aiesec global competency model august 2007

Global AIESEC Experience leadership Competency Model 2007/2008

Global Competency

Model

AIESEC Experience Leadership Competency Model

Update

2007/2008


Global Competency

Model

Why Competencies? What are Competencies? In every job, some people perform more effectively than others. Thirty years of research conducted by Hay McBer have shown that exceptional performers use a variety of approaches and behaviours to get the job done. What the research also shows is that exceptional performers use a different variety of approaches and behaviours than those individuals who perform at the expected level. Think of the “best’ teacher or doctor in your life experience. Chances are that teacher or doctor demonstrated not only sound technical knowledge and skills, but also a variety of behaviours (competencies) that made your experience with that professional an exceptional one. Competencies provide a means of looking at those behaviours that differentiate the “best from the rest” and a common language for talking about critical on-the-job behaviours. In the context to AIESEC, competencies are also the essential behaviours which people develop at each stage of the AIESEC Experience and in different roles within the AIESEC Experience for their personal development and AIESEC’s success to become the change agents that we wish our people to be.

Competencies are: Any attitude, behavior, motive or other personal characteristic

that is essential to Perform a role, or more importantly, improve the performance

and personal development from superior to solid.


Global Competency

Model

What are the benefits of using a competency Model? A competency Model for AIESEC will shape how we look at our people sub system and talent management processes in the organization and the way our members develop through the AIESEC EXPERIENCE. The competency model should be viewed as a development tool and in this sense:

• Everyone speaks and understands one Common language

• Bring alive AIESEC’s values in leaders’ behaviours

• Link personal development AIESEC’s strategy

• Integrate & link all talent management processes

• Enhance diversity

• Ensure that peoples needs are covered

• Identify potential for long term planning

• Fair assessment of performance & potential

• Clarity & focus for personal development

The Competency Model will serve us two purposes:

Development Aspect To help Drive Self Driven Learning in our membership It will help people in

• Setting Goals and Developing a Learning Plan

• Understand what opportunities lie in the next stage and develop competencies for the same

• Review their Learning Plan and Goals

• Self Evaluate Themselves

• Members develop their competencies

• Members align the competencies with the structured Learning Process

And most importantly A competency Model can evaluate the development of strengths in different areas of Individuals, it helps people in understanding what their strengths are and what they can build on to their strengths and work on their weaknesses

Management Aspect To manage the training, Learning and Performance of our membership Talent Management Systems

• Talent Planning

• Talent Selection at different stages

• Talent Induction

• Talent Allocation

• Talent Performance Appraisal at different stages

• Talent rewards and recognition

• Talent Training

• Education and Learning Planning

• Talent Development


Global Competency

Model

Competency Management linking organizational objectives to personal performance

Our 3 goals can be achieved through a competency framework

• The quality of increasing volume of AIESEC Experience (development of competencies) can be measured through a competency framework

• We would be able to attract, select and retain and connect high potential talent by aligning our Talent Management Systems to a competency framework

• Through promoting AIESEC as a leadership development platform based on the competency framework to the external environment, we would be able to promote and place AIESEC as the first choice for Activating Leadership


Global Competency

Model

Society 1

Glo

ba

l learn

ing

en

viro

nm

en

t

Competencies (Behaviors Gained)




Society 2


Indirect impact

The Idea of the Competency Model The Development of Competencies throughout the AIESEC Experience would result into the development of the 4 change agent characteristics. In each position that members take and on each stage of the AIESEC experience, our members develop key competencies they can build on when taking the next steps in their AIESEC XP.

Development of 4 characteristics

• Culturally sensitive • Socially responsible • Entrepreneurial • Active learners


Global Competency

Model

Learning A change in behavior as a consequence of an experience

Environment The conditions that surround people and affect the way they live an experience

A Learning Environment An environment which helps people change behaviors and develop competencies

Individual discovery and reflection

Mentoring

Learning Circles

T Team

Experiences

Conferences and Seminars

Virtual Spaces; forums, blogs and resource sharing

Natural behaviour to

change or develop

Conscious

Change

New Desired Natural

Behaviour

Competencies Development and AIESEC learning environment

The AIESEC Learning Environment is how people live the experience; it helps people develop competencies and improve behaviours


Global Competency

Model

ACTIVATING LEADERSHIP: We lead by example and inspire leadership through action and results. We take full responsibility for our role in developing the potential of people.

DEMONSTRATING INTEGRITY: We are consistent and transparent in our decisions and actions. We fulfil our commitments and conduct ourselves in a way that is true to our identity.

LIVING DIVERSITY: We seek to learn from the different ways of life and opinions represented in our multicultural environment. We respect and actively encourage the contribution of every individual.

ENJOYING PARTICIPATION: We create a dynamic environment by active and enthusiastic participation of individuals. We enjoy being involved in AIESEC.

STRIVING FOR EXCELLENCE: We aim to deliver the highest quality performance in everything we do. Through creativity and innovation we seek to continuously improve.

ACTING SUSTAINABLY: We act in a way that is sustainable for our organisation and society. Our decisions take into account the needs of future generations.


Global Competency

Model

Entrepreneurial Critical: Innovation, Resilience Supporting: Commitment to

Results, Stakeholder Focus,

Effective Communication, Flexible Thinking

Culturally Sensitive Critical: Inclusiveness,

Awareness of Others Supporting: Self Awareness,

Flexible Thinking, Effective Communication

Socially Responsible Critical: Stakeholder Focus,

Commitment to Results Supporting: Self Awareness,

Inclusiveness Developing Others,

Awareness of Others

Active Learner Critical: Self Awareness,

Flexible Thinking Developing Others Supporting: Effective

Communication Personal effectiveness

Requirements towards our Competency Model To ensure our competency model supports AIESEC in developing the change Agent characteristics, the following criteria has to be fulfilled:

• The competencies should reflect the Change Agent Characteristics and AIESEC values

• It must be possible to assess the Competencies both with professional online tools as well as via observation

• They must describe behaviours that are possible to be learnt or adapted

• The number of Competencies should be limited to ensure our members can easily observe them For the reasons above, the AIESEC Competency Model was adapted in the following way:

� The original Competencies were reduced to a Number of 11 in total based on input received from our partners (career innovations) whilst developing the competency assessment tool. The input mainly pointed out that some of the competencies that previously existed were values or attitudes rather than behaviours that can be measured.

� Some Competencies were renamed to enhance their understanding, nevertheless, the descriptions are further aligned to what the competency label refers to hence avoiding misinterpretation of competency labels.

� Critical Competencies are vital for an individual to develop the respective Change Agent characteristic. Their absence would indicate that person did not develop the overall change agent characteristic.

� Supporting Competencies - enable the individual to fasten development of the specific change agent characteristic. In their absence and individual could still develop the respective characteristic, nevertheless at a slower pace.

� Critical competencies do not repeat or overlap in between the four change agent characteristic, whereas the supporting ones may overlap and can support more than one characteristic.

Change Agent Characteristics and connected Competencies


Global Competency

Model

Competencies and related behaviours

Competency Items for self-rating and others’ rating Critical for:

Supports

Self Awareness

Having a balanced and honest view of one's own personality, and an ability to interact with others frankly and confidently.

� Showing appropriate belief in own abilities

� Displaying awareness of own strengths and weaknesses

� Considering the consequences of own actions

� Being honest about own motives and aspirations

AL CS, SR

Personal Effectiveness

Ability to manage work load efficiently, finish work before deadlines. It also involves being accurate, focusing to details and planning carefully to meet targets.

� Managing own workload efficiently

� Finishing work before deadlines

� Being accurate and focusing on detail

� Planning carefully to meet targets

None AL

Resilience Being able to adjust easily to changes and new conditions, in order to be able to perform in diverse environments.

� Working under pressure

� Persisting even when it’s difficult

� Adapting when circumstances change

� Staying calm when faced with difficult situations

E None

Awareness of Others

The ability to identify with and understand another person’s feelings or difficulties and connecting it to own emotions and actions.

� Showing understanding of others' feelings

� Showing respect for the opinions of others

� Showing sensitivity to others’ needs

� Promoting respect for others in group

CS SR

Inclusiveness

Relating to the way people in groups behave and interact; leveraging on the cultural diversity. Involving everyone in the group in decision making and generating performance by inspiring trust and respect. Having a feeling or attitude of admiration and deference toward somebody or something. Valuing other people and letting them act in their unique way towards achieving increased performance.

� Including others in decision making processes

� Ensuring all sides are heard in a discussion

� Making people feel part of a group

� Treating people from diverse backgrounds equally

CS SR

Effective Communication

Clearly conveying and receiving messages (feedback, opinions etc; written/verbal communication, etc.) to meet the needs of all parties involved.

� Writing clearly and concisely

� Communicating effectively with diverse audiences

� Listening actively to others

� Helping people network with each other

None CS E AL

Developing Others

Helping others to grow personally and professionally by investing own time and energy to achieve this. Taking personal responsibility to mentor and coach and being enthusiastic to see others grow and succeed.

� Helping others to improve their performance

� Encouraging people to do their best

� Inspiring trust and confidence in others

� Actively contributing to others’ learning and development

AL SR


Global Competency

Model

Stakeholder Focus

Identifying key internal and external customers; working with them to understand their requirements and concerns in order to generate value based partnerships.

• Making sure everyone’s concerns are addressed

• Co-operating with partners and other stakeholders

• Exceeding expectation of customers and other stakeholders

• Creating mutually beneficial relationships

SR E

Flexible Thinking

Using technical knowledge/expertise effectively to analyze information and situations making effective decisions and as well being ready to change your own opinion.

� Using technical knowledge/expertise effectively

� Analysing information and situations

� Making effective decisions

� Prepared to change own opinion

AL CS, E

Innovation Thinking out-of-the-box and challenging conventional wisdom. Creating new solutions for current challenges or a new approach to old situations.

� Taking on new challenges

� Implementing new ideas

� Often suggesting new ideas

� Being open to change

E None

Commitment to results

Knowing what results are important, and focusing resources to achieve them.

� Actively contributing to organisational performance

� Focusing on end results and targets

� Keeping track of progress

� Delivering on promises and commitments

SR E

To evaluate the competencies you can highlight the connected behaviours individually and then calculate the average. More details on how to do this are found in the TMU Talent Selection documents • Not observed (not rated) – Person has not shown behaviour / has not been observed (unable to rate)

• Little evidence – The person rarely demonstrates successful performance on this competency

• Some evidence – Person has shown some evidence on this competence

• Regular evidence – Person regularly demonstrates this competence

• Strong evidence – Person demonstrates this competence to a high level


Global Competency

Model

Where to use the Model? Use the Global Competency Model for the following Continuous Elements

• Your Member Education and Training Cycle should be based on the competency Model

• Your Rewards and Recognition should be based on the Competency Model

• Succession and Career Planning of members should be based on the Competency Model

• Continuous assessment of the individual competencies using the competency assessment tool at the end of every stage.

Before Induction

• Do your Talent planning based

on it • Do your Talent Marketing and

promotions based it

• Do you initial member

Selections based on it

At the time of Induction

Induct your members based on the competencies of the introduction to

AIESEC Stage - Make members set their personal Goals and do a learning plan

based on it. Refer to goal setting and learning plan based

on the competency model

- Give members a copy of “How to develop competencies, which will help them make there own learning plan”

After Induction – Taking

responsibility stage

• Allocate people in different team based on

their competencies and needs of teams and also

based on the competencies and

behaviors they want to develop.

• Make a member

development plan based on it and design training

and learning activities based on the development

needs of LC members • Make members self

evaluate themselves (personal goals and Learning plan)

Leadership Role

• Selections should be

based on the competencies developed

in the last stage.

• Make members self evaluate themselves

(personal goals and Learning plan)

• Manage member’s performance using the

performance Management system

Internship

• Selections should be based on

the competencies developed in the last stage

• Make people self evaluate

themselves (personal goals and Learning plan)

• People manage their own performance based on the

competencies they lack and need to develop

Heading for the future

• Give Training and skills

based on the competency model and the heading for

the future framework

• Make members self evaluate themselves

(personal goals and Learning plan)


Global Competency

Model

Golden rules for using the competency Model

• The Competency Model should be used primarily as a development tool for members to enhance their performance and competencies. Members can choose which competencies they want to further develop at each stage based on the report received from taking the assessment tool after every stage of the AIESEC Experience according to the different circles of influence.

• In creating LC activities around the AIESEC experience, emphasis should be placed on creating opportunities that enable the LC membership to develop the competencies at different stages of the AIESEC experience.

• With respect to selection, the competencies of the previous stage act as the selection criteria for the next stage. In each position and on each stage, our members develop certain competencies they can build on when taking the next steps in their AIESEC XP and using the competency model as the development tool that helps us assess the areas of development needed.

• At different stage of the AIESEC experience people choose which competency and behaviours they want to develop, if they already have a particular competency and behaviours, they may decide to work on the ones they scored less in or decided to develop further on the once that strongly exist. They also have the liberty to get further coaching and mentorship based on their competencies.

• The behaviours developed at each stage are possible behaviours people develop, but they are not the only behaviours which are possible to develop, they for sure can be more

When using the Competency Framework please ensure: Do not confuse the Assessment with a simple Numbering scale

The Assessment method is designed to help

• Determine the gap between the competencies members desire to have and their current competencies

• Use the competencies gap as the base for your Talent Development strategy How: Self assessment, assessment centre, 360°

Self Awareness Having a balanced and honest view of

one's own personality, and an ability

to interact with others frankly and

confidently.

Behaviours to observe:

� Showing appropriate belief in own abilities

� Displaying awareness of own strengths and weaknesses

� Considering the consequences of own actions

� Being honest about own motives and aspirations

Critical for:

Supports:

CS

SR

AL

Personal Effectiveness Ability to manage work load efficient-

ly, finish work before deadlines. It also

involves being accurate, focusing to

details and planning carefully to meet

targets.


� Managing own workload efficiently

� Finishing work before deadlines

� Being accurate and focusing on detail

� Planning carefully to meet targets

Critical for:

Supports:

AL

Resilience Being able to adjust easily to changes and new conditions, in order to be able to perform in diverse environ-ments.


� Working under pressure

� Persisting even when it’s difficult

� Adapting when circumstances change

� Staying calm when faced with difficult situations

Critical for:

Supports:

E

Awareness of Others The ability to identify with and understand another person’s feelings or difficulties and connecting it to own emotions and actions.


� Showing understanding of others' feelings

� Showing respect for the opinions of others

� Showing sensitivity to others’ needs

� Promoting respect for others in group

Critical for:

Supports:

SR

CS

Inclusiveness Relating to the way people in groups behave and interact; leveraging on the cultural diversity. Involving everyone in the group in decision making and generating performance by inspiring trust and respect. Having a feeling or attitude of admiration and deference toward somebody or something. Valuing other people and letting them act in their unique way towards achieving increased performance.


� Including others in decision making processes

� Ensuring all sides are heard in a discussion

� Making people feel part of a group

� Treating people from diverse backgrounds equally

Critical for:

Supports:

SR

CS

Entrepreneurial

Critical Competencies: Innovation, Resilience

Supporting Comp.: Commitment to Results, Stakeholder Focus, Effective Communication, Flexible Thinking

Culturally Sensitive

Critical Competencies: Inclusiveness, Awareness of Others

Supporting Comp.: Self Awareness, Flexible Thinking, Effective Communication

Socially Responsible

Critical Competencies: Stakeholder Focus, Commitment to Results

Supporting Comp.: Self Awareness, Inclusiveness, Developing Others, Awareness of Others

Active Learner

Critical Competencies: Self Awareness, Flexible Thinking Developing Others

Supporting Comp.: Effective Communication Personal Effectiveness

Cut out the cards below to use them when you want to observe specific Competencies in Interviews or group activities. Besides simply use them for decorating your office, making an LC quiz and whatever comes to your mind ☺ Enjoy!

Effective Communication Clearly conveying and receiving messages (feedback, opinions etc; written/verbal communication, etc.) to meet the needs of all parties involved.


� Writing clearly and concisely

� Communicating effectively with diverse audiences

� Listening actively to others

� Helping people network with each other

Critical for:

Supports:

CS E

AL

Developing Others Helping others to grow personally and professionally by investing own time and energy to achieve this. Taking personal responsibility to mentor and coach and being enthusiastic to see others grow and succeed.


� Helping others to improve their performance

� Encouraging people to do their best

� Inspiring trust and confidence in others

� Actively contributing to others’ learning and development

Critical for:

Supports:

SR

AL

Stakeholder Focus Identifying key internal and external customers; working with them to understand their requirements and concerns in order to generate value based partnerships.


• Making sure everyone’s concerns are addressed

• Co-operating with partners and other stakeholders

• Exceeding expectation of customers and other stakeholders

� Creating mutually beneficial relationships.

Critical for:

Supports:

E

SR

Flexible Thinking Using technical knowledge/expertise effectively to analyze information and situations making effective decisions and as well being ready to change your own opinion.


• Using technical knowledge/expertise effectively

• Analysing information and situations

• Making effective decisions

• Prepared to change own opinion

Critical for:

Supports:

CS E

AL

Innovation Thinking out-of-the-box and challenging conventional wisdom. Creating new solutions for current challenges or a new approach to old situations.


� Taking on new challenges

� Implementing new ideas

� Often suggesting new ideas

� Being open to change

Critical for:

Supports:

E

Commitment to results Knowing what results are important, and focusing resources to achieve them.


� Actively contributing to organisational performance

� Focusing on end results and targets

� Keeping track of progress

� Delivering on promises and commitments

Critical for:

Supports:

E

SR

aiesec global competency model august 2007

Documents

global competency model

competencies members

talent management processes

development aspect

life experience

development tool

development of strengths

essential behaviours