Professional Documents
Culture Documents
AIESEC Germany
INDEX
I. Introduction How does a GCM-LC look like? ........................................ 4 II. III. Timeline for Implementation ..................................................................... 5 TM processes and the GCM ................................................................... 6
1. Talent Planning and the Global Competency Model ................................ 6 1.1.What is Talent Planning...................................................................... 6 1.2. Importance of Talent Planning........................................................... 6 1.3. Talent Planning and the Global Competency Model ......................... 6 2. Talent Marketing and the Global Competency Model .............................. 9 2.1. What is Talent Marketing ................................................................... 9 2.2. Talent Marketing and the GCM.......................................................... 9 2.3. Additional Advice ............................................................................. 10 3. Talent Selection and the Global Competency Model ............................. 12 3.1. Why competency based Selection?................................................. 12 3.2. Talent Selection and the Global Competency Model....................... 12 4. Talent Induction and the Competency Model......................................... 14 4.1. Introduction ...................................................................................... 14 4.2. Contributing to Induction Goals by using the Global........................ 14 Competency Model................................................................................. 14 4.3. How to do GCM Induction in your LC .............................................. 15 4.4. Responsible for the process and possible timeline for the .............. 16 TM team.................................................................................................. 16 5. Talent Allocation and the Global Competency Model ............................ 18 5.1. Introduction ...................................................................................... 18 5.2. Competency Based Talent Allocation.............................................. 18 5.3. Benefits and challenges .................................................................. 20 2
6. Performance Assessment and the Global Competency Model.............. 21 6.1. Introduction ...................................................................................... 21 6.2. Usage of the GCM for Development Assessment in Teamwork ..... 22 6.3. Potential Obstacles.......................................................................... 22 7. Talent Review and the Global Competency Model ................................ 23 7.1. Introduction ...................................................................................... 23 7.2. Usage of Competency Assessment Tool for PDTs ......................... 23 7.3. Additional questions in the PDT....................................................... 24 8. Leadership Development and the Competency Model .......................... 26 8.1. Introduction ...................................................................................... 26 8.2. Leadership Development and the Global Competency Model......... 26 8.3. Leadership Development and Conferences .................................... 27 IV. Conclusion ............................................................................................. 29
Culturally Sensitive
Critical: Inclusiveness, Awareness of Others
Entrepreneurial
Critical: Innovation, Resilience
Supporting: Commitment to Results, Stakeholder Focus, Supporting: Self Awareness, Flexible Effective Communication, Flexible Thinking, Effective Communication Thinking
Socially Responsible
Critical: Stakeholder Focus, Commitement to Results Supporting: Self Awareness, Inclusiveness, Developing Others, Awareness of Others
Active Learner
Critical: Self Awarness, Flexible Thinking, Developing Others Supporting: Effective Communication, Personal 3
I.
To implement the Global Competency Model in your LC you have to ensure four aspects. First, every member (including the EB) is aware of the GCM and how to use it for their personal development. Then you have to ensure that it IS really used as part of the daily work in your LC within teamwork and within specific TM-processes. Only by using it members will realize their development in the competencies. And lastly you have to ensure that the whole EB also knows about how to use the GCM as a tool for managing the LC. These four steps cannot be tackled individually. Information without practice is worthless, but how can you ensure the LC is practicing the GCM if the EB does not see its relevance? It is therefore crucial to have a strategy in place that allows you to implement all aspects of the GCM at once. This document provides you with a proposal of a flow that should enable you to implement the GCM within one semester.
II.
III.
and
the
Global
Talent Planning is the process of creating a clear target profile of the people you need, to ensure attracting the right people to AIESEC and to maintain your pipeline. For that it is important to take into account the profile of the person needed, as well as the opportunities available for the development of the future-member.
More information under Talent Definition: http://www.myaiesec.net/content/viewfile.do?contentid=80302 Talent Planning focuses on looking for the right people for the right position in AIESEC. Each of the Talent Planning four critical questions has then a relation with the GCM:
1. How many members do we have right now? At this point it is important not only to identify the number itself, but if each of the members has or has not a clear role within your LC, with a proper job descriptions. If not, before actually stepping into recruitment you have to re-allocate your members and develop appropriate job descriptions for each of them. Not doing this may imply an unnecessary recruitment and demotivation of people without a proper role. You also need to know more about the LC's overall competency analysis! That is to get to know what are the missing competencies in the LC that you need to focus on during the next recruitment. You can get your LC`s overall competency analysis in the CAT. Additionally an analysis, of what is missing is necessary. 2. What kind of members do we have right now? To be able to answer this question, you will need to know the goals of your members, and the gap between your current membership and your memberships needs. Since the development of your members is aligned to the GCM, to be able to identify the gap, you need to analyse the competency development in your membership and determine the need. AIESEC International Pipeline: http://www.myaiesec.net/content/viewwiki.do?contentid=10033340 3. How many members should we recruit? To be able to recruit, you need to identify what kind of skills, competencies, or knowledge is missing from your LC currently! This missing profile is the profile that needs to be recruited. For that reason, it is once again important to create Job Descriptions based on the GCM as well as take into account the LCs Pipeline for each stage. Competency Based Selection: http://myaiesec.net/content/viewfile.do?contentid=10012259 4. What kind of members should we recruit? The specific number of people to be recruited are the product of the aboved questions/answers. In conclusion, for a successful recruitment, you need to synergize your processes as ONE PROCESS CHAIN under the GCM umbrella.
In order to have an overview of your LCs members and all important data you need for Talent Planning, you can use the Talent Planning Tool 7
SHORT AND SIMPLE 1. Do an LC-reality analysis and create a will-skill-matrix of your members. Be as detailed as possible in the profile-description of your members, and the profile-description of the gaps. Take a look at your JDs. Which ones are taken? This first step will answer the question What do you have? 2. Review the LC Planning for the next period as well as organizational goals. Take a look at your JDs again. Which ones are available? Determine What do you need? by looking at this information and the previous analysis of 1. Dont forget your pipeline! 3. Sit down and think How do you get it?. Take into account your recruitment profiles and determine a strategy on how to get that taking into account the current status of your LC. Thats it! You created a GCM-based Talent Planning that will help you, not only in the recruitment of new members, but also in any other Talent Process or Selection in any AIESEC stage!
b) Advertise Job Descriptions and mention requirements as well as competencies that can be developed. Example: What about leading the finance department of a student organization? Become Vice-President Finance of the Local Committee XY of AIESEC!! Role overall: Background and competencies required: Competencies, skills and knowledge developed: Apply now!! Contact details.. Be as creative as you can but have a clear JD!
2.2.3 Attracting Talents Before executing your marketing campaign think about the following points and find the answers for your realities: What: What message would appeal to your target group of people? Where: Where would you find these people? Consider what they study, read, watch, listen to, where they go, etc. How: How can you ensure your message is reaching them? How can you use the I am an AIESECer campaign (more than just a poster!) to reach them?
b) Talent Marketing for Exchange Consider the following aspects: Job Descriptions o Need from our TN takers for specific backgrounds Duration of internships o Need for a more flexible pool of talent to meet diverse demands from stakeholders o Need for more extensive academic and working experience for our EPs o Need from young people to have longer experiences that enable them to launch their career Our Impact Societal needs o Different needs of society can be met through people with different technical backgrounds Market needs o Labour market is requiring specific technical skills combined with valuable soft skills Competencies required/developed o Take a look at the following graphic to see the level of each competency during exchange. Almost every competency has its highest development during the X stage!
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There are many reasons why we should implement competency based selection: It is easier for us to assess the student and his/her predispositions more precisely. It assures greater alignment between knowledge, skills, interests, needs of the candidate and AIESEC It helps us to track members development since the very beginning, so we will be able to measure the impact and development in the next stages. It will let us to make the connection between personal and organizational goals. It makes it easier to identify the attributes of the candidate and suit what we can offer with his/her further development
For any selection process you need to evaluate both Competencies and Skills. Think about what are the main competencies and skills that are needed for the position. You are free to define as many critical competencies and skills as you want. We advice you to build a complete profile by evaluating most of the competencies based on the Global Competency Model and technical skills (e.g. leadership, team management, delegation) respectively functional AIESEC knowledge (e.g. ER, FIN, ICX, OGX, TM). 12
You should also consider member selection in case members do not want to develop themselves further or show a lack of commitment regarding their tasks and goals. SHORT AND SIMPLE 1. 2. 3. 4. Create a profile of the needed person (refer to Talent Planning and JDs). Define your selection criteria on the competencies by using question guides for interviews and behaviours in assessment centers Define the score that qualifies candidates for acceptance (Dont compromise on quality because of lack of members!). Select Top Talents!
You can find the national proposed selection process for new members and examples of competency based interview questions in the Selection Guide. Or contact the pilot LCs Augsburg, Bochum, Karlsruhe, Kln and Mnster, which executed Newie selection in the summer semester 2009. More information on Germany TM processes Talent Selection: http://www.myaiesec.net/content/viewwiki.do?contentid=10030919 And Talent Selection in the TMU wiki: http://www.myaiesec.net/content/viewwiki.do?contentid=10017142
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3. Linkage of both: You can also link both alternatives by introducing the Global Competency Model during NICO and afterwards integrating the operational part of the Competency Assessment Tool within a my@.net workshop!!! 4.2.2. Experience AIESEC By using the Global Competency Model, new members are very early able to experience our feedback culture. They learn to reflect about their personal development and in a second run they learn how they can contribute to others development by using the assessment and 360 feedback tool. Tip: Do the self assessment part within your induction process by using it in orientation talks or Newie-PDTs. 4.2.3. Me and AIESEC Every new member could make the competency assessment when he gets to TR stage in my@.net. The results can be the base for his goal setting. The new member searches for opportunities, which contribute to his/her strengths and help managing their weaknesses. 4.2.4. Selection and Allocation Acknowledge strengths and weaknesses of your Newies and allocate them with help of that information. Show them jobs, which are directly contributing to their goals of development!
that they know what it is, when new members are asking for. New Members: Plan carefully when they are introduced with GCM and when they can first use it. Dont wait too long (more than two weeks) its not very reliable to tell people a tool is important and then nobody can use it. Do your NICO trainers know enough about the GCM? Are they able to hold a session about that topic?
4.4. Responsible for the process and possible timeline for the TM team
4.4.1 Responsible The VP TM is responsible for the knowledge within the LC and for deeper understanding of the Global Competency Model in the EB. The TM Team is responsible for planning and organizing required workshops continuously throughout the semester. 4.4.2 Possible Timeline Within Semester (in preparation for the next): You can do a LCM to the topic of GCM
During Semester holidays: 1. Make a workshop with your EB and plan the implementation of the GCM Model. Make a 360 Assessment through my@.net and sit together and discuss the results. 2. Every VP makes a CA with his/her team (could be virtually when they arent there) and discusses the result within his/her team 3. Search for trainers who could train your buddies 4. Implement competencies in your local Job Descriptions (http://www.myaiesec.net/content/viewfile.do?opern=next&contentid=1004029 4) First week of semester: NICO: Buddy Workshop (With GCM) Workshop for New Member 16 Recruitment Time
During induction: Buddy supports new member to start his/her work within AIESEC and relates the things we are doing with competencies he can gain through it.
At the End of Induction: Heres an example for further usage of the GCM: The new member is doing the CAT at least once and afterwards he/she is giving the results (2 main strengths and two main weaknesses) to his/her buddy. With this information the TM Team is able to match a job for the new member. Buddy is giving an orientation talk to his Newie and has a JobDescriptions to show his/her possibilities in AIESEC.
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How can Talent Allocation contribute to improve the number of right person-job matches? Clear Talent Allocation processes helps you find out if a person might fit to a job already BEFORE the member starts in this position. Instead of using your energy for bringing back motivation to a member who is unhappy with his job, you can use it for a sophisticated allocation and avoid respective situations. Thats a WIN-WIN situation!
http://www.myaiesec.net/content/viewwiki.do?contentid=10030927 These results should now be used to reach the best possible talent allocation! Here are some thoughts how you can arrange this: When it now comes to the decision which team might fit best to the respective competencies and skills of the new member it is important to balance the wishes of the new members and the needs of every single team and the LC as a whole! One way to deal with this complication is as follows: 1. Your team and you present the respective competency based job descriptions, which are available for the different teams to the new members. 2. You describe them which set of competencies would be very advantageous to feel comfortable in the respective team and that they should take this serious. 3. In a personal orientation talk the new member needs to share the results of his competency assessment test with one of your team members and/or you. 4. Together they compare the test results with the different competency based job descriptions. 5. Based on this comparison and the other documents about the new member, your team member and/or you give advice which job might fit best to the new member. 6. Finally the new member will be allocated to his new job. Some potential complications need to be considered as follows: ! If the new member is not willing to share his test results with anybody, you have to respect this. In this case you can only ask him to run the comparison for himself and tell him that he should make his choice sophisticatedly. He should also choose an alternative besides his top priority. You still have his competency assessment of the interview. The new member and you dont come to a common decision (i.e. problem of balancing wish and needs and suitability!!): After you properly discussed the different possible positions (make sure that you have at least discussed one alternative) it turns out to be very difficult to find a solution that is ideal. In this case you should very sensitively tell him that your proposal is based on your 19
large experience and that he should anyway try out one of the proposed opportunities! In this special case an experienced TM team member is a must!! Next steps listed below is very important for the further screening of this job-person match!! If the new member doesnt want to follow this solution and still insists upon his wish, you should discuss this within the TM team. Maybe the person doesnt fit to AIESEC.
Next steps: Evaluate your talent allocation Keep an eye on how the respective new member fits in and develops in the first weeks Make use of upcoming PDTs! Gather feedback from your EB (and/or team leaders) and the OCPs React on apparently wrong person-job matches! Make sure that team members in every team contribute to the 360 degree competency assessment!
GCM awareness building from the first moment (especially a high level of integrity in the LC is needed during implementation of the new process) Its not assured that people will be true to themselves when making their choice. Make them aware of the importance of taking the assessment test results serious! 20
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o Too few people in the team (the 360-feedback-function works only with 5 or more feedback-givers) Use the Competency structure as a guideline for physical 360feedback within the team In case you do not have any 360-feedback at all make sure the member evaluates his development by him- or herself. Then use this assessment as an input for your PDT with him. 22
How to use it for PDTs? Before the talk: Self-assessment: Before having the PDT with your member, tell her/him to measure his competencies by himself by using the assessment tool. Tell her/him to print out the results of the test and bring it to the PDT. Assessment by team members: Tell the member that there is also the possibility to get an evaluation of the team members/ other AIESECers about the development in the competencies. The member then has to invite those other AIESECers within the assessment tool, give them some time to make their assessment. As soon as five other people have given their opinion, the member can see the average results, print them out again and bring them to the PDT. Within the talk: Ask additional questions (see below) while doing the PDT referring to the results of the assessment. You can use the individual results of the test for discussing the self-reflection of the member on her/his personal development. The results of the assessment by team members can be used when discussing the performance of the member in the past and giving/discussing feedback for the member. The results include the three super strengths of the member. Make sure that she/he will be distributed to a role or given a task where she/he can use those strengths to make the most out of them. But also use the results on the development areas of the member to choose a task or action that the member can do in the future to improve on that skill.
o While doing which activities did you realize that you need to improve in these improvement areas? Which competencies were lacking for being very successful? o Which activities or tasks could you do in the future to improve in these areas of improvement? o Which results did surprise you? And why? o Who could support you when working on your further development? Additionally, when using the assessment of team members: o Which other AIESECers did you ask for an evaluation? o Are the results similar to the results that you got in your selfassessment? Or is there a blind spot? o How do you feel when seeing the results and feedback of the others? o How does the assessment of the others fit to other feedback that you got previously? o According to the strengths that others attribute to you, which roles, activities, tasks should you choose to do in the future?
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There are two possible scenarios: 1. You have a member who wants a specific Leadership Position, but you are not sure if he or she has the competencies you have previously defined as critical yet. Arrange a meeting with the member and discuss his or her motivation for the job. Openly discuss the critical competencies and encourage the member to use the CAT to define his strengths and areas of development. If your member does not have the critical competencies make a plan with your member what he or she can do to develop the competencies, which are deficient. Offer them the right trainings to achieve their goal and give him or her tasks where he or she can develop the competencies. E.g. organizing a team building for your LC or being OCP for smaller projects like workshops. Learning by doing! Check what your LC needs and adapt your plans accordingly, there is always room for experiencing! 2. You have a member who is reluctant to take over a role, although his or her competency results show that he or she has all the critical/ supporting competencies needed to do so: Encourage your member by pointing out how well he or she fits for the job. Offer your member assistance in his role by e.g. mentoring him or her by a third person or having a more experienced AIESECer on his team in order to challenge him.
Encourage your LC to use the 360 Feedback. The 360 Feedback gives the people around you the chance to evaluate your behaviour and to give you a different view of yourself. It can be used to encourage members by showing them how others see them. They can gain some interesting insights!
There might also be regional conferences, which have a Leadership Development track! Be sure to also look for workshops, that might give your members confidence to work as a Leader. Maybe workshops like project management or time management can help to develop skills and will give your members confidence!
Use the NICO already to assess the competencies of your Newies and keep an eye on the competencies they already have. Think of your Pipelinemanagement and use the TR stage to prepare your members for a specific role. It is also the basis for a successful Talent Planning!
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IV.
Conclusion
The Competency Model should be used primarily as a development tool for members to enhance their performance and competencies. Members can choose which competencies they want to develop further at each stage based on the report received from taking the assessment tool after every stage of the AIESEC eXperience according to the different circles of influence. In order to implement the GCM as a development and management tool in your LC you have to use competencies from the very beginning since new members join AIESEC. The usage of the competency model makes only sense when it is used in all Talent Management processes that are in the LC. This means we plan profiles of members and define competencies which we want to see in our members. Based on these profiles we create targeted Talent Marketing campaigns. We then measure level of competencies among candidates to join AIESEC and based on the profile select high potential students who suit to AIESEC. Later on we are using competencies during allocation and division of responsibilities so we match members with certain competencies with job descriptions of positions that are available. Our Education Cycle is created in such way so that you can develop different competencies. Moreover you can use coaching/mentoring to support development of competencies. You can do regularly performance checks and assess what progress you have made and what areas you should focus on. We measure our competencies when you want to take a leadership role or go on exchange to check if you suit to the profile. At the end of your engagement in AIESEC you can capture all the experience and competencies you have gained.
Created by Christina Jger, TM NST 2009/2010, October 2009 Any questions? Contact your TM NST: nst.tm@aiesec.de ? 29