Enhancing Workplace Learning and Performance by Adopting Skills Framework

William Thien, Jonathan Chang, Kok Yan Siang EON Consulting & Training 1 November 2018

Supported by

Mr William Thien EON Consulting & Training Principal Consultant / Master Trainer PMC, CPC, SAE, CWLS MAIDT, BSc(Hons), GDPM

Williamhasworkedin:•  Shipbuilding•  Engineering•  Hotel

Por:olio:•  Talenta<rac>on•  Compensa>on&benefits•  Performancemanagement•  Industrialrela>ons•  TalentdevelopmentForthelast22years:•  Humancapitalperformanceconsul>ng•  TrainingRecentFocus:•  Workplacelearningconsul>ng•  Skillsframeworktraining

ProfileofPresenter

ImportanceofWorkplaceLearning&Performance

LeveragingtheSkillsFramework

CaseStudies

KeyLearningPoints

SelfAssessmentTool

Content

01

ImportanceofWorkplaceLearning&Performance

Importance of Workplace Learning & Performance

Workplace(Enterprise)

Profits(Results)

Work Performance

Worker Proficiency

•  TheworkplaceistradiGonallyviewedasaplaceofwork,andnotaplaceoflearning•  Withoutpurposefullearningatwork,systemicandcon4nuousperformanceimprovementmaynotoccur

AnEffecGveWorkplace=WorkandLearningbothtakesplace

Building an Effective Workplace

Inaleanworkforce,focusshouldalsobeontheproducGvityoflearning–attheworkplace

Source:McCall,LombardoandEichinger,surveyofnearly200execu>vesself-reporthowtheybelievedtheylearned;Wikipedia

WorkplaceLearning-LearningfromHands-OnExperience-  Increasedscopeor

responsibili>es-  Trainingormentoringothers-  Projectsandspecialassignments

SocialLearning-LearningfromExposure-  Observemoreexperienced

colleagues-  Beingcoachedormentored-  AUer-eventreview

FormalLearning–LearningfromStructuredEducaGon-  Externalworkshops-  Seminars-  E-learning

Importance of Workplace Learning & Performance Building an Effective Workplace

70% 20% 10%

•  Skillsstandardsaredifficulttodevelop,implementandsustainwithinacompany•  Alignment is needed across jobs along the employee life cycle & conGnuous

reviewtokeepthemcurrent

ASract-Recruitment&Selec>on

Perform-PerformanceManagement

Grow-Career

Development

Engage-EmployeeEngagementandReten>on

OrganisaGon’sVision,MissionandCoreValues

Develop-Learning&Development

Retain-Career

Progression

BusinessEnvironment(Eg.Customers,Suppliers,CompeGtors,SubsGtutes)

PoliGcal,Economy,Social,Technology(PEST)

HumanCapitalValueAdd

Source:EONConsul>ng&TrainingPteLtd

Importance of Workplace Learning & Performance Key Challenge

02

LeveragingtheSkillsFramework

•  Industry sector specific Industry TransformaGon Maps (ITMs) have beendeveloped

•  4mainpillars–ProducGvity,Jobs&Skills,InnovaGon&InternaGonalisaGon

Leveraging the Skills Framework The Industry Transformation Map

Industry Transformation Map (A skills and innovation-driven Economy)

Innovation •  Leverage

technology •  Value-creation •  Enterprise

capabilities •  Develop own

products & brands

Jobs & S

kills

•  Manpower-lean •  Skills for greater

value creation •  Lifelong learning •  HR capabilities to

maximise workforce potential

Internationalisat- ion

•  Globally-competitive local enterprises

•  Access to markets – Digital channels

•  L e v e r a g e i n t e r n a t i o n a l networks

Productivity

•  Higher-value added activities

•  Operational excellence

•  Shared industry platforms for mass adoption

•  TheSkillsFrameworkisanintegralpartofITM,supporGngthe‘Jobs&Skills’pillar•  It provides industry driven informaGon on job roles and skills for the human

capitalvalue-addacGviGes

Importance of Workplace Learning & Performance The Skills Framework (1/3)

ProducGvity

InnovaGon

InternaGonalisaGon

IndustryTransformaGonMapAskillsandinnova>on-driveneconomy

Jobs&Skills

Manpowerprofile

Skillsadequacy&relevance

Career&Wage

progressionpathways

Skillsu>lisa>on,HRprac>ces,Job

redesign&Workplacecondi>ons

SkillsFramework

SkillsMap–jobrole,cri>calworkfunc>on,keytasks,technicalskillsandgenericskills

CareerMap–jobs&progressionpathway

Importance of Workplace Learning & Performance The Skills Framework (2/3)

GenericSkillsandCompetencies–Basic,IntermediateandAdvancedescriptors

TechnicalSkillsandCompetencies–6levelsofknowledgeandabili>esdescriptors

Importance of Workplace Learning & Performance The Skills Framework (3/3)

WorkforcePlanning

TalentASracGon

PerformanceManagement

Learning&Development

TalentDevelopment

Selec>oncriteriadetermina>on

(Interview

Evalua4onForm)

Jobdescrip>on/Jobspecifica>ondraUing

(JobDescrip4on)

Jobrolesandresponsibili>esforjobdesign

Emergingskillsindemand

Performanceevalua>on

(PerformanceAppraisalForm)

Individualdevelopmentplanning

(IndividualDevelopment

Plan)

SkillsgapIden>fica>on

(Competency

AssessmentChecklist)

Careerdevelopmentplanning

(Career

DevelopmentPlan)

Organisa>oncareerpathwaysdevelopment

(CareerPaths)

•  Competenciesmust be aligned to the job roles& performance expectaGons for eachmilestoneiniGaGve

•  TheSkillsFrameworkisausefulresourceofjobrolesandcompetenciestosupportthis

03

CaseStudy1:CareerDevelopment

Case Study 1: Career Development Developing a Job Grade Structure for Career Development (1/5)

Background•  OperatedinSingaporeforover40years•  >200employees,withseverallong-serviceemployees•  Jobrolesincludetoolinginspectors,mouldmakers,machinists,cam

programmers,storekeepers,drivers,packers,technicians,engineersHRPrac>ces•  Jobstructure:2tracks–GeneralManagementandTechnical&Engineering;

12gradescoveringalljobrolesfromstoreassistantstodirectors•  Rewardbasedonperformance,promo>onbasedonperformanceorupon

reachingmaximumofscaleImpact•  Highwagecostbutemployeesarenotnecessarilyrightskilledfortherole•  Bo<leneckinprogressionespeciallyfortheTechnical&Engineeringtrack

Case Study 1: Career Development Developing a Job Grade Structure for Career Development (2/5)

03 02 01

Provideacareerpathwayforthe

engineers

DifferenGatejobrolesandskillsrequirementsforeachjobgrade

ClarityinpromoGoncriteria

ProjectObjecGves

Case Study 1: Career Development

•  AJobEvaluaGontoolwasdevelopedusingtheTechnicalSkillsandCompetencies(TSC)GeneralDescriptorsoftheSkillsFramework

•  The4descriptorswereusedtoestablishthejobvalue

04 03

02 01 RESPONSIBILITY

Degreeofsupervisionandaccountability

AUTONOMY

Degreeofdecision-making

COMPLEXITY

Degreeofdifficultyofsitua>onsandtasks

KNOWLEDGE&ABILITIES

Required to support work as describedunder responsibility, autonomy andcomplexity

Developing a Job Grade Structure for Career Development (3/5)

Case Study 1: Career Development

CriGcalWork FuncGonsandKeyTasks descriptors for each job>tle were matched with theRoles and Responsibili>es ofre levant job roles of thecompany

T e c h n i c a l S k i l l s a n dCompetencies (TSC)andGenericSkills and Competencies (GSC)were used to iden>fy skills foreachjobrole

Developing a Job Grade Structure for Career Development (4/5)

Case Study 1: Career Development

Benefits of using the Skills Framework

Managersandsupervisorsfoundthestatementsdifficulttorelatetotheir

dailywork

Key Challenge in Development & Implementation

•  Currentjobgradestructureof12gradeswereexpandedwithpossiblecareerprogressionpathways

•  Detaileddescrip>onofcriteriaforcareerdevelopmentandpromo>onweredeveloped

•  HRteamwasabletora>onaliseandupdatethecurrentjobgradestructurebasedonthewealthofinforma>onintheSkillsFramework

Developing a Job Grade Structure for Career Development (5/5)

03

CaseStudy2:Recruitment&Onboarding

Case Study 2: Recruitment & Onboarding Establishing a Competency-Based Recruitment and Onboarding Process (1/3)

HRPracGces•  NodedicatedHRperson-in-charge•  Day-to-dayHRopera>onswerehandledbythemanagerwhowasalsoinchargeoffinanceandadministra>on

•  NewcandidatesusuallyinterviewedbytheDirector,andnospecificcompetencystandardsweresetasbenchmarkforproficiency

Impact•  Interviewques>onsandformatwereunstructured,dependentontheDirector’sexperienceandknowledgeofthejobrequirements

•  Atconfirma>on,itwasgenerallybasedon‘gutfeel’thatthenewhirewasteachableandwasmakingprogress

Background•  Alocalindustrialautoma>oncontrolcomponentsandprocessmeasurementcompany

•  servesindustriessuchaspharmaceu>cal,building&construc>onandelectronicmanufacturingandhasaretailstore

Case Study 2: Recruitment & Onboarding Establishing a Competency-Based Recruitment and Onboarding Process (2/3)

ValidaGonandReviewwithcompany

PerformanceexpectaGonsofeachtaskweredeveloped

SkillsFrameworksfromavarietyofindustrieswerereferencedfor

relevantjob>tles,domaincri>calworkfunc>ons&keytasks

Competency-basedinterviewquesGonsweredeveloped

Standardsestablishedformevidencethat

interviewerlookforinacandidate

Purposefulskillsonboardingprogrammedeveloped

Benefits of using the Skills Framework

•  Addeddocumenta>onseenasaddedworkloadandadministra>veoverheads

•  Theuseofdocumentedstandardstatementsforinterviewsmaybeperceivedasrestric>vebecausegutfeelismorenaturalandpercep>velyefficient

Key Challenge in Development in Implementation

Case Study 2: Recruitment & Onboarding Establishing a Competency-Based Recruitment and Onboarding Process (3/3)

•  Jobdescrip>onswithperformanceexpecta>ons,contextualisedskillsrequirements,competency-basedinterviewques>onlistandinterviewassessmenttoolcanbedevelopedexpedi>ously

•  Interviewerswillbeabletoconductinterviewsandselec>onsinamoreconsistentmanner

•  Targetedareastotrainthenewhirecanbeiden>fiedquicklyandsystema>cally

03

CaseStudy3:PerformanceManagement

Case Study 3: Performance Management Aligning Performance Appraisal to Learning Needs Analysis (1/4)

Anearlychildhoodoperatoraimedto

enhancetheevalua>on

criteriaintheperformanceappraisalsystem

Currentappraisalcriteria

defini>onstendedtobe

general

•  Appraisalcriteriadefini>onsweresubjectedtoappraiser’sbroadinterpreta>ons

•  Assessmentra>ngswereinconsistentamongappraisers

•  Areasfordevelopmentwerenotconsistentlyinterpreted

•  Individuallearning&developmentplansweredifficulttodevelop

Case Study 3: Performance Management

Moreobjec>veperformanceappraisalassessment

Individuallearninganddevelopmentplansthatarebe<eralignedtoindustrystandards

AdopttheskillsstandardsstatementsfromtheECCESkillsFrameworkintotheappraisalforms

ProjectObjecGves

Aligning Performance Appraisal to Learning Needs Analysis (2/4)

Case Study 3: Performance Management

Skilldescrip>onswereusedasabasistoassess

performanceSkillsMap

The 5 domains – Knowledge & Analysis,Applica>on & Adapta>on, Innova>on &Value crea>on, Social Intelligence& EthicsandLearningtoLearnwereusedtoanalysethe strengths and gaps of employee’sperformance

SkillsStandard

Learning&Development

Targetedlearning&developmentac>vi>eswere

iden>fiedforemployees

TrainingofAppraisers

Theappraisersweretrainedonhowtoappraise and iden>fy learning anddevelopmentneeds

Aligning Performance Appraisal to Learning Needs Analysis (3/4)

Benefits of using the Skills Framework

•  Theuseofdocumentedstandardstatementsmaybeseenasasetofauditdocumentsunlessastrongperformanceandlearningcultureexistintheworkplace

•  Userss>lldonotknowhowtouseapercep>velyclearerdocument

Key Challenge in Development in Implementation

Case Study 3: Performance Management

•  Theappraisersachievedbe<erclarityonhowtointerprettheskillstandardsandhowtousethemforassessment

•  Clarityoftheskillstandardsenhancesdialogueandunderstandingaboutemployeeperformance

•  Supporttheperformancemanagementprocessbyaligningexpecta>ons,coaching,assessmentanddevelopmentplanning

Aligning Performance Appraisal to Learning Needs Analysis (4/4)

04

KeyLearningPoints

Key Learning Points #1 – Relevance to users

Enterprisesandusersmustbeable to relate to thestatementsintheirdailyworkinordertofindthemrelevantforadop>on.Otherwise, there is s>ll a barrier to interpret whatthestatementmeansbeforefindingthemrelatable.

RelevancetoUsers

#2 – Readiness of culture to follow structured processes

Enterprises must develop a culture to usedocumented standard statements as a guide tomanage performance, competencies, learning anddevelopment.Otherwise,thedocumenta>onmaybeperceivedasrestric>ve because gut feel is more natural andpercep>velyefficient.

ReadinessofCulture

–tofollow

structuredprocesses

Key Learning Points

#3 – A culture of learning & performance

Enterprises should have a learning andperformance culture in order for the SkillsFrameworktobeavalue-addingreference-basetosupportsuchaculture.Otherwise,thedocumenta>onofSkillsFrameworkmaybeseenasanothersetofauditdocuments.

ReadinessofCulture–Learning&Performance

Key Learning Points

#4 – State of documentation

Enterpr ises should possess documentedmanagementprocessesasplaceholderswhere thecri>cal work func>ons, key tasks, technical andgeneric skills and competency statements canreadilybeplaced.Otherwise, to adopt the Skills Frameworkmay beperceived as added workload and administra>onoverheads.

StateofDocumenta>on

Key Learning Points

#5 – Ease of use

Enterprisesneed to train theusers (managersandsupervisors)onhowtousetheSkillsFramework.Itcannottakeforgrantedthatoncethestatementsare in the templates, the users will automa>callyknowhowtousethem.

EaseofUse

Key Learning Points

05

Self-AssessmentTool

Self-Assessment Tool Skills Framework Adoption Readiness Self-Assessment

DimensionsofReadiness 1-3 4-6 7-10

Documenta4on Key work processes are notdocumented Key work processes are

documented

Ac4onsandDecisionsAc>ons and decisions aregu ided by gu t fee l andexperience

Ac>ons and decisions areguided by documentedstatements

LearningandPerformanceCulture

Standardsandqualityissuesarehighlightedandresolvedonlyaswhenproblemsarise

There are established andobserved standards andqualityattheworkplace

EaseofUsingDocumentedStandardsbyEmployees

Employeesdonot usually referto any documenta>on tointerpretworkrequirements

Employees are trained tointerpret and use SOPs,WorkInstruc>ons,manuals,blueprintsasapartof theirwork

EaseofUsingDocumenta4onbySupervisorsandManagers

Supervisors and managers aren o t t r a i n e d t o u s edocumenta>ons to manage /standardsworkperformance

Supervisors and managersa r e t r a i n e d t o u s ed o c u m e n t a > o n s t omanage / standardise workperformance

Self-Assessment Tool Readiness Scale and Next Step Recommendation

Score DescripGon NextStepRecommendaGon5-18 Notready.Requiressignificantwork

tobuildaculturetoreferencedocumentedstandards

BuildculturebyusingSkillsFrameworkinaspecificfunc>on,processorloca>onthatwillbringvisiblevaluetobusinessopera>onstodemonstratebenefit.

19-33 Somewhatready.Requiresstrongleadershipandcommunica>ontoestablishvaluesandbenefitstoreferencedocumentedstandards

Strengthenlearningandperformanceleadershipatalllevels.BuildconsensusamongleaderstoadoptSkillsFrameworkinagreedareasofwork.

34–50 Ready.Contextualisetheskillsstandardstoexis>ngdocumentandcarryouttraining

MayadoptSkillsFrameworkattheenterpriselevelincludingsupportfunc>onsandprocesses.

Concluding Remarks

Startbuildingastrong

Learningand

Performancecultureat

theworkplace

LeverageSkills

Frameworktosupport

keyhumancapabiliGes

iniGaGvesinthe

employeelifecycle

Inaleanworkforce,everyemployee’scapabilitycounts

CasestudieshaveprovidedlessonsthattheSkillsFrameworkisausefulresource

Thank You