| Competency-based training is one of the | | | | |
| latest buzz phrases. But what is it? How can | | | | Now that you've identified and broken down |
| I implement it? It's easy to understand and, | | | | the competencies, you can start building |
| by following a few simple steps, your | | | | training from those individual competencies. |
| employees can be armed with the knowledge | | | | Let's go back to the bank teller example: |
| they need to do their jobs. | | | | course number one can be a module on basic |
| | | | math, document completion, and checkbook |
| Don't let the terminology scare you. A | | | | balancing. With that module, you've given the |
| competency is simply a set of knowledge, | | | | bank teller the tools needed to complete |
| skills, or abilities (KSA's) that an employee | | | | basic financial tasks. Moving through the |
| must use to function on the job. In recent | | | | competencies, and with the SME group |
| years, we've seen a gradual move to using | | | | approving each set of KSA's, you'll able to |
| competencies from job descriptions in | | | | create training that's important to your |
| training. This type of training ensures that | | | | employees' success on the job. |
| your employees receive only the "need to | | | | |
| know" information instead of "nice to know" | | | | Once the training is "live", you can measure |
| information. To develop a competency-based | | | | its effectiveness. You can do this by |
| program, first work with HR to make sure that | | | | introducing surveys to the trained employees |
| the job descriptions include the correct | | | | and their supervisors. Using our bank teller |
| knowledge, skills, and abilities - that's the | | | | example, we could survey new employees at a |
| foundation. Once this foundation is complete, | | | | designated interval, usually 45 to 60 days. |
| you'll find it's fairly easy to establish | | | | In the survey, we'll focus our questions on |
| competency-based training - if you follow a | | | | the training objectives, which came directly |
| few simple steps. | | | | from the competencies. We'll ask the new hire |
| | | | tellers if they feel comfortable performing |
| The first step should be to assemble a group | | | | the basic math that was explained in |
| of employees who are currently doing the job | | | | training. On the other hand, we'll ask the |
| that you need to train. This group of subject | | | | supervisors if they've observed the new |
| matter experts (SME's)should be a mix of high | | | | hire's ability to perform basic math. We can |
| performers, managers, and supervisors. Get | | | | ask them to rate the new hire's ability on a |
| the SME group together and help them identify | | | | scale. If a majority of new hires report no |
| the knowledge, skills, and abilities needed | | | | problems with basic math and their |
| to function in their jobs. For example, bank | | | | supervisors tell us that they have few errors |
| tellers may need knowledge in basic financial | | | | and few questions on the subject, we've |
| tasks, regulations, systems, and customer | | | | effectively trained the competency. If, on |
| service. The SME group can take each | | | | the other hand, there's some discomfort and |
| competency, discussing all of the knowledge, | | | | numerous errors, we can go back to the |
| skills, and abilities in that competency. In | | | | competency itself, the training, or even the |
| basic finance, for example, bank tellers may | | | | training instructor to find the problem. |
| need to know basic addition and subtraction, | | | | |
| how to complete a deposit slip, and how to | | | | By implementing a competency-based training |
| instruct a customer to balance his or her | | | | program, you're linking training to the job. |
| checkbook. This is a simple example, but the | | | | You're ensuring that trainees are receiving |
| result of breaking down the competencies | | | | the information they need to function, and |
| gives you the objectives for training. There | | | | not extra information that doesn't really |
| is a hidden benefit to approaching | | | | impact their job performance. You're also |
| competency-based training this way: once the | | | | setting up the path to better performance |
| competencies are identified and broken down, | | | | evaluation. If you're certain that trainees |
| you can ask executive managers to approve | | | | are being developed based on job-specific |
| what you've come up with. Getting the | | | | information, you can use the knowledge, |
| involvement of executive managers almost | | | | skills, and abilities introduced in training |
| guarantees their buy-in - and may make your | | | | to measure and reward their performance. |
| job much easier. | | | | |