IntroducingCompetencyManagement at ESA

IntroducingCompetencyManagement at ESA

C ompetency management is central toevery organisation’s ability to maintainand enhance its human resources. This

approach is directly linked to improvingcompetitiveness – organisations need to stayat the forefront of technology, starting with thedevelopment of their human capital.

IntroductionThis overview of ESA’s research and understanding of competencymanagement introduces the workconducted so far on the ESA CompetencyManagement Project, in particular theGeneric Competency Model and theTechnical Competency Model. TheHuman Resources (HR) Department isnow consolidating the positive resultsand experience gained to date to developits Technical Competency Model furtherand extend its potential applications.Based on lessons-learned, we presentsuggestions as how best to extend theproject to encompass the whole Agency.

What is Competency-Based Management?Competency-Based Management (CBM)is a set of theories and processes aimedat identifying, classifying and managingthe competencies that people need toperform specific jobs. It sets a conceptualand practical framework that drives themanagement of human resources tocontribute efficiently and effectively to theresults of an organisation.

Paolo Donzelli, Nuria Alfaro, Fiona Walsh& Stijn VandermissenESTEC Human Resources Division, Directorateof Resources Management, ESTEC, Noordwijk,The Netherlands

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Competency Management

By linking human resources processesto desired competencies, organisationscan shape the capabilities of its work-force and achieve better results. In short,CBM is a means of ensuring that thereis the right person in the right positionat the right time. In the recruitmentprocess, it helps, in a structured manner,to define the selection criteria thatidentify the competencies required for agiven position as the basis for selectingthe best person for the job. Competencymanagement can also be used to supportcareer management by ensuring thatemployees are aware of the competenciesneeded for a particular career path. It isalso very important to ensure thatemployee competencies are maintainedand/or improved, which contributes tostaff development.

Before competencies can be managed,they should first be classified and theirscope of application defined. Initially, theycan be divided into two types: behaviouraland technical. The behavioural competen-cies include all those ‘soft’ skills thatenable a person to perform well in aspecific function, such as communicatingeffectively, achieving tangible results andcreative problem-solving. These aregeneric because they can be applied to avariety of different functions and technicalspecialties. Accuracy, for example, couldbe as essential for flight dynamicsengineers as for payroll officers, but lessimportant for some scientific andengineering roles. The capacity to lead andmotivate others is independent of domain;it could be equally important whether youhead a team of scientists or a section ofcontract officers.

Technical competencies are specific toa given function. Depending on the job,this could range from knowledge of therules and regulations related to payroll andthe software that transfers the money to your bank account, to knowledge ofMaxwell’s laws and the software for theelectromagnetic compatibility analysisof some equipment.

There are many models of behaviouralcompetencies that can be applied widely todifferent specialties. However, the classifica-tion of technical competencies could be

unique to a specific sector or, in somecases, to a specific organisation. Somecommon general principles apply to mostof these classifications.

The most common principle is thetop-down approach. This means firstidentifying the broader categories andthen refining them into sub-groups. Inthe case of scientific and technicalorganisations like ESA and NASA,three main levels have been identified:

Level 1: the broad job communities, suchas Engineering, Scientists, Astronautsand Administrative Services;

Level 2: the job families, such as ElectricalSystems Engineering, Space Science,Project Management and Audit;

Level 3: specific jobs, such as AvionicsEngineer, Planetologist, Ground Seg-ment Manager and Auditor.

An additional Level 4 further details thespecific technical and behavioural skillsrequired for the given job. Once defined,Level 4 competencies may also be rankedaccording to proficiency levels (such asexpert, master, junior) and can be used todefine both the requirements of a job aswell as the degree to which the personhas mastered the various competencies.

The ESA Generic Competency ModelThe development of a competency model

within the Agency started in 2001 withthe definition of the ESA GenericCompetency Model and its associatedrecruitment and assessment tools.

This model describes the cognitiveand behavioural skills identified asimportant and relevant to the Agency. It identifies four broad categories of skills: cognition (thinking), relations(interacting), actions (doing) andcorporate identity (being). Each categorycontains four specific skills. These 16skills do not necessarily apply to all postsand a selection is made depending on thenature and characteristics of the post.

The model was based on the feedbackfrom interviews and focus groups of over120 staff members. The intention of thismodel was to use it as a foundation for HRpractices such as self-assessment, training,recruitment, career management develop-ment and mobility. It has been used as thebasis for two concrete tools: the

Resources

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The ESA Behavioural and Cognitive Competency Model

Competency-Based Interview RecruitmentTool, and the Competency-Based Tool forSetting and Assessing BehaviouralCompetencies. While the first model iswidely used in the recruitment process,the second is being promoted for staffassessment and development.

Towards the ESA Technical Competency ModelCompetency-Based Management cannotrely alone on cognitive/behavioural skillsbut must accompany and be integratedwith technical competencies. Thecompetency aims to support ESA’s goalsby identifying staff with the requiredcompetencies for a given project or post, as well as identifying potentialopportunities best suited to individualcompetencies. Knowing the capabilitiesof ESA’s internal resources is all the morecritical now given the expected departuresof a large number of experienced staffand experts in the near future.

Feasibility studyA study on the technical competencies ofthe Agency was launched in September2004 with the objectives to:

– define a methodology to describe thetechnical competencies associated withthe various posts and/or required byfuture needs;

– assess the reusability of the ESACompetency Dictionary developed inrecent years and used by someDirectorates for manpower planning. Itcontains definitions for most important

technical functions at ESA, such asPropulsion Engineer, Micro-electronicsEngineer and Thermal Engineer;

– verify the suitability of the HR Manage-ment System (HRMS) software alreadyin use by HR to support properly theCBM data model and functions;

– validate the selected approach throughthe development of a prototype.

The study started with a comprehensivereview of the best practices used in similarorganisations, such as the EuropeanOrganization for Nuclear Research(CERN), Compagnie Général DeGéophisique (CGG), the Organisationfor Economic Cooperation andDevelopment (OECD), and the UnitedNations Industrial DevelopmentOrganisation (UNIDO), to name a few.The technical model used by CERN wasconsidered to be the most promising.This model, like ESA’s CompetencyDictionary, is based on NASA’s WorkforceCompetency Dictionary. We can gainfrom the lessons learned and discussionswith CERN and NASA about theirapproach.

Once the model was defined as far asLevel 3, it was decided to verify thepossibility of including Level 4

competencies. At that point, it wasnecessary to verify the suitability of theHRMS software to manage the task. Asmall prototype was developed for 12positions where the technical andbehavioural competencies were identified.The technical, managerial and behaviouralselection criteria were obtained from theinterview report forms and the qualific-ation requirements and task descriptionswere taken from the Vacancy Notices.

HRMS for competency managementIn 2000, the Directorate of ResourcesManagement decided to implement anew HRMS to provide HR staff with anintegrated tool to support most of theiradministrative and management processes,including recruitment, organisationalmanagement, career management, train-ing, payroll and leave management. ESAselected the SAP/R3 (HR module), afterevaluating other options.

The Personnel Development moduleenables the planning and implementationof specific personnel and trainingmeasures to promote the professionaldevelopment of staff. It also allows thepossibility to assign qualifications andcompetency requirements to a post toensure they are met. It also allows tracking

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Competency Management

An example of how the Technical Competency Model isimplemented in SAP’s HRMS. It shows the breakdown of theclassification derived from the model in the top-down approachfrom Level 1 down to Level 3, where the competencies associatedwith the post of Propulsion Engineer are further detailed intoLevel 4 skills

of the qualifications, skills andcompetencies of staff as they evolvethrough training, certifications and workassignments.

The module is based on a ‘qualificationscatalogue’ that is first populated with avariety of Level 4 skills and then assignedto either jobs or persons.

The prototype has confirmed that SAP’sHRMS is compatible with and can fullyimplement both the ESA Generic andTechnical Competency Models. It has alsoshown the potential to support careerdevelopment, succession planning and jobmatching in the future.

Concept verification with end-usersOnce the software prototype wascompleted, it was time to test the resultswith potential end-users. The naturalchoice was to involve the Directorate of Technical & Quality Management(D/TEC), where the management of skillsand competencies required to supportprojects is part of its day-to-day mandate.D/TEC was also heavily involved inusing the Competency Dictionary, with56 competencies. Identified at divisionand section level, these competenciescan be mapped to the Level 2 andLevel 3 competencies of the TechnicalCompetency Model.

Three D/TEC divisions participated inthe verification: the Data SystemsDivision, the Propulsion and Aerothermo-dynamics Division, and the Test CentreDivision. Each identified a maximum of10 posts that could be mapped on to theTechnical Competency List, and identifieda maximum of 14 technical and non-technical competencies per post. At theend of the exercise, 14 new posts werefinally populated into SAP’s HRMS.

The divisions also provided feedback onthe accuracy of the competency list andrecommended improvements. They alsoprovided feedback and suggested improve-ments for the methodology used.

Lessons Learned and ConclusionsThe pilot project provided the HRdivisions with important feedback and anumber of lessons-learned in the four areasoutlined below.

Incremental developmentOne of the most important factors wasdeciding on the most effective way toidentify Level 4 competencies. Twosolutions were identified. The first was toask managers to identify the Level 4competencies required for each of theposts in their team in one exercise. In thisway, the model is populated quickly,although it can be rather time-consuming.The second option was to identify thecompetencies incrementally, by identifyingcompetencies for a post as VacancyNotices are published or when terms ofreference are updated. This second optionwas chosen. A new layout for VacancyNotices is under development, toencourage managers to think more aboutcompetencies and qualifications ratherthan simply on tasks and duties.

Consistency of the top-down approachIn order to collect the data for the wholeAgency efficiently, it is essential to have apre-defined Level 3 competence list. Theprocess of developing this list for the otherDirectorates is necessary prior to

collecting any data. It is important toconsolidate, review and update the listregularly to ensure its accuracy. Therelevant manager should be responsible foridentifying the competencies in theirdomains of expertise. Level 4 competenciesshould be held to a manageable numberto keep the model simple. As a guideline,7-10 technical and 4-6 behaviouralcompetencies should be associated witheach (Level 3) post.

ProcessesAnother important issue was the mannerin which the competency model shouldbe used. Competencies can be linked toposts and/or persons and are oftenindependent of each other. Competencieslinked to a post are those required toperform the job and do not changedramatically until the post requirementschange. A person’s competencies, on theother hand, are those skills and abilitiesobtained over time; they can eitherimprove with experience and training ordiminish if not maintained. Postcompetencies are of a different nature tothose of people and therefore have to beidentified and maintained by differentprocesses.

Currently, Level 3 and Level 4 compe-tencies are being identified only forposts. As a result, the primary use of thecompetency model will be forrecruitment, and specifically for thecreation of Vacancy Notices. Eventually,when competencies are identified for aperson, Level 4 competencies could alsobe used to support other processes, suchas gap analysis, workforce planning andcareer development. Post competencies,however, must first be defined so thatthey can be presented to staff as a pre-defined model to be used to createindividual competency profiles.

CommunicationThe benefits that Competency-BasedManagement can bring to our organis-ation are numerous. The challengeahead is to develop the model furtherand to communicate and promote thebenefits within the Agency to staff andmanagers alike. e

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