My Learning Blog

Support and commitment of senior account leaders and managers Atmosphere of trust: It is important to encourage honest self/peer evaluation Communication: Reiterate that this is an initiative for employees' learning and professional growth. These competencies empower the employees to take charge of their careers, direct their own personal development, continually self-evaluate and improve Communication: Emphasize that the initiative is not connected to the performance appraisal. If it is felt necessary to link this initiative with appraisal, consider evaluating performance only on delta improvement the account member exhibits as an outcome of training Note for the learning consultants: Evaluate leadership’s commitment to the initiative. Tailor the solution based on their level of enthusiasm or commitment towards competency development. That means, if your understanding is that the account leadership might not be able to commit to the time for the above process, reduce some substep...

Qualitative improvement For each competency, what is the gap between the star performance and desired performance reduced? How many competencies have we brought to acceptable performance within the organization? Success Criteria Bridge gap between the star performance and desired performance for 70 percent of all competencies Improve the skill competency by 50 percent i.e. 50 percent of all account members show improvement their skill rating Targeted Result In 12 months, the ratio of planned:need-based training for the account would be 85:15

Step 5: Evaluate After 12 months Review and modify the competency dictionary Undertake skill evaluation of the entire account* Measure results with the previous year After six months (if required) Undertake skill evaluation for targeted competencies Outcome Skills improvement over the previous year Competency framework for the second year Teams involved LC Account leadership

Step 4: Implement Competency evaluation -Common across the role Perform self and manager review Identify the skill gaps (LC) Recommend appropriate training for the skill-gap (LC) -Specific to a functional group within the Account (Technical subjects) Pre-assessment (In-house training department or an identified vendor, as appropriate) Recommend appropriate training for the skill-gap (In-house training department or an identified vendor, as appropriate) Post-assessment (In-house training department or an identified vendor, as appropriate) Pilot followed by organization-wide rollout Outcome Table of existing competencies across the organization Training calendar for every account member Teams involved LC In-house training department (if present) External training vendors

Step 3: Develop Create the data input format (LC) Create a brief description on the initiative and how to fill the form (LC) Identify the early evangelists (LC) Identify the courses/training relevant to each competency (LC) Outcome Finalized format for account members to input data Communication plan for the entire team Map the existing courses to the competency dictionary Team involved LC

Step 2: Design Create a skill-rating scale (1-5) against each identified competency (Learning Consultant (LC)) Benchmark rating on desirable competency performance Indicate where the star performer currently is at Indicate acceptable competency performance Create weighted competency-rating scale (1-5) (LC) Prioritize competencies in the competency dictionary using weighted scale (Account leadership) Determine conditional competencies (LC and account leadership) Outcome Skill-rating scale Weighted competency-rating scale Li st of role-based competencies in order of their importance to the account Teams involved LC Senior account leaders