Global Competency Model Guide

How to implement the Global Competency Model in your LC

AIESEC Germany

INDEX
I. Introduction How does a GCM-LC look like? ........................................ 4 II. III. Timeline for Implementation ..................................................................... 5 TM processes and the GCM ................................................................... 6

1. Talent Planning and the Global Competency Model ................................ 6 1.1.What is Talent Planning...................................................................... 6 1.2. Importance of Talent Planning........................................................... 6 1.3. Talent Planning and the Global Competency Model ......................... 6 2. Talent Marketing and the Global Competency Model .............................. 9 2.1. What is Talent Marketing ................................................................... 9 2.2. Talent Marketing and the GCM.......................................................... 9 2.3. Additional Advice ............................................................................. 10 3. Talent Selection and the Global Competency Model ............................. 12 3.1. Why competency based Selection?................................................. 12 3.2. Talent Selection and the Global Competency Model....................... 12 4. Talent Induction and the Competency Model......................................... 14 4.1. Introduction ...................................................................................... 14 4.2. Contributing to Induction Goals by using the Global........................ 14 Competency Model................................................................................. 14 4.3. How to do GCM Induction in your LC .............................................. 15 4.4. Responsible for the process and possible timeline for the .............. 16 TM team.................................................................................................. 16 5. Talent Allocation and the Global Competency Model ............................ 18 5.1. Introduction ...................................................................................... 18 5.2. Competency Based Talent Allocation.............................................. 18 5.3. Benefits and challenges .................................................................. 20 2

 6. Performance Assessment and the Global Competency Model.............. 21 6.1. Introduction ...................................................................................... 21 6.2. Usage of the GCM for Development Assessment in Teamwork ..... 22 6.3. Potential Obstacles.......................................................................... 22 7. Talent Review and the Global Competency Model ................................ 23 7.1. Introduction ...................................................................................... 23 7.2. Usage of Competency Assessment Tool for PDTs ......................... 23 7.3. Additional questions in the PDT....................................................... 24 8. Leadership Development and the Competency Model .......................... 26 8.1. Introduction ...................................................................................... 26 8.2. Leadership Development and the Global Competency Model......... 26 8.3. Leadership Development and Conferences .................................... 27 IV. Conclusion ............................................................................................. 29

Culturally Sensitive
Critical: Inclusiveness, Awareness of Others

Entrepreneurial
Critical: Innovation, Resilience

Supporting: Commitment to Results, Stakeholder Focus, Supporting: Self Awareness, Flexible Effective Communication, Flexible Thinking, Effective Communication Thinking

Socially Responsible
Critical: Stakeholder Focus, Commitement to Results Supporting: Self Awareness, Inclusiveness, Developing Others, Awareness of Others

Active Learner
Critical: Self Awarness, Flexible Thinking, Developing Others Supporting: Effective Communication, Personal 3

I.

Introduction How does a GCM-LC look like?

To implement the Global Competency Model in your LC you have to ensure four aspects. First, every member (including the EB) is aware of the GCM and how to use it for their personal development. Then you have to ensure that it IS really used as part of the daily work in your LC within teamwork and within specific TM-processes. Only by using it members will realize their development in the competencies. And lastly you have to ensure that the whole EB also knows about how to use the GCM as a tool for managing the LC. These four steps cannot be tackled individually. Information without practice is worthless, but how can you ensure the LC is practicing the GCM if the EB does not see its relevance? It is therefore crucial to have a strategy in place that allows you to implement all aspects of the GCM at once. This document provides you with a proposal of a flow that should enable you to implement the GCM within one semester.

II.

Timeline for Implementation

III.

TM processes and the GCM

1. Talent Planning and the Global Competency Model

1.1.What is Talent Planning

AIESEC Germany TM processes - Talent Planning: http://www.myaiesec.net/content/viewwiki.do?contentid=10030929 AIESEC International - Talent Planning and Targeting: http://www.myaiesec.net/content/viewwiki.do?contentid=10010287 Related topic: http://de.wikipedia.org/wiki/Personalwirtschaft

1.2. Importance of Talent Planning

Refer to the previously mentioned links, as well as the following file: http://www.myaiesec.net/content/viewfile.do?contentid=10011828

1.3. Talent Planning Competency Model

and

the

Global

Talent Planning is the process of creating a clear target profile of the people you need, to ensure attracting the right people to AIESEC and to maintain your pipeline. For that it is important to take into account the profile of the person needed, as well as the opportunities available for the development of the future-member.

More information under Talent Definition: http://www.myaiesec.net/content/viewfile.do?contentid=80302 Talent Planning focuses on looking for the right people for the right position in AIESEC. Each of the Talent Planning four critical questions has then a relation with the GCM:

 1. How many members do we have right now? At this point it is important not only to identify the number itself, but if each of the members has or has not a clear role within your LC, with a proper job descriptions. If not, before actually stepping into recruitment you have to re-allocate your members and develop appropriate job descriptions for each of them. Not doing this may imply an unnecessary recruitment and demotivation of people without a proper role. You also need to know more about the LC's overall competency analysis! That is to get to know what are the missing competencies in the LC that you need to focus on during the next recruitment. You can get your LC`s overall competency analysis in the CAT. Additionally an analysis, of what is missing is necessary. 2. What kind of members do we have right now? To be able to answer this question, you will need to know the goals of your members, and the gap between your current membership and your memberships needs. Since the development of your members is aligned to the GCM, to be able to identify the gap, you need to analyse the competency development in your membership and determine the need. AIESEC International Pipeline: http://www.myaiesec.net/content/viewwiki.do?contentid=10033340 3. How many members should we recruit? To be able to recruit, you need to identify what kind of skills, competencies, or knowledge is missing from your LC currently! This missing profile is the profile that needs to be recruited. For that reason, it is once again important to create Job Descriptions based on the GCM as well as take into account the LCs Pipeline for each stage. Competency Based Selection: http://myaiesec.net/content/viewfile.do?contentid=10012259 4. What kind of members should we recruit? The specific number of people to be recruited are the product of the aboved questions/answers. In conclusion, for a successful recruitment, you need to synergize your processes as ONE PROCESS CHAIN under the GCM umbrella.

In order to have an overview of your LCs members and all important data you need for Talent Planning, you can use the Talent Planning Tool 7

 SHORT AND SIMPLE 1. Do an LC-reality analysis and create a will-skill-matrix of your members. Be as detailed as possible in the profile-description of your members, and the profile-description of the gaps. Take a look at your JDs. Which ones are taken? This first step will answer the question What do you have? 2. Review the LC Planning for the next period as well as organizational goals. Take a look at your JDs again. Which ones are available? Determine What do you need? by looking at this information and the previous analysis of 1. Dont forget your pipeline! 3. Sit down and think How do you get it?. Take into account your recruitment profiles and determine a strategy on how to get that taking into account the current status of your LC. Thats it! You created a GCM-based Talent Planning that will help you, not only in the recruitment of new members, but also in any other Talent Process or Selection in any AIESEC stage!

1.4. Next Steps

A GCM-based Talent Planning will facilitate your work in all the other Talent Processes. Here some ideas how this will connect: Talent Marketing - Automatically after creating the Talent Planning, youll have created the profile to be used to develop the material for a successful targeted Talent Marketing Talent Selection By having a GCM-based Talent Planning you ensure to recruit the exact number and profile of people needed. Talent Induction With a GCM-based Talent Planning it is easy to identify the knowledge, competencies and attitudes that need to be developed in advance to introduce adequately the member into AIESEC. Talent Allocation Only a GCM-based Talent Planning can ensure the right people in the right position policy. Talent Review By having a before-profile on each recruited and current member you can easily review state of results and state of development of each member. Performance Assessment As in the previous case, this allows an easy assessment by using the Global Competency Assessment Tool. Talent Education and Training By identifying the members development and needs, it is easy to determine next steps in TE&T.

2. Talent Marketing and the Global Competency Model

2.1. What is Talent Marketing
Talent Marketing aims on motivating people with the right competencies and the will to join AIESEC. Students need to get the right impression of the work within AIESEC. In combination with the Global Competency Model this means that Talent Marketing is connected to the development of the 11 Competencies of the GCM. Talent Marketing is most efficient, if you are aware of which Talents you need in your LC. More information under Talent Planning: http://www.myaiesec.net/content/viewwiki.do?contentid=10030929

2.2. Talent Marketing and the GCM

2.2.1 Get the results of your Talent Planning Through your Talent Planning you already have created the needed profiles to be used to develop the material for a successful Talent Marketing. 2.2.2. Create the Talent Marketing material a) Create I am an AIESECer case studies and stories that refer to develop particular competencies. Choose case studies that represent the missing profiles of your Talent Planning. Look at the competencies needed displayed in the JDs! Example: Hello, my name is John Doe, In AIESEC I developed competencies such as effective communication and stakeholder focus while organizing a workshop about Emerging Markets with external partners for students. While leading a team of 5 members I increased my level of personal effectiveness. Through my engagement in AIESEC I got self-aware of my strengths and areas of development and know how to improve these. I am an AIESECer. What about you? 9

 b) Advertise Job Descriptions and mention requirements as well as competencies that can be developed. Example: What about leading the finance department of a student organization? Become Vice-President Finance of the Local Committee XY of AIESEC!! Role overall: Background and competencies required: Competencies, skills and knowledge developed: Apply now!! Contact details.. Be as creative as you can but have a clear JD!

2.2.3 Attracting Talents Before executing your marketing campaign think about the following points and find the answers for your realities: What: What message would appeal to your target group of people? Where: Where would you find these people? Consider what they study, read, watch, listen to, where they go, etc. How: How can you ensure your message is reaching them? How can you use the I am an AIESECer campaign (more than just a poster!) to reach them?

2.3. Additional Advice

a) Its more than just a poster! Use YOUR story when you explain AIESEC and how you develop Telling stories at an info point Profiling members and your experiences in the media and web 2.0 Showcasing our brand through the diverse experiences and opportunities we offer Showcase our product of exchange and leadership: through the AIESEC Experience 10

b) Talent Marketing for Exchange Consider the following aspects: Job Descriptions o Need from our TN takers for specific backgrounds Duration of internships o Need for a more flexible pool of talent to meet diverse demands from stakeholders o Need for more extensive academic and working experience for our EPs o Need from young people to have longer experiences that enable them to launch their career Our Impact Societal needs o Different needs of society can be met through people with different technical backgrounds Market needs o Labour market is requiring specific technical skills combined with valuable soft skills Competencies required/developed o Take a look at the following graphic to see the level of each competency during exchange. Almost every competency has its highest development during the X stage!

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3. Talent Selection and the Global Competency Model

3.1. Why competency based Selection?

There are many reasons why we should implement competency based selection: It is easier for us to assess the student and his/her predispositions more precisely. It assures greater alignment between knowledge, skills, interests, needs of the candidate and AIESEC It helps us to track members development since the very beginning, so we will be able to measure the impact and development in the next stages. It will let us to make the connection between personal and organizational goals. It makes it easier to identify the attributes of the candidate and suit what we can offer with his/her further development

3.2. Talent Selection and the Global Competency Model

In Order to find the Top Talents and the right person for vacant positions, it is necessary to execute a selection process. In AIESEC there are different selection processes at all stages: I2A, TR, LR and X. Examples: I2A: TR: LR: X: Newie selection OC selection EB selection EP selection

For any selection process you need to evaluate both Competencies and Skills. Think about what are the main competencies and skills that are needed for the position. You are free to define as many critical competencies and skills as you want. We advice you to build a complete profile by evaluating most of the competencies based on the Global Competency Model and technical skills (e.g. leadership, team management, delegation) respectively functional AIESEC knowledge (e.g. ER, FIN, ICX, OGX, TM). 12

 You should also consider member selection in case members do not want to develop themselves further or show a lack of commitment regarding their tasks and goals. SHORT AND SIMPLE 1. 2. 3. 4. Create a profile of the needed person (refer to Talent Planning and JDs). Define your selection criteria on the competencies by using question guides for interviews and behaviours in assessment centers Define the score that qualifies candidates for acceptance (Dont compromise on quality because of lack of members!). Select Top Talents!

You can find the national proposed selection process for new members and examples of competency based interview questions in the Selection Guide. Or contact the pilot LCs Augsburg, Bochum, Karlsruhe, Kln and Mnster, which executed Newie selection in the summer semester 2009. More information on Germany TM processes Talent Selection: http://www.myaiesec.net/content/viewwiki.do?contentid=10030919 And Talent Selection in the TMU wiki: http://www.myaiesec.net/content/viewwiki.do?contentid=10017142

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4. Talent Induction and the Competency Model

How to optimize the induction of new members with the Global Competency Model 4.1. Introduction
What is Talent Induction? The selected students have to be prepared for taking over responsibility. We have to provide them with all relevant information on the organization and the activites offered in order to ensure a fast integration. Therefore we can use the Induction process as a flow to ensure that new members gain the knowledge and preparation they need. Induction Flow

4.2. Contributing to Induction Goals by using the Global Competency Model

4.2.1 Gaining Knowledge: By introducing the Global Competency Model to new member they gain knowledge about a psychological model to control and assess their own development in a way that has a positive impact on the person. Its also more obvious in which areas a new member can develop him/herself, so that you can decide whether to continue in AIESEC or not. You can implement the Global Competency Model in three different stages, so that new members get to know it. 1. During NICO: Its the earliest occasion to introduce the GCM to your new members. While NICO there are many ways to get to know the Global Competency Model. You could make a connection with a session about the change agent. Some members are blaming the NICO to be too abstract. You can change that by explaining the development of a Change Agent with the Global Competency Model. 2. During myaiesec.net workshop: During a myaiesec.net workshop you can introduce the Global competency Model and directly show the usage within myaiesec.net using the CAT.

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 3. Linkage of both: You can also link both alternatives by introducing the Global Competency Model during NICO and afterwards integrating the operational part of the Competency Assessment Tool within a my@.net workshop!!! 4.2.2. Experience AIESEC By using the Global Competency Model, new members are very early able to experience our feedback culture. They learn to reflect about their personal development and in a second run they learn how they can contribute to others development by using the assessment and 360 feedback tool. Tip: Do the self assessment part within your induction process by using it in orientation talks or Newie-PDTs. 4.2.3. Me and AIESEC Every new member could make the competency assessment when he gets to TR stage in my@.net. The results can be the base for his goal setting. The new member searches for opportunities, which contribute to his/her strengths and help managing their weaknesses. 4.2.4. Selection and Allocation Acknowledge strengths and weaknesses of your Newies and allocate them with help of that information. Show them jobs, which are directly contributing to their goals of development!

4.3. How to do GCM Induction in your LC

First of all its important, that everyone who is concerned with the induction process knows about the Global Competency Model and can use it before you induct your new members. The most Important groups are: the EB, the Buddy Coordinator, Buddies. A good startup could be a short workshop at the beginning of semester. You could also integrate the Global Competency Model into Buddy workshops or you make a kick-off during NICO (Newies and Buddies get in contact at the same time) Concentrate on both: active AIESECers and new members. Active AIESECer, especially Buddies have to know the Global Competency Model and the Competency Assessment Tool. They used the competency assessment at least once and they got a 360 feedback through the CAT. Then you can be sure, 15

 that they know what it is, when new members are asking for. New Members: Plan carefully when they are introduced with GCM and when they can first use it. Dont wait too long (more than two weeks) its not very reliable to tell people a tool is important and then nobody can use it. Do your NICO trainers know enough about the GCM? Are they able to hold a session about that topic?

4.4. Responsible for the process and possible timeline for the TM team
4.4.1 Responsible The VP TM is responsible for the knowledge within the LC and for deeper understanding of the Global Competency Model in the EB. The TM Team is responsible for planning and organizing required workshops continuously throughout the semester. 4.4.2 Possible Timeline Within Semester (in preparation for the next): You can do a LCM to the topic of GCM

During Semester holidays: 1. Make a workshop with your EB and plan the implementation of the GCM Model. Make a 360 Assessment through my@.net and sit together and discuss the results. 2. Every VP makes a CA with his/her team (could be virtually when they arent there) and discusses the result within his/her team 3. Search for trainers who could train your buddies 4. Implement competencies in your local Job Descriptions (http://www.myaiesec.net/content/viewfile.do?opern=next&contentid=1004029 4) First week of semester: NICO: Buddy Workshop (With GCM) Workshop for New Member 16 Recruitment Time

 One week after NICO: my@.net-Workshop with Competency Assessment Tool

During induction: Buddy supports new member to start his/her work within AIESEC and relates the things we are doing with competencies he can gain through it.

At the End of Induction: Heres an example for further usage of the GCM: The new member is doing the CAT at least once and afterwards he/she is giving the results (2 main strengths and two main weaknesses) to his/her buddy. With this information the TM Team is able to match a job for the new member. Buddy is giving an orientation talk to his Newie and has a JobDescriptions to show his/her possibilities in AIESEC.

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5. Talent Allocation and the Global Competency Model

5.1. Introduction
Why is Talent Allocation relevant? AIESEC gives its members a lot of opportunities To make sure that people choose the opportunity that fits best for them, YOU must find the right position for them! Member allocated to the wrong position Big frustration for the member, who is not further developing his potential, EB cant reach their goals Member allocated to the right position Higher individual and overall performance, better mood and working atmosphere in the LC and a satisfied and further developing member

How can Talent Allocation contribute to improve the number of right person-job matches? Clear Talent Allocation processes helps you find out if a person might fit to a job already BEFORE the member starts in this position. Instead of using your energy for bringing back motivation to a member who is unhappy with his job, you can use it for a sophisticated allocation and avoid respective situations. Thats a WIN-WIN situation!

5.2. Competency Based Talent Allocation

You should possess: A good overview about every new member and its preferences Objective information from Talent Selection (Letter of motivation, Interview questions,) Information about how many and which people you need for which position ( from Talent Planning) Feedback from trainers from induction conference Results of CAT Competency based job descriptions which can be found here: 18

 http://www.myaiesec.net/content/viewwiki.do?contentid=10030927 These results should now be used to reach the best possible talent allocation! Here are some thoughts how you can arrange this: When it now comes to the decision which team might fit best to the respective competencies and skills of the new member it is important to balance the wishes of the new members and the needs of every single team and the LC as a whole! One way to deal with this complication is as follows: 1. Your team and you present the respective competency based job descriptions, which are available for the different teams to the new members. 2. You describe them which set of competencies would be very advantageous to feel comfortable in the respective team and that they should take this serious. 3. In a personal orientation talk the new member needs to share the results of his competency assessment test with one of your team members and/or you. 4. Together they compare the test results with the different competency based job descriptions. 5. Based on this comparison and the other documents about the new member, your team member and/or you give advice which job might fit best to the new member. 6. Finally the new member will be allocated to his new job. Some potential complications need to be considered as follows: ! If the new member is not willing to share his test results with anybody, you have to respect this. In this case you can only ask him to run the comparison for himself and tell him that he should make his choice sophisticatedly. He should also choose an alternative besides his top priority. You still have his competency assessment of the interview. The new member and you dont come to a common decision (i.e. problem of balancing wish and needs and suitability!!): After you properly discussed the different possible positions (make sure that you have at least discussed one alternative) it turns out to be very difficult to find a solution that is ideal. In this case you should very sensitively tell him that your proposal is based on your 19

 large experience and that he should anyway try out one of the proposed opportunities! In this special case an experienced TM team member is a must!! Next steps listed below is very important for the further screening of this job-person match!! If the new member doesnt want to follow this solution and still insists upon his wish, you should discuss this within the TM team. Maybe the person doesnt fit to AIESEC.

Next steps: Evaluate your talent allocation Keep an eye on how the respective new member fits in and develops in the first weeks Make use of upcoming PDTs! Gather feedback from your EB (and/or team leaders) and the OCPs React on apparently wrong person-job matches! Make sure that team members in every team contribute to the 360 degree competency assessment!

5.3. Benefits and challenges

+ Member who enter the organisation learn from the very beginning that the GCM is an essential part of AIESEC and needs to be used + Besides the JDs and improving a common GCM session the procedure needs relatively marginal extra effort + Possibility to decrease the amount of wrong choices respectively job-person matches + Bottom up instead of top down, since your members are better involved in the allocation process. A common decision is made! + Trust in and understanding of the advantages of the GCM + Acceptance of the use of the GCM towards the whole LC + Your team is strongly involved in the whole allocation process! Member Driven Organisation! + Proper Talent allocation guarantees higher overall and individual performance!

GCM awareness building from the first moment (especially a high level of integrity in the LC is needed during implementation of the new process) Its not assured that people will be true to themselves when making their choice. Make them aware of the importance of taking the assessment test results serious! 20

6. Performance Assessment and the Global Competency Model

How to use the individual Assessment Tool in teamwork 6.1. Introduction
What is Performance Assessment? Performance assessment is the process of assessing the competency development of each member by her-/himself, her team members and team leader by using the Global Competency Assessment Tool in myAIESEC.net. Then using the state of development for Talent Review and Talent Planning. For more see: http://www.myaiesec.net/content/viewwiki.do?contentid=10030928# What is the individual Assessment Tool? It is a tool provided by myAIESEC.net for each member to measure and track the development of the personal competencies. You can evaluate the competencies by yourself or ask your team members to give feedback on your development. For more information see: http://www.myaiesec.net/content/viewwiki.do?contentid=10003780 For the tool see: http://www.netbiog.com/?PartnerUserID=21845927 How to use the Global Competency Model in Performance Assessment? By using the Global Competency Model it is possible to evaluate the progress of our members in developing the competencies AIESEC identifies as the ones our organization wants to bring forward. This can happen as a self-driven action (if a member uses the GCM to personally evaluate his or her progress) or in a more structured way. This document shows how to implement performance assessment (that should here be understood as development assessment) in teamwork, as this is the most common working style within AIESEC.

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6.2. Usage of the GCM for Development Assessment in Teamwork

Why to use it in teamwork? Teamwork is part of the global learning environment we provide our members with. The GCM gives us the opportunity to enhance the team-experience by working actively on our competencies. It provides a method that can be used for structured team-feedback, which allows every individual to see his or her progress in developing certain competencies. How to use it in teamwork? Once the team starts working, every member should create an own competency profile by using the Assessment Tool on myaiesec.net. At the end of a certain period (i.e. at the end of the semester) every member evaluates him- or herself again and also should receive 360-feedback from his or her colleagues. This is a good input for further PDTs (see: Talent Review and the Competency Model) or self-driven reflection. Role of the VP The VP has to ensure every team member knows about the Competency Model and the tool. Additionally he has to ensure that every member has an account / profile and that every member receives feedback by his colleagues at the end of the working period.

6.3. Potential Obstacles

o Members are not motivated to use the GCM Show the members the benefits of being aware of own strengths & weaknesses Link tasks you delegate to the development of certain competencies Take time to explain how the tool works!

o Too few people in the team (the 360-feedback-function works only with 5 or more feedback-givers) Use the Competency structure as a guideline for physical 360feedback within the team In case you do not have any 360-feedback at all make sure the member evaluates his development by him- or herself. Then use this assessment as an input for your PDT with him. 22

7. Talent Review and the Global Competency Model

How to use the Competency Assessment Tool for PDTs 7.1. Introduction
What is Talent Review? It is the TM process in which we aim at having an overview of the state of results and state of development of each member. Then we identify further steps of involvement in the organization and accordingly the next steps of personal development. Personal Development Talks (PDTs) are the crucial tool for Talent Review. Each member of the LC should have one at least once per semester. The VP is responsible for having these talks with each of his team members. The EB can use the new Talent Planning Tool for documentation of the outputs. For more see: http://www.myaiesec.net/content/viewwiki.do?contentid=10030928 How to implement the Competency Model in Talent Review? Make your members use the Competency Assessment Tool before having a PDT with them. Then when asking questions on the personal development of your member while the PDT refer to the results of the assessment with the tool. (It is not necessary that the results are handed out to you. Just make sure the member prints out the results, brings them to the PDT to talk as much about them as he/she wants.) Then, you can firstly professionally support your member in her/his personal development and secondly, use that knowledge to identify further steps of involvement in the organization.

7.2. Usage of Competency Assessment Tool for PDTs

Why to use it for PDTs? Generally, the results of the Competency Assessment Tool can be used individually by the member for reflection and choosing actions for improvement. Or they can be discussed by the member with her/his mentor. Thirdly, the member can approach her/his team leader for support in the personal development. Therefore, the personal development talk is a good occasion to support your member in her/his personal development and capitalize on the knowledge about her/his competencies to allocate him within the LC, distribute roles and tasks. 23

How to use it for PDTs? Before the talk: Self-assessment: Before having the PDT with your member, tell her/him to measure his competencies by himself by using the assessment tool. Tell her/him to print out the results of the test and bring it to the PDT. Assessment by team members: Tell the member that there is also the possibility to get an evaluation of the team members/ other AIESECers about the development in the competencies. The member then has to invite those other AIESECers within the assessment tool, give them some time to make their assessment. As soon as five other people have given their opinion, the member can see the average results, print them out again and bring them to the PDT. Within the talk: Ask additional questions (see below) while doing the PDT referring to the results of the assessment. You can use the individual results of the test for discussing the self-reflection of the member on her/his personal development. The results of the assessment by team members can be used when discussing the performance of the member in the past and giving/discussing feedback for the member. The results include the three super strengths of the member. Make sure that she/he will be distributed to a role or given a task where she/he can use those strengths to make the most out of them. But also use the results on the development areas of the member to choose a task or action that the member can do in the future to improve on that skill.

7.3. Additional questions in the PDT

Choose from this selection of questions when talking in the PDT about the development of your members competencies: o o o o How was it for you using the Individual Assessment Tool? How high did you rate yourself in the single competencies? Have a look at the results: which are your three super strengths? How did you use those strengths in the last semester for your work in AIESEC? o Which roles, activities or tasks could you do to use your strengths in the future to improve them even more? o Have a look at the results: which are your areas of improvement? 24

 o While doing which activities did you realize that you need to improve in these improvement areas? Which competencies were lacking for being very successful? o Which activities or tasks could you do in the future to improve in these areas of improvement? o Which results did surprise you? And why? o Who could support you when working on your further development? Additionally, when using the assessment of team members: o Which other AIESECers did you ask for an evaluation? o Are the results similar to the results that you got in your selfassessment? Or is there a blind spot? o How do you feel when seeing the results and feedback of the others? o How does the assessment of the others fit to other feedback that you got previously? o According to the strengths that others attribute to you, which roles, activities, tasks should you choose to do in the future?

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8. Leadership Development and the Competency Model

8.1. Introduction
Developing talents is a central goal of AIESEC. Finding the leader in each and every one of your members is a progress that cannot be assigned to a specific stage. Still, there are a few easy steps that can make developing leaders much easier for you.

8.2. Leadership Development and the Global Competency Model

First of all, think abut the Leadership Positions available in your LC. Every position should have its Job Description. Define individually which competencies are critical and/ or supporting for your Leadership Role, so that you can look for the right person more specifically. Now it is time to really market your Leadership Positions (targeted Talent Marketing). Discuss them on your LCM or mention them in the newsletter. Tell them about competencies and skills that you can develop while performing the Leadership Role. If you already have members in mind, talk to them directly or in PDTs. If some of your members are reluctant to take over a Leadership Role you can encourage them to use the Competency Assessment Tool (CAT). It can show them exactly where their strengths and areas of development are. Use the TR stage to prepare your members for LR and X by offering the right jobs and trainings. SHORT AND SIMPLE 1. Use the TR stage to prepare your members for a LR or X. 2. Have a talk with the member, who you think are ready to take over a Leadership Role. 3. Find out if they want to take on leadership, and if not, why they are hesitating to do so. 4. Motivate them to use the CAT to explore and develop their leadership potential. 5. Match the right person with the right position by comparing the Job Descriptions for the Leadership Positions to the results of the CAT. Also make sure what your member can gain from the job. 6. Let the member use the CAT after his Leadership Role to check if and where he or she has improved. 26

There are two possible scenarios: 1. You have a member who wants a specific Leadership Position, but you are not sure if he or she has the competencies you have previously defined as critical yet. Arrange a meeting with the member and discuss his or her motivation for the job. Openly discuss the critical competencies and encourage the member to use the CAT to define his strengths and areas of development. If your member does not have the critical competencies make a plan with your member what he or she can do to develop the competencies, which are deficient. Offer them the right trainings to achieve their goal and give him or her tasks where he or she can develop the competencies. E.g. organizing a team building for your LC or being OCP for smaller projects like workshops. Learning by doing! Check what your LC needs and adapt your plans accordingly, there is always room for experiencing! 2. You have a member who is reluctant to take over a role, although his or her competency results show that he or she has all the critical/ supporting competencies needed to do so: Encourage your member by pointing out how well he or she fits for the job. Offer your member assistance in his role by e.g. mentoring him or her by a third person or having a more experienced AIESECer on his team in order to challenge him.

Encourage your LC to use the 360 Feedback. The 360 Feedback gives the people around you the chance to evaluate your behaviour and to give you a different view of yourself. It can be used to encourage members by showing them how others see them. They can gain some interesting insights!

8.3. Leadership Development and Conferences

There are many conferences, national and international, that focus on Leadership Development. You can give your members an unique experience by sending them to conferences like NaLDS or WeNaLDS. They can take time to reflect on their values and take part in workshops, which are specifically built to improve the competencies a Leader needs. Check myaiesec.net for conferences, which appeal to your needs and be sure to inform your LC about the possibilities! 27

 There might also be regional conferences, which have a Leadership Development track! Be sure to also look for workshops, that might give your members confidence to work as a Leader. Maybe workshops like project management or time management can help to develop skills and will give your members confidence!

Use the NICO already to assess the competencies of your Newies and keep an eye on the competencies they already have. Think of your Pipelinemanagement and use the TR stage to prepare your members for a specific role. It is also the basis for a successful Talent Planning!

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IV.

Conclusion

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 develop further 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 order to implement the GCM as a development and management tool in your LC you have to use competencies from the very beginning since new members join AIESEC. The usage of the competency model makes only sense when it is used in all Talent Management processes that are in the LC. This means we plan profiles of members and define competencies which we want to see in our members. Based on these profiles we create targeted Talent Marketing campaigns. We then measure level of competencies among candidates to join AIESEC and based on the profile select high potential students who suit to AIESEC. Later on we are using competencies during allocation and division of responsibilities so we match members with certain competencies with job descriptions of positions that are available. Our Education Cycle is created in such way so that you can develop different competencies. Moreover you can use coaching/mentoring to support development of competencies. You can do regularly performance checks and assess what progress you have made and what areas you should focus on. We measure our competencies when you want to take a leadership role or go on exchange to check if you suit to the profile. At the end of your engagement in AIESEC you can capture all the experience and competencies you have gained.

Created by Christina Jger, TM NST 2009/2010, October 2009 Any questions? Contact your TM NST: nst.tm@aiesec.de ? 29