Technical Paper I-CAB Foundation 240516€¦ · Technical Paper I-CAB Foundation The I-CAB...
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Technical Paper I-CAB Foundation The I-CAB Foundation is a Non-Profit organization established under 501(c)(3) of the United States of America Internal Revenue Code.
Transcript of Technical Paper I-CAB Foundation 240516€¦ · Technical Paper I-CAB Foundation The I-CAB...
TechnicalPaperI-CABFoundation
TheI-CABFoundationisaNon-Profitorganizationestablishedunder501(c)(3)oftheUnitedStatesofAmericaInternalRevenueCode.
ContentsAbstract...........................................................................................................................................................................3
I-CABFoundationOverview............................................................................................................................................4
ConsiderationsintheDevelopmentoftheI-CABFoundation’sCompetencyAssessmentModel.................................6
StagesforDefiningaCompetencyModel..................................................................................................................6
GoalsofaLearningProcess........................................................................................................................................6
StagesofSkillDevelopment.......................................................................................................................................8
Confidencevs.Competence.......................................................................................................................................9
HumanNeedsastheyRelatetoCompetencyDevelopmentPlanning.......................................................................9
GoalSettingWithinDevelopmentPlans..................................................................................................................10
OrganizationalCompetencyAssessment.................................................................................................................11
TheI-CABFoundationCompetencyAssessmentModel...............................................................................................13
1.IdentifyParticipantstobeAssessed....................................................................................................................13
2.ProvideDatatoCommenceProcess....................................................................................................................13
3.CompleteProctoredCompetencyAssessment....................................................................................................14
4.ReviewAssessmentResults..................................................................................................................................14
5.CreateaDevelopmentPlan(asrequired)...........................................................................................................18
6.CompleteDevelopmentPlan...............................................................................................................................19
7.Reassess(asrequired)..........................................................................................................................................21
ApplicationsoftheI-CABFoundation’sCompetencyAssessmentProcess..................................................................21
UsefulApplicationsandTools.......................................................................................................................................25
CorporateCompetencyTargets...........................................................................................................................25
AssessmentPre-Selection....................................................................................................................................25
CompetencyPre-Selection...................................................................................................................................26
UserandParticipationEvaluation........................................................................................................................27
ReportSharing.....................................................................................................................................................28
ParticipantDevelopment.....................................................................................................................................29
ContractorManagement.....................................................................................................................................30
.............................................................................................................................................................................31
OrganizationalCompetencyAssessmentReports........................................................................................................32
CumulativeReport(Group/Department/ProjectData)............................................................................................32
CompetencyManagementReport(Organization/CompanyData)..........................................................................33
OrganizationalAnalysisReport.................................................................................................................................37
Post-IncidentAnalysisReport...................................................................................................................................38
ControllingEntityAnalysisReport............................................................................................................................39
References....................................................................................................................................................................40
I-CABCompetencyAssessmentMethodology,RationaleandUtilizationPurposes
AbstractTheInternationalCompetencyAssessmentBoard(I-CABFoundation)isanon-profitorganizationwithchaptersinCanada,theUnitedStatesofAmerica,GreatBritainandAustralia.ThemissionoftheI-CABFoundationistoadministerassessmentsthatmeasureexistinglevelsofcompetencyandfacilitateongoingdevelopment.Itprovidesindividualsandorganizationswithcompetencyassessmentsanddevelopmentplanningbasedonacceptedacademicrationaleandprovidesdemonstrativeduediligenceforapplicableregulatoryrequirements.Asanon-profit,itbenefitsemployment-vulnerablegroupssuchasstudents,youngworkersandtheunderemployedthroughprovidingcompetencyassessmentsanddevelopmentplanningatnocost.TheI-CABFoundation’sCompetencyAssessmentProcessisaseriesofsimplesteps.Organizationsidentifyparticipantstohavetheircompetencyassessed,theseindividualsarethenprovidedwithbasicdetailstocommencethecompetencyassessmentprocess.Participantsthenhavetheircompetencyassessedusinganelectroniconlineproctoringprocessthatassessesparticipantsonfunctionalandregulatorycompetenciesrelatedtotheirroles.Eachparticipantassessedisprovidedanindividualreport.Thisreportprovidesinterpreteddatadesignedtoinformtheindividual,andtheirleader,ofcompetencystrengthsandweaknesses.Developmentplansbasedonthesedetailedcompetencyproficienciesandinformativebenchmarks,areintegratedintotheoverallprocessandcanbeenactedwithinasixmonthperiodafterthedateofassessmentcompletion.Individualcompetencyassessmentresultsareintegratedintoanumberofreportsutilizedbyleadershiptoassessandmanagecollectivecompetency.Thesereportsprovideleaderswiththeabilitytounderstandthecompetencystrengthsandweaknessesinworkgroupsofvaryingsize,rightuptoanorganizationallevelitself.ThedatapresentedintheI-CABFoundation’scompetencyassessmentsmaybeusedmultiplewaysbyorganizations.Theseinclude:ensuringpersonnelcompetency,duediligencedemonstration,managingrisk,contractormanagementprocesses,talentrecruitment,mergersandacquisitions,amongmanyothers.
I-CABFoundationOverviewTheI-CABFoundationisanon-profitorganizationwithchaptersinCanada,theUnitedStatesofAmerica,GreatBritainandAustralia.VisionTocontinuallyimprovethecompetencyoftheglobalworkforce.Mission• Toadministerassessmentsthatmeasureexistinglevelsofcompetencyandfacilitateongoing
development.• Toprovideindividualsandorganizationswithcompetencyassessmentsanddevelopmentplanning
thatsupportsregulatoryduediligencerequirements.• Tobenefitemployment-vulnerablegroupssuchasstudents,youngworkersandtheunderemployed,
byprovidingcompetencyassessmentsanddevelopmentplanningatnocost.
ValuesPartnership:WorktogethertoachievesharedgoalsProcessExcellence:EnsureprocessmeetsevolvingneedsAchievement:FulfillcommitmentsandachievedesiredresultsLearningandGrowth:Demonstratecontinuouslearningandassociatedimprovement
TheI-CABFoundationhasthreestreamsofintegratedsupportthatallowfortheachievementofitsmission.Theyinclude;theAdvisoryBoard,TechnicalCommitteesandtheTechnologyFacilitationGroup.
AdvisoryBoard
TheAdvisoryBoardiscomposedoflegalexperts,educatorsandtechnicaladvisorsdrawnfromindustry,educationandnon-profitorganizationsto:
• Developandmaintainthecompetencyassessmentprocess;• ensuretheassessmentprocessremainsastrongreflectionofduediligenceforparticipating
individualsandorganizationsinmultiplejurisdictions;and• monitortrendsinthedevelopment,updateanddeliveryofcompetencymanagementglobally.
TechnicalCommittees
Themandateofthetechnicalcommitteesistosupportthelegalandfunctionalrelevanceoftechnicalcontentwithincompetencyassessments.Technicalcommitteesareledbysubjectmatterexpertstofacilitatethedeliveryofhighqualitytechnicalcontentwithinassessments,whicharedeliveredinawaythatfairlyevaluatesthefunctionalcompetencyofendusers.
TechnologyFacilitationGroup
ThemandateoftheTechnologyFacilitationGroupistomaintainandcontinuallyimprovethelow-cost,web-based,deliveryofcompetencyassessments.Thetechnologyfacilitationgroupiscomposedofprofessionalsthatprovideexpertisein;internetsecurity,personnelsecurity,onlineelectronicproctoringtechnologyandsoftwareintegration.
I-CABFoundationTrustFundTheongoinguseofassessmentsbycorporatepartnerscreatesandsustainstheviabilityoftheI-CABFoundationTrustFund.ThroughthisTrustFund,designatedbeneficiariesareabletoparticipateincompetencyassessmentsatnocost.Designatedbeneficiariesareapplicantsthatmeetoneofthefollowingbeneficiarycriteria:
• Undertheageof25;• HoldAboriginal/Indigenousstatus;• Aregisteredapprentice;• Enrolledinare-employmentprogram;• Currentlyparticipatinginapostworkplaceaccidentre-trainingprogram;or• Havecompletedpost-secondaryeducation,orsimilartraining,inthefieldofoccupationalhealth
andsafetyinthelasttwoyears.
ConsiderationsintheDevelopmentoftheI-CABFoundation’sCompetencyAssessmentModelTheI-CABFoundation’sAdvisoryBoardisfocusedonextensivelyreviewingcompetencymanagementsystemsandtheunderlyingmethodologiesthatsupportthedevelopmentofacompetencyassessmentmodelthatreflectsthecriticalaspectsofassessingcompetence.Thisincludesstrivingtoreplicatemethodsofassessingcompetenceinphysicalenvironmentstothegreatestextentpossible.Therearemanyeducational,psychologicalandtechnicalmodels,theoriesandphilosophiesthathaveshapedthedevelopmentoftheI-CABFoundation’sCompetencyAssessmentModel.Inthissectionsomeofthekeyinfluenceswillbediscussedinsomedetail.
StagesforDefiningaCompetencyModel
AkeyinputintotheCompetencyAssessmentModeldesignwasderivedfromtheStagesforDefiningaCompetencyModelforagivenjobrole(Boulter,etal.1998).
Thesestagesare:
PerformanceCriteria:Definingthespecificcriteriarequiredforadequateperformancewithinthespecifiedjobposition.Levelsofproficiencycanalsobeintroducedintotheperformancecriteria.CriterionSample:Designatedindividualswithintheorganizationcanbeusedtoinformdatacollectionregardingspecificjobcriterion.Collaborativeinputintotheprocessallowsforincreasedsupportandenhancedlevelsofunderstanding.DataCollection:Thisstepinvolvesspecificallycollectingsampledatatoinformaboutbehaviorsneededtoleadtosuccess.Thesebehaviorscanthenrelatetojobrequirementsortolearningoutcomesindevelopmentplans.DataAnalysis:Analyzingthedatacollectedregardingcriteriaandproficiencylevelstocreatethecomprehensivelistofcompetenciesrequiredtoproducedesiredresults.Validation:Validationofthedatacollectionandanalysisprocessassurescompetencyprofilesareaccurateandcompletepriortoimplementation.Application:Thisprocessinvolvesusingcompetencymodelsinhumanresourceactivitiesthroughouttheorganization.Ideallycompetencycompilationsshouldbeconsistentthroughouteachstageofhumanresourceactivity.Forexample;withinthehiringprocess,throughoutperformanceevaluations,andtoinformemployeeadvancementdecisions.TheCompetencyAssessmentModelhasincorporatedkeyaspectsofthesestagesintothecompetencyassessmentprocess.
GoalsofaLearningProcessAfoundationalprincipleintegratedintheassessmentmethodologyisthatalllearningisnotequal.Itisacceptedthatknowledge,andapplicationofknowledge,canoccuratdifferentlevelsofcomplexity.ThesecomplexitiescanbeexpressedinahierarchyandanestablishedmethodofexpressingthiswasintroducedbyBenjaminBloom(Bloom'sTaxonomyoftheCognitiveDomain-Bloom,Englehart,Furst,Hill,&Krathwohl,1956).Bloom’sTaxonomy,sometimesreferredtoas“thegoalsofthelearning
process”,rankslearningfromthesimplestbehaviortothemostcomplexthroughthefollowingsixlevelsofcognition.ThefollowingdiagramdemonstratesBloom’sHierarchyandsomeofthekeybehaviorsdemonstratedateachlevel.
Figure1
(ImageSource:http://bloomstaxonomyuofp.weebly.com/uploads/1/7/4/8/17481419/1582205_orig.jpg)Manytraditionalformaltrainingprogramsfocusonthelowerandmoresimplisticlevelsoflearning,suchastheabilitytorelatebasicknowledgeortodemonstrateaprimarylevelofcomprehension.However,whenitcomestoaparticipant’sabilitytoperformmosteffectivelyintheworkplace,theuseofhigherformsoflearning,suchastheinterpretationandapplicationofinformation,isessential.Seniorleaderswithinorganizationsrelyonmid-levelleadersoftechnicaldisciplines(suchashealthandsafety,whichhasbeenaninitialfocusfortheI-CABFoundation)tobeabletoanalyzeandevaluatetechnicalrequirementsinconjunctionwithregulatorycomplianceinkeyworkplacesituations.Inotherwords,itisnotenoughforamid-levelleadertobeabletorefertoregulationsortechnicalstandards,thisleadermustalsobeabletointerpretandapplytheregulationsandstandardsinthecontextoftheoperation,construction,ortechnicaldisciplinetheylead.Theperformanceofregulatoryoversightbodiesisalsosubstantiallyenhancedwhentheseorganizationsfocusonthedevelopmentofcompetencybasedontheseprinciples.TheI-CABFoundationhasgonetogreatlengthstoensurethatthelevelsofthecognitivedomainareappropriatelyreflectedintheI-CABFoundationsCompetencyAssessmentModel,specificallyinregardtothedifferentlevelsofcompetency.
StagesofSkillDevelopmentTheFourStagesofLearning(Burch,1970)isamodeloflearningthatprovidesinsightintothestagesthatlearnersmovethroughinabilitydevelopment.Thistheorynotesthenaturalprogressionlearnersmakeindevelopingnewabilities.Learnersinitially"don'tknowwhattheydon'tknow"andareintheunconsciousincompetentstage.Atthisstagethelearnerisunawareoftheabilitiestheyarelacking.Tomoveforwardfromthisstagethelearnermustrecognizetheirownincompetenceandlackofknowledge,andseethevalueindevelopingthedesignatedability.Figure2
Intheconsciousincompetencestagethelearnerrecognizestheydonothavetherequiredabilities,andtheyrecognizethevaluetobegainedinaddressingthedeficit.Atthisstagethelearnermustbemotivatedtomoveforwardinincreasingproficiency.Thenextstageofabilitydevelopmentisconsciouscompetence.Atthisstagethelearnerisdevelopingtheabilitybutstillrequiresconcentration,orprocesssteps,tobeabletoproperlyexecute.Theymustcontinuallyusethisnewabilitytomoveforwardtothenextstage.Finally,withpersistenteffort,thelearnerisabletoprogresstowardunconsciouscompetence.Atthisstagetheindividualhasextensiveexperienceandthedemonstratedability.Theindividualhasgainedmasteryandcanevenprogresstowardteachingothers.ThistheoryhasformedthedesignofthefourfunctionallevelsofcompetencywithintheI-CABFoundation’sCompetencyAssessmentModel.Theself-assessmentprocessiskeytoaddressingthegapsbetweenunconsciousincompetenceandbothconsciousincompetenceandconsciouscompetence.
UnconsiousIncompetence• "Youdon'tknowwhatyoudon'tknowhowtodosomething."
ConsciousIncompetence• "Youknowthatyoudon'tknowhowtodosomething."
ConsciousCompetence• Youknowhowtodosomethingandcandoitwitheffort."
UnconsciousCompetence• "Youknowhowtodosomethingandyoucandoitwithouteffort."
Figure3
Confidencevs.CompetenceAnother factor influencing the Competency Assessment Model is recognizing the ability of the mostconfident personnel to have much more influence on decision making than those who may be lessconfident,butmorecompetent.Thisphenomenon,whichhasbeenstudiedanddescribedonascientificbasisandillustratesthenecessityofformalandobjectiveassessmentmethodology,isreferredtoastheDunning–Krugereffect.Thephenomenonwasfirsttestedinaseriesofexperimentspublishedin1999byDavidDunningandJustinKrugeroftheDepartmentofPsychology,CornellUniversity.Thiseffectcanbesummarizedasacognitivebiaswhereinunskilledindividualssufferfromillusorysuperiority,mistakenlyratingtheirabilitymuchhigherthanisaccurate.Conversely,highlyskilledindividualstendtounderestimatetheirrelativecompetence,erroneouslyassumingthattaskswhichareeasyforthemarealsoeasyforothers.ThestudywasinspiredbythecaseofMcArthurWheeler,amanwhorobbedtwobanksaftercoveringhisfacewithlemonjuiceinthemistakenbeliefthat,aslemonjuiceisusableasinvisibleink,itwouldpreventhisfacefrombeingrecordedonsurveillancecameras.TheI-CABFoundation’sCompetencyAssessmentModelisdesignedtominimizetheinfluenceofmisplacedconfidenceandfocusontheactualcompetenceofanindividual,groupororganization.
HumanNeedsastheyRelatetoCompetencyDevelopmentPlanningSeveralclassicalapproachestohumanmotivationprovideinsightintotheefficacyofcompetencydevelopmentplans.Developmentplansareinformedbyhumanisticunderstandingsofmotivationthatrecognizeanindividual'sinherentmotivationforjobcompetencyandindividualself-actualizationandimprovement.Maslow'shierarchyofneeds(1954)andFrederickHerzberg'smotivationalhygienetheory(1966),arefoundationalunderstandingsinleadershipandmanagementtheory.Maslow'shierarchyofneedsrecognizesthatemployeemotivationsareinfluencedbyhumanisticneedsandthatemployeesaremotivatedtobehaveinwaysthatwillsatisfytheseneeds.Assumptionscanbedrawnthatemployeeswillmoveforwardinprofessionaldevelopmentplanstosatisfyneedsofjobsecurity,esteem,andself-actualization(i.e.,thedesiretoconsistentlyimproveanddevelopproficiencyinspecifiedareas).Hertzberg'stheorylendsfurthersupporttotheunderstandingthatemployeeswillbeinternallymotivatedtoimprovecompetenciesifthepathwayisclearlydefinedthroughadevelopmentplan.Thekeyrequirement,therefore,istoprovidetheappropriateenvironment.Hertzberg'stheoriesdefinedemployeemotivationbasedonhygienefactorsandmotivators.Thesefactorswerenotviewedonacontinuum,butratherdistinctfactorsthatinfluencedjobsatisfactionanddissatisfaction.Hygienefactors,suchasjobsecurityandadequatecompensation,arerequiredtoavoidjobdissatisfaction,butmotivatorssuchaspromotionalopportunities,opportunitiesforpersonalgrowth,andkeypositional
Figure4
factorssuchasachievement,roleresponsibility,andrecognition,arewhatmotivateanindividualtofurtherachievewithintheirjobposition,withinwhichemployeescanmeettheirneeds.
Assessmentcompetenciesprovidedatatoinformanddevelopdefinedcompetencyimprovementplans.WithintheI-CABFoundation’sCompetencyAssessmentModel,developmentplanmoduleincludeaspectsofthehighestlevelsofbothmodels,self-actualizationandopportunitiesforgrowth(inthiscase,furthercompetencedevelopment)arepresent.
Maslow'sHierarchyofNeeds(1954)andHerzberg'sModel(1966)
GoalSettingWithinDevelopmentPlansKeytomeaningfulcompetencydevelopmentplansisthesettingofmeaningfulgoals.TheI-CABFoundation’sCompetencyAssessmentModelwasinfluencedbytheunderstandingsofLocke's(1968)goalsettingtheory.Thistheoryprovidesenhancedunderstandingsofmotivationsbyrecognizingthatindividualsaremotivatedtoachieveclearlydefinedperformancegoalssetbyorganizationalleadersortheindividualsthemselves.Thistheorydenotestheimportanceofgoalsettinginmotivationalachievements,andfurtheridentifiestheimportanceoflinkinggoalstotaskperformance.Clearlydelineatedgoalsprovideclarityanddirectiontoanemployeeregardingtaskrequirementsandtheeffortsneededtoperformthetask.Additionally,Locke’stheoryprovidesenhancedunderstandingsofmotivationsbyrecognizingthatindividualsaremotivatedtoachieveclearlydefinedperformancegoalssetbyorganizationalleadersortheindividualsthemselves.Thistheorydenotestheimportanceofgoalsettinginmotivationalachievements,andfurtheridentifiestheimportanceoflinkinggoalstotaskperformance.Clearlydelineatedgoalsprovideclarityanddirectiontoanemployeeregardingtaskrequirementsandtheeffortsneededtoperformthetask.LockefurtheridentifiesseveralconditionsneededforeffectivegoalsettinginATheoryofGoalSetting&TaskPerformance(1990).Thedegreetowhicheachconditionisinclusiveinadesignatedgoaldirectlylinkstothemotivationfortheachievementofthatgoal.Clarity,orthespecificityofagoalwithregardstomeasurableresults,increaseagoal’smotivationalattributes.Clearlydefinedgoals,measurableintermsofquality,time,andcost,aremorelikelytoleadtohighertaskperformance.
Figure5
Challengeindicatesthelevelofdifficultyagoalshouldbetargetedtoward.Goalsshouldbedifficultbutachievable,increasinglikelymotivationasindividualsperceivegreaterreward(eitherintrinsicorextrinsic).Goalsthataretooeasilyattainablearenotseenaschallenging,converselygoalsthatappeartoodifficultmayreducemotivationandcommitment.Commitmentorthedegreetowhichagoalisunderstood,accepted,andagreed-upon,isindicativeofthegoal’slikelyeffectiveness.Participantbuy-inisessential,andisoftenaccomplishedthroughcollaborativegoaldevelopment.Feedbackthatisspecificandconstructiveincreasesunderstandingandmotivationalfactors.Feedbackallowsforopportunitiestoclarifyexpectations,adjustchallengelevels,andgiverecognitionforachievement.TheI-CABFoundation’sreassessmentprocessisdesignedtofacilitatespecificandtargetedgoalfeedback.Complexityofthegoalcanindicateadditionalrequirementsforgoaleffectiveness.Individualsinhighdemandrolesofteninherentlyhavehighmotivationlevels,sotofacilitatesuccess,complexgoalsshouldincorporateseveralotherconsiderations.Thereshouldbesufficienttimeprovidedtomeetcomplexperformancegoals,thesetimelinesareaccountedforintheI-CABFoundation’ssixmonthdevelopmentplanrecommendations.Sufficientopportunitiestoadequatelypracticeandintegrateacquiredknowledgeshouldalsobeincorporatedintodevelopmentplans.Thisneedforknowledgeintegrationisoneofthereasonsaparticipantmustwaitaminimumofthirtydaysbetweenassessments.
OrganizationalCompetencyAssessmentThefollowingchartdemonstratesastrategicobjectiveandfoundationalunderstandingofeachlevelwithinanorganizationwithregardstocompetency.ThehighestlevelisorganizationalcompetencyorwhattheI-CABFoundationalsoreferstoascollectivecompetency:Figure6
Motivation/Pe
rforman
ce
GoalDifficulty
Toodifficult
Tooeasy
GreatestMotivationandPerformance
Challenging
Cumulativeassessmentreportingcanbeusedformultiplepurposes,particularlystrategicplanningaimedatoperationaleffectiveness.CumulativeI-CABAssessmentReportscanbeusedtorecognizetheneedforabroaddistributionofcompetencycapacitiesacrossexistinghumanresources.Strategicplanninginitiativeswillneedtobeinformedbycurrentandfuturebusinessprioritiesandorganizationalstrategies.Withtheendgoalbeingbusinesssustainabilityinrelationtocurrentoperationalpracticesandfuturedevelopmentsandorganizationalpriorities,multiplelevelsandvarietiesofcompetencywillberequiredforproficientorganizationaldevelopment.Recognizedregulatorycompetenciesareanintegratedcomponenttoorganizationalstrategicplanning.Attheorganizationallevelanemployerwillstrivetoachieveadequatedistributionoffunctionalcompetenciesinanefforttomaintainsustainabilitythroughpersonnelcapableofperformingoperationalrequirements.Withinselectedgroupsorteamsanemployermayseektoensurethegrouphasadequatefunctionalcompetenciestobeabletocapablycompletedesignatedprojectrequirements.Individualcompetenciescanbeviewedintermsofbroaderutilizationcontexts.Forexample,ifexistingregulatorycompetencycapabilitiesresidewithasingleemployee,contingencyplansmustbemadeforworktocontinueifthatindividualisunavailable.Theseplanscouldinvolveredundanciesinintellectualcapacities,forexamplefacilitatingcompetencydevelopmentinotherdesignatedemployees.Ifproperlyimplemented,competencymodelsenablealignmentofemployeeperformancerequirementswithorganizationalbusinessstrategies.Inotherword,employeeexpectationsandincentivescanbealignedtoincreasebusinessproficiencyoradvancementgoals.
TheI-CABFoundationCompetencyAssessmentModelTheI-CABFoundationcompetencyassessmentmodelisdividedintosevenmaincomponents.Theseare:Figure7
1.IdentifyParticipantstobeAssessedParticipatingorganizationsdeterminewhowillparticipateinacompetencyassessment.Thisdecisionisbasedonthefollowingcriteria:
a. Therolesandtheresponsibilitiesoftheparticipantwithintheorganization(e.g.,whattheydo);b. theregulatoryexpectationsoftheparticipantsrole(e.g.,whatdoesthelawsaytheymustdo);c. thecareerdevelopmentoftheindividualand/orsuccessionplanningoftheorganization(e.g.,
whatdoestheorganizationdesirethepersontodo);andd. ifcontractingpersonnel/organizationsareselectedtoprovideservicestoaclientorganization
(e.g.,togivetheclientametricrelatingtothecapabilityoftheorganization).
2.ProvideDatatoCommenceProcessOnceidentified,participatingindividualsproviderelevantdataatcommencementoftheassessmentprocess.Suchdataincludes,butisnotlimitedto;applicableeducation,qualifications(includingtradecertifications)andyearsofrelevantworkexperience.Followingthis,theindividualscompleteaself-assessmentoftheirexistinglevelofknowledgeinkeyareasofcompetencyatoneoffourlevels;recognition,comprehension,interpretationorapplication.Theselevelsaresupportedbyassessmentthresholdsasfollows:Recognition:Thislevelofcompetencycorrelateswiththeabilitytorecognizeequipmentandunderstandterminologycommontoanindustryandtheapplicableregulatoryrequirements.
7.Reassess(asRequired)
6.CompleteDevelopmentPlan
5.CreateaDevelopmentPlan(asRequired)
4.ReviewAssessmentResults
3.CompleteProctoredCompetencyAssessment
2.ProvideDatatoCommenceProcess
1.IdenofyParocipantstobeAssessed
Comprehension:Thislevelofcompetencycorrelateswiththeabilitytoestablishandunderstanddetailedinformationaboutanindustryandtheapplicableregulatoryrequirements.Interpretation:Thislevelofcompetencycorrelateswiththeabilitytodeterminetheregulatoryintent/expectationapplicabletoanindustryand/oractivity.Application:Thislevelofcompetencycorrelateswiththeabilitytomakeworksiteapplicabledecisionsthatalignwithindustrystandardsandregulatorexpectations.
3.CompleteProctoredCompetencyAssessmentTosafeguardtheintegrityoftheprocessandthelegitimacyoftheassociateddata,aformalizedelectronicproctoringprocessisused.Tofacilitatethis,participantsgrantaccesstotheircomputers’videocameraandmicrophone.Theidentityofeachparticipantisvalidatedthroughelectronicrecordingsoftheindividualandtheirgovernmentissuedphotoidentification.Followingthis,theparticipantisrecordedforthedurationoftheassessment.Thisisdonetoensuretheintegrityoftheassessmentprocessbasedonrulesforassessment(e.g.,completingwithouttheassistanceofanotherperson).Theproctoredassessmentthenundergoestwoindependentreviewsand,iftheintegrityoftheassessmentisinquestion,aprocessofadjudicationisinitiated.Ifrequired,anautomaticappealprocessalsotakesplace.Toallowforahighlevelofconfidenceinthedatacollected,theprocessfocusesonensuringanaccuratereflectionoftheparticipant’scompetencyfindings.Thechartbelowsummarizestheprocess.Figure8
4.ReviewAssessmentResultsIndividualassessmentresultsaredesignedtogiveindividualsandtheirleaderstheabilitytomakeinformeddecisionsrelatedtocompetencydevelopmentinconjunctionwithexistingorganizationalmetrics.Thisdataisrecognizedasakeyelementofoverallpersonnelcompetencyandavaluableguideintheprocessofongoingcompetencydevelopment.Theresultsoftheassessmentarepublishedwithinthreetosevenbusinesdaysfollowingassessmentcompletion.Theoverallreportanditssub-sectionsareillustratedandexplainedbelow.
ValidaoonThroughFacialRecognioonSopwareandGovernmentIssuedID
CompetencyAssessmentRecordedUsingComputerCamera
ProctoringProcessUndergoesTwoIndependentReviews
IfDataisQuesoonedThereisaProcessofAdjudicaoon
AutomaocAppealProcessOccursifRequired
Figure9
Eachparticipantassessedisprovidedanindividualreport.Thisreportprovidesinterpreteddatadesignedtoinformtheindividual,andtheirleader,aboutthatindividual’scompetencystrengthsandweaknesses.Thereportdetailstheparticipant’scurrentoverallcompetenciesreflectingthelevelinwhichtheyareabletoexpresstheircompetency(recognition,application,etc.),andprovidingcomparativedatainrelationtotheirtargetscoreandtheapplicableindustrymeanscore.
Figure10
TargetSoresarebasedonnormalizationofrelatedpeerdataforeachindustryandjurisdiction.ThisiscombinedwithI-CABFoundationAdvisoryBoarddeterminedparametersthatencompassfactorssuchas;actuarialrisk,caselaw,andrelatedtechnicalcompetenciesfortheinterpretationandapplicationoftheapplicablehealthandsafetylegislation.TargetScoresarenotstaticastheyarereflectiveofcurrentdataandregulatoryactivity.BoththeApplicantScoreandtheTargetScorearebasedonanalgorithminformedbytheindividual’squalifications,assessmentscore,andrelevantexperience.Thespecificalgorithmusediskeptconfidentialtoensurestatisticalvalidity.
Figure11
Anindividual’sassessmentsresultsarecomparedgraphicallytoboththeTargetScoreandtothespecificindustrymeanscoreascomparativebenchmarksfortheparticipant.Theindustrymeanisinclusiveofallotherparticipantswithinthespecifiedindustryandjurisdictionandallowsforinterpretationoftheindividualsassessmentinrelationtotheirindustrypeers.
Figure12
Thisvisualdepictiondetailsthecumulativeexperience(inmonths/years)theparticipanthasspentingeneralworkforce,supervisory,managerial,and/oradvisory/specialistpositions.Thisdatacanbeusedtounderstandanemployee’sworkhistoryandillustratestheexperiencedatathathasbeenincorporatedintothereportmetrics.
Figure13
Graphicalrepresentationoftheparticipant’sresultsdirectlyreferencethelevelsoffunctionalcompetencyandindicatetheresultstheparticipantachievedineachareaassessedwithregardstorecognition,comprehension,interpretation,andapplication.Understandingthelevelofcompetencyaparticipanthasdemonstratedwithregardstoeachcomponent,canassistwithdecisionsregardingtheorganizationsapplicablecompliancecapacity.Theoverallaverageofdemonstratedcompetenciesfortheindividualcanbeextrapolatedfromthisfunctionaldatarepresentation.
Thegraphicrepresentationoftheparticipant’sresultsalsoprovidescomparativeanalysisbetweentheemployee’sself-assessment(ingrey)andtheirdemonstrablecompetencyforaspecificareaassessed.Understandingtheparticipant’sperceivedknowledgeisimportant.Recognizinghowcompetenttheparticipantbelievestheyareisareflectionofthetasksandresponsibilitiestheyarelikelytoundertake.Comparingperceivedcompetenciestoactualassessedcompetenciesprovidescompellingdataonhowwellaparticipant’strueunderstandingsmatchwhattheybelievetheyarecapableof.
Itisimportanttonotethatalowscoreinanyparticularareaisnotindicativeofinsufficientskillortheneedforimprovement.Thedatamustbeviewedthroughafunctionalanalysisofskillsrequiredfortheapplicableparticipant’scurrentjobposition.Forexample,aparticipantwithalowlevelofcomprehensioninfallprotectionmaynothaveanyjobrequirementsinwhichfallprotectionunderstandingsareapplicable.
Figure14Assessmentresultsareprotectedthoughaseriesofprivacygatescontrolledfirstbytheindividual,andthenbytheparticipatingorganization.Theseincludedesignatedidentificationnumbers(I-CABnumbers*)thatcanbeusedtoaccessorprovideanyoneaccesswhenusedincombinationwiththecorrespondinglastname.Controloveraccesstoassessmentresultsismanagedthroughtheonlinesoftwareinterface.Theindividualuserscontrolthedatareleasedtotheiremployersbychoosingtoallowaccesstotheirdata(attimeofassigningthemselvestoanemployer)withtheunderstandingthattheiremployerswilluseitforinternalcompanybusinessandclientdemonstrationsofpersonnelcompetency.Employersareabletofurthercontrolthelevelofpersonnelinformationthatisavailabletotheclientsinwhichtheysharedatawith.*Aparticipant’sI-CABnumberisprovidedtothemviatheI-CABwebsite,andisviewableontheiruniqueI-CABParticipantCardwhichismailedtoeachparticipantuponcompletionoftheirinitialassessment.AproofofthisI-CABParticipantCardcanbeseenbelow:
Figure15
5.CreateaDevelopmentPlan(asrequired)Developmentplansbasedondetailedcompetencyproficienciesandinformativebenchmarks,areintegratedintotheoverallprocessandcanbeenactedwithinsixmonthsofinitialassessmentdate.Uponcreationofadevelopmentplan,informationisprovidedonwheretolocatetheapplicableresources(e.g.,training,courses,referencematerial,in-fieldassessmentcoaches)toassisttheindividualinachievingtheirdevelopmentgoals.TheI-CABFoundationdoesnotprovideanyfor-feedevelopmentproductsorservices,nordoesithaveanycommercialorlegaltiestotraining,publishingorweb-basedresourcesthatarerecommended.Theresourcesprovidedareidentifiedthroughtargetedresearch,TechnicalCommitteediscussionsandfromsubjectmatterexpertsthatcontributetotheassessmentprocess.Figure16
Individualsmaybereassessed,uponrequest,afteraminimumperiodofthirtydays.Thistimeperiodisintroducedtoensureimprovementsmadearesustainedandtosafeguardtheintegrityintheassessmentprocess.Employersmaychoosetohavekeyindividualsreassessed,ornewindividualsassessed,asrequired.Ifanindividualhasachievedassessmentresultsthatareatasufficientleveltomeetstandardswithinparticipatingorganizations(setbytheparticipatingorganization,nottheI-CABFoundation),thenadevelopmentplanisnotrequired.Forthoseassessmentswithasignificantregulatorycomponent,theI-CABFoundation’smonitoringofchangesinlegislationwilloftenleadtoatargeteddegradationofthescoretoreflectadecreaseincompetenceinrelationtotherevisionoflegislation.Theparticipantisnotifiedviaemailwhenthisoccurs.
6.CompleteDevelopmentPlanTheI-CABFoundationprovidesreferencestotrainingandstudymaterialstohelpindividualsfurtherdevelopskillsandknowledgeinpreparationforreassessment.Figure17
Itisusefultounderstandanddifferentiatebetweenthetypicalpurposeandformatofthedifferentdevelopmentplanstrategiesthatcanbeusedtoincreasecompetencies.Acommon‘guide’fordeterminingbeneficialdevelopmentactivitiesforindividualsendeavouringtoimproveinspecificcompetencyareasisthe70:20:10model.The70:20:10modelisstatedtoprovideaneffectivedelineationofdevelopmentalactivitiesthroughtheutilizationofbothinformalandformallearningmodels.Figure18
McCall,LombardoandEichinger(1989)
70%oflearningisexperienceonthejobtointegrate,practiseandmasternewskills,knowledgeorchangesinbehaviour.20%oflearningisfromexposuretootherssuchaslearningthroughtheobservationofothers(mentors,coaches)andreflectionontheimpactofthisbehaviouronone’sownpractice.10%oflearningisfromformalprogramsdesignedfortheacquisitionofknowledgeorskillsthroughcarefullyprogrammedinstruction. Thefollowingprovidessomeinsights,anddifferentiation,betweendevelopmentplanstrategymethods.ItisimportanttonotethattheI-CABFoundationdoesnotsupportonemethodofdevelopmentoveranother,thecompetencyassessmentresultsarebestachievedbythelearnerchoosingthemethodsthatfitbestforthem.Theseinclude:Self-MotivatedLearningOpportunities:Thesestrategiesassumebothinherentlearningcapabilitiesandinternalmotivationsofparticipantstogaintherequisiteknowledgetoimprovecompliancecompetencies.Thestrategiesfocusonmakingnecessaryresourcesavailabletotheparticipant.Resourcescouldincludeasynchronousonlineresources,printmaterials,industrydocumentssuchasexplanationguidesorbestpracticeguidelines,and/ororganizationalresourcessuchaspoliciesandprocedures.DirectedTrainingorEducation:Thesestrategiesallowfacilitationbyasubjectmatterexperttoguideordirectlearningopportunities.Directedlearningexperiencescanbedifferentiatedfurtherthroughrecognizinginherentdifferencesintrainingandeducation.Trainingisaformofinformationaltransferandskilldevelopmentthatisfrequentlyusedwithinmanyorganizations.TrainingistypicallytargetedonlesscomplexskilldevelopmentandonlyprovidesbasiclevelsofknowledgeandunderstandingsuchasthoserepresentedattheknowledgelevelofBloom’sTaxonomy.Trainingistypicallynotausefulstrategyinregulatorycompetencyadvancements.Thereareexceptionstothis,however,andthesecouldincludeprogramssuchasasupervisortrainingcourseoratrainingprograminTDG.Conversely,educationtypicallyfocusesonincreasingknowledgeandunderstandingatahigherlevelofcognitivedevelopment.Educationtendstofocusonmorecomplexandtheoreticalbackgroundknowledgerequiredtounderstandsubjectmatter.Typicallyeducationalopportunitiesarerequiredtoimproveindicatedcompetencies.Resourcesrequiredtosupportthesestrategiescouldinvolvesynchronousorasynchronousonlinelearningand/orformalclassroom-basedlearningbothusuallythroughapost-secondaryinstitution.Conferencesandotherindustrybasedworkshops,sessionsorsymposiumsmayalsoprovidetherequiredlearningopportunities.Aswell,directedandfacilitatedlearningopportunitiescouldbedesignedwithasubjectmatterexpertorconsultant.Thesecouldbeprovidedtooneormoreindividualswithintheorganizationrequiringthecompetencyenhancement.FormalorInformalCoaching/MentoringOpportunities:Thisstrategyfocusesonbroadeningknowledgecapacitiestypicallyfoundwithintheorganization.Thestrategycanbeformalizedthroughtheuseofdetailedplansorchecklistsoflearningoutcomerequirements.Theymayalsobeconductedinformallythroughdiscussionsandsharingofknowledge.Tofacilitatethisprocessindividualsareassignedacoachormentorwiththedesignatedcompliancecapabilities.JobShadowingand/orOtherRelatedWorkExperiences:Thesestrategiesalsoassumeinherentlearningcapabilitiesandmotivationsoftheparticipant.Theyarebasedontheideathatthroughexposuretothe
requiredknowledgewithinaworkplacesetting,thisindividualwillbeabletogainthecompetenciesrequired.Theselearningopportunitiesmayalsobeconductedthroughformalorinformalprocesses.
7.Reassess(asrequired)Reassessmentsarepromptedbypre-setprocessestooccurwithinthirtydaystosixmonthsoftheinitialcompetencyassessment.TheprocessisthesameasStep1,onlyimprovementsincompetencyassessmentresultsareillustratedasfollows:Figure19
ApplicationsoftheI-CABFoundation’sCompetencyAssessmentProcessThedatapresentedintheI-CABFoundation’sCompetencyAssessmentshasbeenusedmultiplewaysbyorganizations.Thefollowingsectionsexplainsomeoftheseways.DueDiligenceTheactofusingacompetencyassessmentanddevelopmentprocessmovesanemployerawayfromthecriminalaspectsoflawandintothearenaofdemonstrableduediligence.Anemployerintegratinganarms-lengthprocessofassessmentanddevelopmentasametricintheassignmentofcompetencyandasatoolforthedevelopmentofcompetencyisakintousingaprofessionalmechanictoassistinthemaintenanceactivitiesofcompanyvehicles.Likethatofinspections,thereasonableactionstakentoidentifyandrectifydeficienciesisinitselfanactofduediligence.Converselytonotconductinspections,auditsorcompetencyassessmentsoutofconcernthatdeficiencieswillbefoundisanactofdenial.Allequipmentwillintimerequirerepairduetoprolongeduseandtheoperatingenvironment,justasallcompanypersonnelwillrequirecompetencydevelopmentduetoturnover,operationalchangesandevolvingregulatoryexpectations.Itwouldnotbeconsideredreasonablethatanemployeronlyusespersonnelwithalloftherequiredcompetenciesforallofthesituationsthattheirpersonnelmayface,alternativelyitisreasonablethatemployersmakeanorganizedefforttounderstandthecompetencydeficienciesoftheirkeypersonnelandfacilitatecontinualdevelopment.Showingthatkeyemployeeschargedwiththeregulatoryresponsibilitiesofanemployerhaveeitherthedesiredcompetenciesand/orareawareoftheirlevelofcompetencyandprovidedassistance,clearlydemonstratesanemployerdoingwhatisreasonablypracticabletomanagetheiroperationalrisks.ManagingRiskThedevelopmentofcumulativecompetencyamongstagroupofpersonnelresponsiblefortheregulatorycomplianceandriskmanagementofanorganization,division,departmentorprojectprovidesameansofaddressingoperationalneedsandrecognizingtheexpectedimperfectionsofindividualpersonnel.Cumulativecompetencydataprovidestheknowledgeandinsightneededforanorganizationtoeffectivelymanagehazardsandtodeterminetheappropriatenessofcontrols.Increasingcumulativecompetencyhasbeenfoundtocreateacorrelatingincreaseintheeffectivenessofotherprocessesand
Improved
systems(i.e.,proceduredevelopment,inspections,hazardassessment,etc.)thatrelyontheabilityand/oreffectivenessofpersonnel.EnsuringPersonnelCompetencyAssessmentsprovideexternalverificationofexistingpersonnelcompetencywithregardtoregulatorycomplianceresponsibilities.Theyvalidateanemployee'scapabilitiesinrepresentingtheemployerforoperationaldecisionsrequiringcompliance.Thedatacanfurtherbeusedasabasisforpersonneldevelopmentplansbasedonrecognizedcompetencyrequirementsandtoavoidunnecessary(andoftencostly)trainingprograms.InformingHiringPracticesCompetencyassessmentsareusedinhiringdecisionsforsafetyprofessionalsandotherswithoccupationalhealthandsafetyresponsibilities.Theassessmentscanbeusedtorecognizewhatpersonnelarerequiredfortheorganizationwithregardtoregulatorycompliancecapacitiesandrequirements.Theassessmentscanalsoclearlydelineatejobresponsibilities,definerequisitequalificationsandobjectivelyevaluatepotentialcandidate’scredentials.ContractorManagementCompetencyManagementReportsand/orcumulativeassessmentprofilescanbeusedtoinformoperationalareaswhereoutsourcingmayberequired.Furthermore,assessmentcanbeusedtoidentifyappropriatecontractorsinthebid-awardprocesses.Forexample,contractorscouldberequiredtoprovidecumulativeassessmentdatatodemonstratethecapabilitytoexecuteaworkscopetoapredeterminedstandard.Theuseofstandardizedcompetencyassessmentswithcontractorshasbeenusedasameansofmanagingorganizationalliabilitywithrelationtoaprimecontractorensuringthatcontractorshiredhavethecapabilitytoachieveregulatorycompliance.Auditors,Investigators,andConsultantsOutsourcingneedsmayalsoincludeotherhealthandsafetyprofessionalsandhavingindependentthirdpartyverificationofregulatorycompetencycanbeusefulindeterminingandverifyingtheirqualifications.Integrationofassessmentrequirementsforauditors,incidentinvestigators,consultants,andotheroutsourcedprofessionalscouldbeincludedinRFPprocesses.StreamliningSafetyTrainingResourcesCleardemonstrationofanemployee’s,oranorganization’s,competencystrengthsandweaknesses,assistincreatingstreamlineddevelopmentplansandassistindeterminingbeneficialandunnecessarytrainingactivities.Aswell,manyexistingtrainingprogramsaretargetedtopre-structuresafetyenvironmentsandarenotdesignedtoinformthoseinleadershippositionsoftheskillsetneededtounderstandandapplycompliancerequirements.Assessmentresultsprovideclearmetricstoinformpersonneldevelopmentbasedonjobpositionsorstrategicbusinesspriorities.Thesecanthenbeusedtocreatetargeteddevelopmentplansaimedatimprovingrequiredcompetencies.SupplyChainManagementEnsuringadequatecompliancecompetenciescanbeintegratedintosupplychainmanagementasorganizationscanoftenbeimpactedbyequipmentorservicessuppliedbyexternalmanufacturers.
Ensuringthesemanufacturersarecompliantwithhealthandsafety,environmentaletc.,requirementscanbenefitboththeproductprocuredaswellasensurethatutilizedorganizationsarealignedwithorganizationalstandards(i.e.,employeewelfare,productstandards).Reference:ANSI/ASISSCRM.1-2014,SupplyChainRiskManagementQualityAssuranceCurrentorganizationallevelsofcompetencyandqualificationscanbeusedasmeasuresofqualityassurance.Improvedoverallqualityassurancecanimproveproductivityandclientsatisfaction.Ref:ISO9001:2008IndustryBenchmarkingBothparticipantandcumulativedatacanbeusedtorecognizewhereanindividual’s,oranorganization’s,regulatorycompetencieslieinrelationtoindustrypeers.Thesecanbeusedtounderstandoperationalassetswithregardstoregulatorycomplianceortodetermineoralignbusinesspriorities.Benchmarkingcanfurtherbeusedtoencouragepersonnelimprovementatahigherlevelofcompetencyandcompliancequalificationsthanthatofindustrypeers.StrategicBusinessPlanningUnderstandingexistingcompliancecompetenciesassistsanorganizationinrecognizingwhatareasofbusinessoperationsarecurrentlycapableofdemonstratingcompliance,andwhichareasrequirefurtherpersonneldevelopmentand/oroutsourcing.Itfurtherinformsanorganizationwithregardstohumancapitalincompliancecompetencyandcanbeusedtocreatesustainabilityintheseareas.Alternately,recognitionofexistingorganizationalcompetenciesallowsfortargetedadditionsofcontractorsorconsultantstoprovideneededcompliancecompetency.InsuranceMitigationDemonstrationInsurancecarriersthatholdtheassociatedinsuranceriskinherentwithlargeprojectsandoperationsareabletousetheI-CABFoundation’sreportingdataatanorganizationalleveltoestablishandassignarelevantriskprofileincombinationwithactuarialdata.Thisuseoforganizationaland/orprojectlevelcompetencymetricsisthenusedtoattractandattainfavourableratesforthedesiredinsurancecoverage.
CohesiveHumanResourcesManagement/MergersandAcquisitions
Figure20
ThedataprovidedthroughtheI-CABFoundationCompetencyAssessmentReportingcanbeusedtoclarifyandalignHRpracticeswithbusinessstrategies.Consistentanddefinedcompetenciescancreatecohesivenessthroughoutanorganizationbyprovidingconsistentcompetenciesforhiring,performancereviewsandadvancementrequirements.Thesehavedemonstratedtacticaladvantages.
Researchhasdemonstratedthatstrategicandintegratedtalentmanagementpracticesarelinkedtoincreasedshareholdervalue(Pfeffer,1998;Huselid,1995).Asorganizationalprocessesandmanagementsystems“relyonfront-lineemployeeskillandinitiativetoidentifyandresolveproblems,toinitiatechangesinworkmethods,andtotakeresponsibilityforquality.Allofthisrequiresaskilledandmotivatedworkforcethathastheknowledgeandcapabilitytoperformtherequisitetasks.”(Puttingpeoplefirstfororganizationalsuccess*AcademyofManagementExecutive,1999,Vol.13,No.2,JeffreyPfefferandJohnF.Veiga)
Whencompetencyassessmentdataisavailableasakeymetricduringmergersandacquisitions,itallowsorganizationsto:
• Demonstratethecompetencyofindividualsinkeyroleswithgreaterclaritysothatthebestdecisionsregardingsupportforthestrategyoftheneworganizationinregardstopersonnelretentionaremade;
• predictthepotentialforcontemplatedlegalactionbasedonpastdecisions/actionstakenornottaken;and
• determinethedegreeofeffortand/orsupportthatwillberequiredduringtheintegrationoftheacquiringandacquiredorganization.
FigureSource:BasedoninformationfromTheresaWelbourneandAliceAndrews,1996.“PredictingPerformanceofInitialPublicOfferingFirms:ShouldHRMBeintheEquation?”AcademyofManagementJournal,39:910-911
UsefulApplicationsandToolsOrganizationsusingtheI-CABFoundationFunctionalCompetencyAssessmentSystemhaveaccesstomultipletools,accessibledirectlythroughtheI-CABFoundationwebsite,thatallowthekeyrepresentativefromtheorganizationandotherstakeholderstheabilitytomonitorparticipants,implementationstatus,assessmentuseandotherdatametricsthroughouttheirimplementation.Thesetoolsaredescribedinmoredetailbelow.
CorporateCompetencyTargetsGroupand/orcorporatecompetencytargetscanbeestablishedcompany-wide,orevenmorespecificallybyproject,department,usergroupandamultitudeofotherways.Determiningcompany-widecompetencytargetsenablesuserstheabilitytomoreaccuratelyanalyzehowparticipantsareperforminginactualityagainstthetargetsthataresetasanexpectationbytheirorganization.Figure21
Averageandpeaktargetscanbesetbythekeyrepresentativesandareviewableunderthereportingfeatureillustratedbyagraygraphthatliesbehindtheactualparticipantpeakandaveragescores.Figure22
AssessmentPre-SelectionOrganizationsthatwishtolimittheirparticipantstoacertainassessmentthatisspecifictotheirjurisdictionandindustryorworksite,candosoviatheAssessmentPre-selectionTool.Thiswilllimit
participantsassociatedwiththatspecificorganizationtoone(ormore)particularassessment(s),ensuringthatassessmentallocationalignswithorganizationalorclientneeds.Figure23
CompetencyPre-SelectionShouldthecompetencyassessmentneedtobetailoredmorespecificallytomeettheorganization’sneeds,competenciescanalsobepre-selected;makingcertaincompetenciesthatarerelevanttothecompanyand/orparticipantsworkscopeonsiteorforaparticularprojectmandatory.Competenciescanbeselectedasmandatorybasedonjobroles,i.e.generalworkforce,supervisory,managerialand/oradvisory/specialistpositions.Pre-selectingcompetencieswillalsoalloworganizationsgreatercontrolofcomparablemetricswhenitcomestomeasuringspecificcompetenciesacrosstheworkforce.
Figure24
UserandParticipationEvaluationForthosekeyuserswithinanorganizationgivenCorporateUseraccess,alistingofusersthathaveregisteredandassociatedthemselveswiththeorganizationisaccessible.ViatheUserspage,thefollowinginformationcanbeaccessed:
• Aparticipant’sjobfunction(canbeeditedbythecorporateusertoensuremetricsassociatedwithjobfunctionareprecise);
• competencyassessmentresultsspecifictoanindividual;• participantregistrationinitiation(forthosethathaveyettoregisteranaccount,buthavebeen
chosentoparticipate);• accountdeletions/removal(usedifanindividualandtheircompetencyassessmentresultsshould
nolongerbeassociatedwiththecompany);• organizationaldataaccess–threelevelsofaccesstocumulativedatacanbeassignedto
individualusersasfollows;1. AnalysisViewers:Thelowestlevelofaccesstocumulativedatareportscreatedfrom
organization,contractorandsub-contractorpersonneldata(ifshared)butwithoutdirectaccesstoParticipantleveldata.
2. DataViewers:IncludesthedataaccesscapabilitiesoftheAnalysisViewerlevelaswellasaccesstoindividualparticipantassessmentdataandgraphicalreportsthatallowformoredetailedtrend/useanalysis.
3. CorporateUser:Thehighestlevelofaccessthatcanonlybeassignedtoamaximumoftwouserswillgivethesekeyrepresentativesaccesstoallcumulativedatareports,asdescribedabove,allcorporatetoolsasdescribedinthissection,aswellastheabilitytomanagethecorporateassessmentpurchases.
Figure25
ReportSharingClient/CompanyWideSharingWithaplethoraofcumulativedataandcorporatewidemetricsavailablethroughtheCompetencyAssessmentProcessandreportingfeatures,organizationsmaywishtosharethisdatawithotherorganizationsthatmaybeassociatedwithaspecificprojectorworksite(i.e.clients,subcontractors,etc.).Withineachreport,asharingfeatureisavailableforthispurpose.OrgnaizationsthathaveparticipatedintheassessmentimplementationprocesscanbeidentifiedbytheCorporateUserasonethattheywishtoshareassessmentdatawith.AprivacylevelassociatedwiththisdataiscontrolledbytheCorproateUseruponsharingspecificreportdata.Privacylevelsinclude:
Level1:Allreportdataisvisibletosharingorganizations(includingparticipantnames,etc.)Level2:Alldataisshared,withtheexceptionofindividualidentifiersLevel3:Alldataissharedwithoutbothindividualandcompanyidentifiers
Figure26
IndividualSharingTheKeyUsersassignedbyanorganizationtomanagetheirassessmentusemaywishtosharecorporateandcumulativedatareportswithstakeholdersthatareoutsideoftheI-CABFoundationCompetencyAssessmentSystem,i.e.thosethatarenotusersorhavenotregisteredanaccountontheI-CABwebsite.Thesereportscanbesharedwithspecificindividualsbyselectingthereporttypeandenteringtheindividualsemailaddress.Reportswillthenbeemailedtotheindividualidentifiedonaweeklyorbi-weeklybasis(asdeterminedbytheuser).Figure27
ParticipantDevelopmentThistool,narroweddownbyindividualusersassociatedwithaspecificorganization(eitheryourownorantherorganizationsthathavechosentosharetheircumulativedataatLevel1),isviewabletouserswithdataaccess.Thisallowsforasnapshotofparticipantdevelopmentwithinthecompetencyassessmentprocess,categorizedasfollows;
• Assessmentstartdate• Assessmentcompletiondate• Developmentplaninitiation• Developmentplanexpiration,and• Improvementofcompetencyscores.
Figure28
ContractorManagementTheContractorManagementtoolallowsorganizationstoaccessanup-to-datestatusreportoncontractorsthathavebeencontractedtoworkonaparticularsiteorproject.Atimeframecanbestipulatedforthedata,andisupdatedonanightly(24hour)basis.Thereportthatisproducedviathistoolactsasascorecardforeachcontractorandprovidesanoverallimplementationscorethatisbasedonratingsallocatedtothefollowingareas:
• Whetherornotthecontractorhassharedtheircompanyandprojectdata• Whetherornotthecompetencieshavebeenpre-selectedbythecontractorskeyrepresentative• Whetherornotparticipantswithinthecompanyhaveregisteredanaccount• Whetherornotparticipantswithinthecompanyhaveinitiatedanassessment• Whetherornotparticipantswithinthecompanyhavecompletedanassessment• IftheCompetencyTargetscoreshavebeensetbythecontractorskeyrepresentative
• Ifthereareactivedevelopmentplansamongsttheparticipants• Ifthereareanyexpireddevelopmentplansamongsttheparticipants• Thecontractorsoverallannualimprovement(ifthereisimprovementatall)• Whetherornotthecontractorhasanysub-contractorinvolvementorhaveengagedsub-
contractorsinthecompetencyassessmentprocessWiththisreport,progressthroughoutthecompetencyassessmentprocesscanbemonitoredcloselytoensuresuccessfulimplementationthroughouteachorganizationthatmaybeparticipatinginaparticularprojectorworkingonaparticularjobsite.Figure29
OrganizationalCompetencyAssessmentReportsIndividualcompetencyassessmentresultsareintegratedintoanumberofreportsusedbyleadershiptoassessandmanagecollectivecompetency.Thesereportsprovideleaderswiththeabilitytounderstandthecompetencystrengthsandweaknessesofworkgroupsofvaryingsizes,uptotheorganizationallevelitself.Assessmentreportsarecreatedtodisplaydatainamatterthatfacilitatestheaccurateinterpretationofthecompetencyrelatedmetrics.Interpretationofdataisfacilitatedthroughavarietyofbenchmarks,datavisualizationsandquantifications.Theillustrationsbelowdemonstratetheoptionsfordisplayingandreviewingorganizationalcompetency.
CumulativeReport(Group/Department/ProjectData)Figure30Cumulativereportsintegratetheindependentassessmentresultsofmultipleparticipantsandprovideaviewofthecombineddata.Thesecanbecreatedforadesignatedgroup,department,division,orfortheorganizationasawhole.
CompetencyManagementReport(Organization/CompanyData)Figure31
CompetencyManagementReportsintegratetheindependentassessmentresultsofalltheparticipantswithinanorganizationandprovideaviewofthecombineddata.Thisreportalsoprovidesdataastotheoverallsuccessand/orprogressbeingmadeinrelationtoassessing,developingandmaintainingadesiredlevelofcompetencythroughoutaworkforce.
Figure32TargetandParticipants’scoresonCumulativeReportsarebasedonthenormalizationofthedataassociatedwiththeparticipantsincludedinthereportsourcedata
Figure33
Individualassessmentresultsaregraphicallyprovidedinascattergraphformatbenchmarkedagainstcompetencytargetscoresandindustrymeanscores.Theseviewsallowforadeterminationofassessmentactivityoverarollingtwelve-monthperiodandthedistributionofassessmentsthroughoutthevariouslevels(Managers,Advisors/Specialists,Supervisors,andGeneralWorkforce).Datathatispresentedisoverthetwelve-monthperiodandcanillustratethesystematicandintegrateduseoftheformalassessmentprocessesintheongoingdevelopmentofpersonnel.Thisdataisprovidedinreferencetoassessmenttargetscores(grey)andindustrymeanscores(green).Figure34
Thehighestlevelofcompetencyachievedcanbeusedtoinformtheemployerregardingmaximumlevelofcompetencythatexistswithinthegroupororganization.Theaveragedemonstratedcapabilitiesofthespecifiedparticipantsisindictedbythemeancompetencypeak.
Interpretationofthisdatacanfacilitatedecisionsregardingpersonneldevelopment,on-boarding,orcontractormitigationrequirements.Resultsaredesignedtobeinterpretedthroughcomparativeanalysiswithoperationalrequirements.Forexample,alowlevelofmaximumparticipantand/oraveragecompetenciesforhottapping,piggingandpipelinetestingmaynotrequiredevelopmentifthisisanareamanagedbyexternalcontractors.
Peak/HighestResults
Mean/AverageResults
Figure35
Forareasofregulatorycompetenciesthatarerequiredwhereassessmentresultsindicatelessthanoptimalperformance,theparticipantcandeveloptherequiredcompetenciesthroughadditionallearning,directededucation,orworkplaceexperience,asspecifiedinatailoredpersonneldevelopmentplan.Thecompetencymanagementreportnotesthisimportantuseofassessmentresultsand,therefore,indicatesifdevelopmentplansarecurrentlybeingenacted,orconversely,iftheyhaveexpired.
Figure36Thereportalsonotesifaparticipant,uponreassessment,improvesordegradestheiroriginalcompetencyassessmentscore.Improvementsaretypicallygainedasaresultofstrategiesenactedinthedevelopmentplan.Degradationofscorescanresultfromnumerousfactorsincludingregulatorychange,reassessmentsresultinginlowerperformance,and/orduetosignificantpassagesoftimerelativetothecompetenciescomplexity.
ExpiredDevelopmentPlans
EstablishedDevelopmentPlans
Figure37
Thisdataindicatespersonnelprogressionthroughtheprocessovera12monthperiod.Theprocessistrackedthroughpersonnelregistered,assessmentspurchased,assessmentsinprogress,andassessmentscompleted.Theprocessisfurtherinformedthroughdataindicatingthetimelinefordevelopmentplaninitiations,reassessments,anddevelopmentplanexpirydates.SeniormanagementcanusethisdatatotrackandfacilitatetheFunctionalCompetencyAssessmentProcess.
OrganizationalAnalysisReportFigure38
TheOrganizationalAnalysisReportprovidesbothaqualitativeandquantatativeinterpretationoftheorganizationsimplementationprogressandperformance.Competencyspecificfindingsarealsopresented,andinterpreted,basedonthepre-selectedcompetenciestheviewermakes(itisencouragedthatthreetofivecompetenciesbeselectedateachtimebasedontheorganizationshigh-riskworkscopeactivities).Fieldsdepictedinredarerepresentativeofareasofattentionthattheorganizationshouldfocustheireffortstowardsinordertoensureacompleteandeffectiveimplementation.
Post-IncidentAnalysisReportFigure39
ThePost-IncidentAnalysisReportprovidesabreakdownonthecompetencymetricsofaselectedleadershipteamwithinanorganizationthatmaybeusedaspartoftheinquiryprocessduringapost-incidentreview.UponselectionoftheresponsibleManager,SupervisorandAdvisor/Specialist,aswellasthecriticalcompetencies,onecanascertainthelevelofcompetencyspecifictocertainworkscopeactivities,aswellasgainabetterunderstandingoftheoverallconfidencevs.competencemetricandlevelofexperienceoftheserepresentativeindividuals.Competencydeficienciesshouldnotbeautomaticallybeconsideredcausalbutratherpreventativeconsideringtheoccurrenceanditscorrelationwithcumulativedata.
ControllingEntityAnalysisReportFigure40
TheControllingEntityAnalysisReportprovidesaqualitativeandquantitativemeasureoftheimplementationandcompetencyspecificfindingsthatarelimitedtothecontrollingentityofaproject.A“controllingentity”isaprimecontractor,constructor,generalcontractor,maincontractororanyotherlegalentitywhichhastheoverallresponsibilityfortheactivitiesonaworksite-itsplanning,qualityandcompletion.Thecontrollingcontractoristhepartywiththegreatestdegreeofcontroloverhealthandsafetyattheentireprojectandisultimatelyresponsibleforthehealthandsafetyofallworkers.
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