Managing
competencies in the
Belgian civil service:
major characteristics
Content
I. Selor
II. Competency management in the Belgian Federal
Government
III. Competencies in recruitment and selection
IV. Competencies in other HR processes
V. Lessons learned
I. Selor in a nutshell
Selection agency of the Belgian Federal Government
Activities:
•Selection:
• Contractual personnel
• Statutory personnel
• (Mandate) management positions
•Orientation:
• Internal Market (Talent Market)
• Promotional selections
•Certification:
• Language tests
• Selor Academy
I. Selor - A few numbers
Number of selection procedures for each level
2008
2009
2010
2011
Level A (Master)
307
252
267
211
Level B (Bachelor)
95
91
93
87
Level C (Secondary)
28
23
34
16
Level D (Lower or no
degree)
Total
15
11
5
5
445
377
399
319
Statutory selection procedures
Inscriptions
2008
64.888
2009
81.670
2010
101.967
2011
95.252
II. Competency management in the Belgian Federal Government
1.
2.
3.
4.
5.
Introduction
Competency Model
Competency Model - Dictionary
Competency Model - Profiles
Competency profile and the job descriptions
 function mapping
1. Introduction
Belgian Government has chosen for competency
management within the HR policies:
•For a decade (around 2001-2003, reviewed 2009)
•For all the HR Processes
•Using 1 competency model
•Implemented several tools
• Directly linked with competency management
(Competence dictionary, competency profiles,...)
• Indirectly by using the philosophy and principles
(Development circles,...)
2. Competency Model
Competency Model “5+1” of the Belgian Government (HUDSON)
5 groupes of competencies
1 groupe of technical
competencies
2. Competency Model
Low
Competence
+
Impact
Information
Management
Task
Management
People
Management
Interpersonal Personal
Management Management
Understanding
information
Executing tasks
Communicating
Showing respect
Treating
information
Analysing
information
Integrating
information
Structuring tasks
Sharing
knowledge and
know-how
Supporting
Active Listening
Adapting
Managing
employees
Motivating
employees
Teamwork
Innovating
Organising
Conceptualising
Managing the
service
Managing the
organisation
Controlling the
organisation
Insight in the
organisation
Developing a
vision
High
Problem solving
Decision taking
Developing
employees
Building teams
Leading teams
Inspiring
Showing
reliability
Acting in a
Showing
service-oriented commitment
manner
Advising
Managing stress
Influencing
Establishing
relationships
Networking
Developing
oneself
Achieving
objectives
Showing
organizational
commitment
3. Competency Model - Dictionnary
Competence and
definition
Competence dimensions
and definitions
Behavioural indicators
for each dimension
Behavioural indicators
for each level
5. Competency profile and the jobdescriptions
Each function is linked to a level:
•Level A: Master degree
•Level B: Bachelor degree
•Level C: Secondary degree
•Level D: Lower or no degree
Function mapping
Function families
(groupings)
Each Level is linked to a certain competency profile
divided in 3 categories:
•Expert/Support
•Manager
•Project leader
5. Competency profile and the jobdescriptions
Levels: D  A5
Competencies
Information
Management
Task
Management
People
Management
Interpersonal
Management
Personal
Management
f.i. File Manager
f.i. Teamleader
III. Competencies in recruitment and selection
The competency model is the
“red wire” throughout the whole
selection procedure.
1. Start of the procedure
START = client has a vacancy
In the first phase of the procedure, the searched
profile will be determined in collaboration with the
client.
The following steps will occur:
Profile analyses
(Searched profile)
Screening model
(Test procedure)
Recruitment
2. Determine profile - Profile analyses
During this phase the following elements will be
determined:
•Conditions for participation
• Diploma
• Experience requirements
•Competency profile
2. Determine profile - competency profile
Manager A2
Information
Management
x
X
Task
Management
Understanding
information
Executing tasks
Treating
information
Analysing
information
Integrating
information
Structuring tasks
x
Problem solving
X
Decision taking
Innovating
Organising
Conceptualising
Managing the
service
Managing the
organisation
Controlling the
organisation
Insight in the
organisation
Developing a
vision
People
Management
Sharing
knowledge and
know-how
Supporting
Managing
employees
Motivating
employees
X Developing
employees
Building teams
Leading teams
Inspiring
Interpersonal
Management
Personal
Management
Communicating
*
Showing respect
Active Listening
*
Adapting
K Teamwork
K
K Acting in a
service-oriented
manner
X Advising
*
Showing
reliability
Showing
commitment
*
Managing stress
/// Influencing
K
Developing
oneself
Achieving
objectives
Showing
organizational
commitment
Establishing
relationships
Networking
K
3. Determine test procedure
Profile analyses
(Searched profile)
Screening model
(Test procedure)
Recruitment
3. Determine test procedure – Screening model
EVENT EVENT
1
2
 Competency-oriented model
3. Determine test procedure – Screening model
“Basic competencies and cognitive
abilities proven by a degree of a
certain level or the equivalent of the
degree”
3. Determine test procedure – Screening model
“Generic competencies and cognitive
abilities equivalent to the level of
functioning”
3. Determine test procedure – Screening model
“Specific abilities, fit, motivation,
experience, competencies, knowledge
necessary for the function”
EVENT EVENT
1
2
3. Determine test procedure – Screening model
Generic part (module 0 and 1) of the selection
procedure, computer-based tests evaluating:
•
•
•
•
Abstract reasoning
Information management
Task management
Key competencies
Specific part (module 2) of the selection procedure,
all sorts of testing methods of our test portfolio
For each level a set of tests that corresponds to the
difficulty and competencies of each level
3. Determine test procedure – Matrix
Competencies
Module 0
Module 1
Integrating information
X
X
Decision taking
X
X
Case
X
Developing employees
Acting service-oriented
X
X
X
Advising
X
Influencing
X
Developing oneself
X
Achieving objectives
X
X
Oral communication
Technical competencies (IT
Projectmanagement, JAVA,
.NET,…)
Interview
X
X
4. Recruitment
Profile
analyses
(Searched
profile)
Screening
model
(Test
procedure)
Recruitment
5. Test procedure
5. Test procedure – Example abstract reasoning
5. Test procedure – Example abstract reasoning
5. Test procedure – Example in tray excercise
5. Test procedure – Example in tray excercise
5. Test procedure – Example SJT
5. Test procedure – Example SJT
5. Test procedure – Test portfolio
5. Test procedure – Structured interview
Each procedure involves a structured interview
(at the end)
Evaluates generic and key competences
Following the STAR methodology
•
•
•
•
Situation
Task
Action
Result
6. Results and feedback
Reasonable Accommodations
Classic way of
measuring
Level of competence
≠
=
Reasonable
accommodation
Comparable results?
IV. Competencies in other HR processess
1.
2.
3.
4.
5.
6.
Recruitment and selection
New entrants in internship
Performance appraisals
Career development
Training and development
Knowledge management
HR Processes
V. Revision in 2009 (lessons learned)
What were the reasons for a revision?
1. Inconsistency in the instruments of the
competency model
•
•
Dictionary
Profiles
2. Insufficiently known
3. Insufficiently implemented in each
management- of HR-tool
V. Revision in 2009 (lessons learned)
Changes in the competency dictionary
•Consistency in the terminology of the clusters and
competencies
•Increasing the clarity of the definitions and
dimensions of the competencies
•Behavioural indicators:
•
•
•
•
Increasing the unambiguity and objectivity
Increasing the amount of indicators
Language aspect
Introducing different levels in the indicators
following the levels of the functions
e.g. analysing information  level A, B and C
V. Revision in 2009 (lessons learned)
Changes in the competency profiles
•Increasing the objectivity by determing the
basic competency profiles linked with:
• The function mapping (levels)
• 3 roles: Expert, manager, projectleader
•Allowing to customize within limits
• Respecting the margins
• Respecting the maximum number
•Increasing the importance of the technical
competency profile
V. Revision in 2009 (lessons learned)
Manager A2
Information
Management
x
X
Task
Management
Understanding
information
Executing tasks
Treating
information
Analysing
information
Integrating
information
Structuring tasks
x
Problem solving
X
Decision taking
Innovating
Organising
Conceptualising
Managing the
service
Managing the
organisation
Controlling the
organisation
Insight in the
organisation
Developing a
vision
People
Management
Sharing
knowledge and
know-how
Supporting
Managing
employees
Motivating
employees
X Developing
employees
Building teams
Leading teams
Inspiring
Interpersonal
Management
Personal
Management
Communicating
*
Showing respect
Active Listening
*
Adapting
K Teamwork
K
K Acting in a
service-oriented
manner
X Advising
*
Showing
reliability
Showing
commitment
*
Managing stress
/// Influencing
K
Developing
oneself
Achieving
objectives
Showing
organizational
commitment
Establishing
relationships
Networking
K
V. Revision in 2009 (lessons learned)
Using the 4 users perspectives
1. Organisation
2. HR
3. Managers
4. Employees
1 Language
 Creating tools for all the users
 Investing in training for each user
 Information campaign (posters, brochures,
information sessions,…)
Thank you for the attention!
Questions?