McGill Behavioural competencies for M-Group

Presented January 22, 2015

Contents

• Definition of competencies

• Proficiency levels A to D

• Degree of complexity (Supporting, Applying, Guiding, Shaping, Leading)

• How to link Definition, Proficiency and Complexity (see example)

• How should they be used (and not used!)?

• How should they be applied?

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7 behavioural competencies adopted officially by McGill a few years ago

• Change agility: Embraces change and improvement to move the University ahead

• Resourcefulness: Gets things done efficiently and resource-effectively

• Teaming: Contributes to or builds effective teams (applies to all team members and their leaders)

• Managerial courage: Makes and stands behind tough decisions

• Self awareness & Management: Practices emotional maturity

• Client service orientation: Provides service excellence to students, staff, the community and internal clients

• Performance orientation: Takes ownership of or fosters accountability for delivering results

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All competencies have 3 or 4 levels of proficiency from A to D (or C)

• Levels of proficiency are clearly defined in Competency Grid

• Example for Change agility:

– Level A = Accepts change

• Adjusts priorities to meet changing needs/situations

• Maintains composure when things are up in the air

• Keeps an even keel when dealing with the unexpected

• Does not judge prematurely

– Level B = Actively deals with change and ambiguity

• Decides and acts without having the total picture ….

– Level C = Facilitates change and improvement

• Uses political savvy to enable progress …

– Level D = Leads change and improvement

• Turns the creative ideas of others into actions, practices or services 4

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Competencies and levels, then what?

• The competencies are there to evaluate the behaviour of an M-employee.

• But what is important? And at what level?

• Is resourcefulness more important in Procurement, while Teaming is critical in Logistics and Self Awareness is key in Student Services/Affairs?

• So required level of proficiency for each behavioural competency needed to be adopted for M-positions

• How to do it without looking at 1,800 positions?

• Answer: by job families and sub-families

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Degree of complexity

• All role profiles for all job families and sub-families were grouped into five degrees of complexity:

– Supporting (Excluded positions) (MUNACA ?)

– Applying (M-1 role profiles)

– Guiding (M-2 role profiles)

– Shaping (M-3 role profiles)

– Leading (M-4 role profiles)

• Focus groups were held since 2012 by Angela Morse (Total Compensation) and François Labrecque (OD) to define the levels of proficiencies for all M sub-families and families

– Your decision based on your perceived needs

• Look at Human Resources example

• Grid provided for all families (and sometimes sub-families) (posted on HR site)

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How should they be used (and not used)?

• To evaluate the behaviour of an employee, you need to know in which family, sub-family and M-level his/her position is

• You do not need to know the job description, the grade, the salary, …

• The level of position (M-1 to M-4) has an impact of the level of proficiency required

• But the level of proficiency of a behavioural competency does not have any impact on the level of the position.

• The job description (or the role profile) describes and evaluates the tasks and functions of the position not the behaviour of the incumbent.

• To evaluate a position we use other criteria such as responsibility, autonomy, impact of decision, level of education, … not the incumbent behaviour

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How should they be applied?

• For performance evaluation

– Behavioural competencies

– Job description and quality of work

– How?, when?

• For succession planning

• For career development

• …

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