skills are needed by individuals on a team Asks probing questions to challenge group discussions Guides group through a brainstorming process to be used in problem solving, decision making and creating new processes or procedures Guides team members from goal setting to implementing action plans Provides one-on-one coaching to assist team leaders or members in becoming more effective in group interactions Teaches/coaches the use of problem solving and decision making tools and techniques Guides individuals to change negative team behaviors Level 3 Guides group discussions to include the organizations strategic perspective Encourages open communication across organizational divisions Links individual and team action planning discussions to strategic organizational outcomes Challenges group to consider alternative points of view, making recommendations when appropriate Articulates the clients business so well that they are viewed by participants as extended staff and not as an outside facilitator Understands the distinction between facilitator and consultant, knows when each skill is acceptable and required, and can move between each mode (when appropriate) competently and with ease
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Performance Management
Establishes "how they will work together" (1) to "manage their actions to help their organization achieve its goals" (2) through "ongoing communication partnership...between a staff member, customer, and team members and management" (1). Level 1 Articulates the key elements of the performance planning process Describes key elements of giving work-focused feedback to others, and can describe evidence of doing so Describes a few steps in the performance appraisal process Proactively writes well-developed, results-oriented work-plans for own efforts and any team efforts, including goals, milestones and metrics
Level 2 Articulates how a performance planning process supports achieving the goals of the organization Demonstrates knowledge of how to coordinate results from developing employee work plans Demonstrates awareness and impact of team work planning and participates in same Describes key elements of supervisor and management roles in receiving, giving, and supporting work-focused feedback and can describe evidence of doing so Describes key issues and methods with performance appraisal processes Trains and coaches managers in the creation of work plans for individual staff members and teams
Level 3 Provides performance management consulting expertise and lessons learned in developing and maintaining performance management processes Involves key stakeholders in developing an effective system that supports organization processes and systems Facilitates inclusion of the organizations strategic perspective while developing performance management processes Helps build communication across organizational areas to develop a system that works for everyone Challenges group to consider alternative points of view on performance management related topics, making recommendations when appropriate Provides leadership and consultation for implementation and continuous improvement of a comprehensive work-planning system
35
Transaction Management
Assists and advises administrators by managing HR systems and transactions, assessing and using HR data. Level 1 Completes general transaction processing to facilitate human resource activities Generates computer reports for compliance and operational needs using database and desktop tools Monitors activity using various tools, such as computer reports and logs Audits, copies, sorts, indexes, stores and retrieves human resource documentation Level 2 Documents and completes processing for cases that are the exception to the rule Evaluates, recommends and documents effective processes for handling faculty and staff transactions Analyzes production integrity of institutional and compliance reports Develops and documents user and ad hoc queries in the computer data warehouse Coordinates database update activities and implements transaction support Develops and presents training to administrators and others in use of system resources Creates and maintains a document library standard Provides desktop user and technical support to maintain software and hardware, including networking and configuration to support functions such as user desktop operating software, unit network administration, scanning/imaging, hardware and software evaluation Level 3 Uses configuration and data tables for developing comprehensive cross-functional reports Evaluates, recommends and maintains computing equipment budget and represents unit in University computing groups Perpetuates team management and knowledge transfer within and across functional and technical areas supported by the human resource computing systems Ensures daily operations management and integration Evaluates competency management plan for staff Manages comprehensive coverage of customer service operations, such as call centers or on-line help services
36
Resources
Books: 1. Dubois, David D., Competency Casebook, (Eli Lilly Model), 1998 2. Green, Paul C., Building Robust Competencies: Linking Human Resources Systems to Organizational Strategies, Jossey-Bass, 1999 3. Lucia, Anntoinette; Richard Lepsinger, The Art and Science of Competency Models, Jossey-Bass, 1999 4. Ulrich, David, HR Champions, 1997 5. Ulrich, Davie and Becker, Haselid, The HR Scorecard, Harvard School Press, 200 Articles: 1. "Everything You Wanted to Know About Competency Modeling"; Richard J. Mirabile, Training & Development, August, 1997, volume 51, issue: 8, pages 73-77. [Primary Source for definitions] 2. "Are Competency Models a Waste?"; Maxine Dalton, Training & Development, 10/97 3. "The Core Competence of the Corporation"; CK Prahalad and Gary Hamel, Harvard Business Review, 1990 4. "Competencies: the Next Generation"; Patricia McLagan, Training & Development, 5/97 5. "The Art and Science of Competency Models: Pinpointing Critical Success Factors in Organizations", by Juan I. Sanchez, Personnel Psychology, Durham, Summer, 2000 6. "Making Competencies Pay Off"; Timm Esque & Thomas Gilbert; Training; Minneapolis, MN, v.32 (Jan. 95. pp.44-48) 7. 3 Pillars of Leadership; Hagberg Consulting Group; Competency Development in Public Health Leadership; Kate Wright; American Journal of Public Health, Aug 2000 8. Cockeyed Competencies (and How to Correct Them); Lewis, Robert E., Training; Minneapolis, MN, v34 (May 97. pp.132)
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Reports and Resources: 1. The Wholistic Competency Profile: A model, PSC, Staffing Policy and Program Development Directorate, Staffing Programs Branch, 1996 (via Eric Williams) 2. Competency Template for Buyers and Purchasing Agents at The University of Michigan, 2/01 3. Directory of Competencies for the Human Resources Community in the Public Service of Canada, 10/98 4. Medical School Administration, Job Binding Assessment Tool, 10/01 5. University of Michigan Financial Operations Milestones Competencies Template, Near Final Draft, 11/01 6. Leadership Development Guide, MCI Telecommunications Corporation, 9/96
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HR Competency Model

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HUMAN RESOURCES COMPETENCY MODEL

For Human Resources Professionals at the University of Michigan

TABLE OF CONTENTS - COMPETENCIES MODEL 2003

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

HR Core Competencies Triangle Model

Applied functional knowledge:

Culture, Change & Process Mastery

Technological and fiscal literacy,

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Strategic Thinking & Strategic HR Direction

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Ethics and Integrity

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Relationship-Building, Collaboration and Partnership

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Self-Awareness & Professional Development

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Change Management and Organizational Design

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Coaching & Mentoring

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Strategic Analysis, Metrics & Technological Expertise

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Total Rewards - Compensation & Recognition

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Law and Policy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Investigations and Hearings

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Union / Vendor Relations

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Conflict Management & Dispute Resolution

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

Training and Development

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

UM-HR Academy, Competencies Model 2003 2003, UM-HR Academy

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