A Competency Model For Human

A Competency Model For Human
Resource Professionals
Table Of Contents
Executive Summary
Chapter One
Strategy For Change
Chapter Two
The Competency Model For HR Professionals
Chapter Three
Implementation Strategies For The HR Organization
Chapter Four
Marketing The Model To Stakeholders
Endnotes
Bibliography
Appendix A
Dictionary Of Competencies For HR Roles And Positions
Appendix B
Results Of The Groupware Focus Groups
Appendix C
Innovative Practices in the Federal and Private Sectors
Executive Summary
This report focuses on what the federal Human Resources (HR) community can do for
itself to meet the challenges and the new roles that are going to be required to be a
strategic player in the management of federal human resources - people.
While it is clear that HR programs, systems, and laws need to be reformed, these changes
alone will not accomplish the transformation needed. Nor can the HR community afford
to wait for Congress, new technology, or other influences to make changes. Only by
changing - empowering - the people who are providing HR services will the
transformation occur in time to have an impact on the greater organizational evolution of
the government reinvention climate.
This report offers a strategy for change in the nature of HR work and its staff. The
competency model identifies the new roles and competencies required and is designed to
assist HR staff members and their agencies through the change effort. It also provides a
marketing approach for integrating HR values into the culture and goals of the
organizations and customers being serviced. The model is pictured below.
Following an extensive literature search, a survey of innovative practices in public and
private sector organizations, and interviews and focus groups with current practitioners,
some conclusions were reached regarding the kinds of changes that federal HR
professionals themselves must make. They must:
Assist in the move to competency-based tools for staffing and managing HR

organizations.
Accept that in-depth technical knowledge is no longer enough. Narrow job tasks
or limited functional-based tasks need to be expanded. Organizational structures
are changing; HR positions should change, too.
Recognize the growing gap between what HR professionals think their customers
want and what customers say they want.
Understand that customers are demanding better service, more knowledgeable HR

staffs, and assistance, not resistance to getting their job done and accomplishing
the mission.
Keep up to date with state-of-the-art business thinking. For example, the HR roles
and competency model that is most often adapted or adopted is based on the work
of Dave Ulrich (see Chapter Two).
Work with models that can be tailored to support the specific organizational
structure and culture of the HR office, and the organizational climate.
Develop and implement new HR competency models that support transformation

and strategy change.
Embrace, expand, or adopt a model which defines what will be required of them
during this period of great change. Do not wait for others to define their role;
rather, HR managers must proactively take the initiative to define and take charge
of their own responsibilities.
Embrace the business unit mission, goals and language to better provide service to
their customers.
This report outlines a process individual agencies can use to validate both the model and
the range of competencies. A dictionary of competencies is included to meet each
agency's own organizational needs. The model is designed to be flexible and encourages
future modifications and refinement as experience in applying it grows.
In addition to the competency model, a step-by-step strategy for implementing the model
and the change process is discussed. The components of the seven step strategy are as
follows.
A Seven Step Strategy

1. Agree on the need to transform.
Driven by budget cuts and downsizing threats; staff desire for new roles; customer
demands for service; information and systems technology impacts.
Directed from the top or self- identified by HR staff membership.
2. Develop a statement and agreement of the new role.
Mission, vision and values statement for the HR organization.
Integrate with organizational mission, vision and values statement.
3. Identify roles, competencies, and accountability
Articulate customer needs - including line executives and managers.
Assess organization or culture needs.
Validate results by interviews with high performing HR staff.
Benchmark data with other HR organizations.
Build or adopt competency model for your HR organization.
4. Communicate roles and competencies throughout organization.
Within the HR community.
To customers/stakeholders.
Apply in recruiting, promoting, training and rewarding.
Use to assign accountability.
5. Establish process to gain competenc ies.
Set up organization or infrastructure for career development or career

development framework.
Clarify employee responsibility and accountability for gaining proficiency in

required competency(s).
Provide reinforcing mechanisms - rewards and recognitio n for achieving desired

results - consequences for failure to change - availability of transition strategies
for employees.
6. Measure results of the HR staff impact on mission.
Linked to GPRA and organizational measures.
Individual HR professional's perfo rmance tied to and measured in performance

management process.
7. Correct, adjust and improve the transformation process based on experience and results
obtained.
Establish continuous learning, continuous change as way of life in the HR

organization.
Maintain HR staff profile of skills and competencies compatible with fluctuations

in the mission and business objectives of the organizations serviced.
Together, the model and the strategy illustrate how to manage the shift from "people
issues" to "people-related business issues" so that the change process will produce an
organizational structure staffed by high performers who in turn make valuable

contributions to the high performance organizations they support and service.
A key component to applying the model is the need for a plan and curriculum to develop
and train HR professionals to use the competencies to successfully perform their new
roles. If people are to be valued as resources, human resources management efforts
require continuous learning experiences. Likewise, those learning experiences will differ
depending on the size, mission, and resources of the customer base which the HR staff
supports. The HR director of a large agency would find the report a starting place for
action in terms of strategic planning three to five years out. While the HR director of a
small agency will also be doing strategic planning, that effort is more likely to consist of
more short range planning about outsourcing, cross servicing and other alternatives for
coping with cur rent workload. This report and its model are modest proposals for
initiating the change process. Development of training curricula, customizing the model
to meet agency-specific needs, and refining the competency process to revitalize and
motivate the federal HR workforce are part of the "next steps" to be considered in using
this report as a tool for change.
Chapter One
Strategy For Change
In recent years much has been said and written regarding the need for change in
government - especially in how human resources management (HRM) issues serve as a
catalyst for change. Within the broad HRM framework, human resource (HR) programs
and the roles, tasks, and responsibilities of HR staffs have received a great deal of
attention. The National Performance Review (NPR) report on Reinventing Human
Resource Management, states that HR staffs should be "viewed as part of the
management team," rather than "the systems' police." This comparison derives from an
earlier study, prepared by the U.S. Merit Systems Protection Board (MSPB), in which
line managers voiced concerns about their servicing HR organizations.
To change its focus and image, the HR community needs a model that identifies the
characteristics, or competencies, which will transform HR professionals into business
partners. The competencies, once identified and defined, can then be used to develop a
working model for staffing the federal HR organization of the future. Professionals who
have acquired and mastered the competencies identified for success will effectively use
their knowledges, skills, abilities, and other characteristics to contribute to mission
accomplishment.
Drivers of Change
Should this change occur now? The answer is a resounding YES! Our customers are
demanding change and the HR community has the opportunity to influence the design of
the new HRM framework. The same MSPB report referenced above concluded that much
of the work performed by federal personnel staffs "was thought to contribute little to
accomplishment of the agency mission...and...that change is needed." Further, "While
managers viewed most Federal personnelists as hardworking and courteous, they raised a
number of concerns about the capabilities and effectiveness of many of them." Managers
described the ideal personnelist as one who can "be proactive...concentrate on the big
picture rather than pushing paper...[and]...be oriented toward the mission and toward
service."
The same NPR report made a key recommendation that "HRM staff advisors should be
viewed as part of the management team, not servants of management or [as already
mentioned] the system's police." The report's recommendations "require dramatic
A Competency Model for Human Resources Professionals
changes in the roles and responsibilities of line managers and their HRM
advisors...Personnel offices must shift from reactive processors of paperwork to
responsive consultants and advisors."
The NPR and individual client/agency managers have sent a clear demand that the federal
HR community change and add value to the missions of the organizations they service.
Re-engineering and downsizing activities throughout the government over the past two
years have reinforced the message. Functions and resources that do not have a missionrelated focus will not be retained.
The HR community has begun dealing with the implications of broad deregulation and its
impact on the HR program environment. In 1994, a consortium of 32 agencies banded
together to cope with the changes and strategize for the future. The consortium partnered
with the National Academy of Public Administration (NAPA) Center for Human
Resources Management (NCHRM) to assist them in their efforts to change. In 1995, as
part of the first phase of this initiative, NAPA published a series of reports on strategies,
alternatives, and guides for redefining the HRM program and conducted informational
and educational programs for the sponsoring agencies. During Fiscal Year 1996, the
second phase, "Practical Applications," continues efforts to assist consortium agencies in
transforming their HRM programs by providing practical products and services which
expand on and illustrate the principles and strategies identified in the first phase.
The federal government structure is coming under close public, political, and academic
scrutiny. This scrutiny occurs in tandem with examination of bureaucracy throughout
both the public and private sectors. A key concern is the value of the HR program. In the
process of reinventing the federal government, the HR community has discovered that it
is among the first functions to be closely examined for value in contributing to
organizational mission performance and accomplishment. The internal government
support structure, the HR program included, has been found to be inadequate by its
customers - federal managers and employees. If the HR community wants to play an
active part in a government-wide transformation, it must first expand and develop the
capability to transform the HR program in the reinvented government structure.
As a first step, the HR organization must perform a self-examination. The competency
model for HR professionals is a practical tool for starting that process. As a model, it can
be enhanced and modified to meet the needs of an evolving HR reinvention process.
Although government transformation processes are well underway, the future and roles of
HR organizations are still unclear. HR staff resources are decreasing. The application of
information and systems technology has hastened the decrease in, and eventual
elimination of many of the "back room" tasks associated with processing personnel
actions along with the staff who perform those tasks. New sets of tasks and new roles are
being defined concurrent with the technology changes. It is imperative that the HR
community develop a strategy for the future of HR policies and that this strategy be
linked to its customer organizations' strategic planning processes. The NAPA report, A
Guide for Effective Strategic Management of Human Resources, explains the linkage in
detail.
A number of influences are driving the need for change (e.g. initiatives to balance the
budget and mandates of the Government Performance and Results Act (GPRA)). Federal
agencies will be held accountable for their organizational performance in carrying out
their mission based on measurable goals and objectives. Congressional interest in civil
service reform, focus on reinventing how government operates, and public demands for
improved services all suggest that the time for change is today. The HR community has
the opportunity to direct and influence the substance and value of HR changes and
program delivery.
Emerging Trends
Trends regarding the direction that HR initiatives should take are emerging. NCHRM
research found a variety of approaches to addressing the issue of competency. Many
external and internal forces are shaping federal human resource management. External
forces include civil service reform, deregulation, NPR, modernization of technology, the
changing role of the Office of Personnel Management (OPM), budget reductions, and
public expectations of federal operations. Internal forces include union- management
partnerships, employee morale, client desires and expectations, downsizing, and GPRA.
Changing organizational missions also change skill requirements of HR staff
professionals and contribute to the forces shaping HRM issues. These forces are driving
the need to modernize and reshape HR federal programs and the methods by which they
are delivered.
The impact of these forces on the HR professional are profound. The elimination of the
Federal Personnel Manual, a heightened emphasis on the need for HR to add value for
their clients, client discontent with HR services, increased servicing ratios, and changing
information technology lead to a need to transform the roles of the HR practitioner and a
requirement to strengthen HR expertise. With fewer layers of management and multifunctional work groups, people are increasingly being called upon to work together and
pool skills to solve problems themselves. Pressures are being exerted on HR practitioners
to concentrate on business objectives, to become strategic partners with line management,
and to possess broader skills to move with changes in restructuring and reengineering. If
organizations are to survive in a constantly changing, knowledge-based work
environme nt, HR professionals must adopt an attitude of a continual learner with a
knowledge of state-of-the-art HRM issues.
The HR organization's importance in supporting the business enterprise is becoming
increasingly recognized by successful companies and academicians. The human
component is often viewed as the most important source of sustaining the future and
propelling organizations forward. For HR professionals it is no longer sufficient to be
technically competent. They must be value-added contributors to the objectives of the
organization: mission-driven, flexible, and customer focused.
For the HR professional to meet these new expectations a number of changes are
required. Modern information technology is required to increase efficiency. HR leaders
must market their results-and mission-driven role within the agency, assert themselves as
leaders and strategists, and reposition HR from an administrative function to a strategic
partner. HR professionals must be willing to take risks when they service their customers.
The NAPA research, using focus groups in five cities nationwide, revealed that current
HR professionals lack the knowledges, attitudes, and abilities to assume this new role to
function in the desired state. The research also provides a vision of HR programs in the
future and a map to get from where we are to where we, the HR community and the HR
professional, should be. A starting point is to examine the HR mission, and re-assess its
reason for existence. An evaluation of the reason HR programs exist should identify the
products and services needed by customers.
One of the major changes that must occur is to move away from traditional roles and
functional knowledges. To provide more integrated programs and services, the HR
organization needs to move from an administrative focus, specialized ways of doing
business (brought about by the complex nature of the legal and regulatory structure of
personnel and current classification methodology). The new world of work requires the
HR staff to be a contributor to organizational performance and to function as part of the
management team. This trend impacts the competencies required of HR practitioners.
Federal agencies must, therefore, redefine the role of the HR practitioner, and expand
current HRM knowledges into competencies.
One barrier to major change is the perception that the current position classification
process which structures positions around duties is the only basis for setting up a viable
compensation mechanism. Alternative methods for classifying positions are feasible. One
way to call attention to the need for change and at the same time demonstrate how it can
be initiated would be to revise the position classification standards for HR occupations
using a competency-based approach.
The GS--200 group of job standards, last revised in June 1966, is 30 years old. It
describes personnel roles in a way that is completely the antithesis of the needs of today's
HR community and its customers. It continues to encourage a narrow functional
viewpoint of HR work, using the multiple specialties of employee relations, labor
relations, staffing, employee development, and position classification. It perpetuates a
hierarchical instead of team approach and, as a result, more often frustrates rather than
serves the HR organization's customers. HR professionals in the new work environment
must learn to expand and relate their functional expertise to the organizational
performance goals of the line managers they service. At a minimum, HR staff position
profiles should reflect increased use of the broad primary (201) standard as the preferred
classification decision, even if the series is not revised in the near future.
Purpose of the Competency Model

A wide gap appears to exist between the potential and actual performance of the federal
HR community in delivering services needed to accomplish the agency mission. The
consortium of agencies who are supporting the transformation of HRM programs has
identified the development of an HR competency model as a key tool to help close the
gap. The task is to establish a competency model for HR professionals to serve in new
roles as strategic/business partners, advisors/consultants, and change agents as well as
professional experts in all areas of human resources management. The purpose of
developing the competency model is to:
Redefine the role of the HR organization in the federal government;
Define the knowledges, skills, abilities, and other traits, that is, the competencies
needed by the HR professional;
Establish the framework for building a performance-oriented and mission-driven

HR organization;
Design an approach to transform the federal HRM program, its leadership, and
agency HR staffs;
Identify and incorporate the best practices from private and public sector HR
organizations into the design;
Provide a tool for hiring, developing, and assessing the performance of HR staff
members;
Establish a framework for internal strategic and workforce planning for HR; and
Define competencies for a variety of organizationally-based positions and roles.
The model identifies federal HR professionals' roles and core competencies. It is

designed to be flexibly applied and can be adapted to specific organizational needs and
culture.
The model is also designed to help educate and inform the HR community, including its
leadership and HR development arm, of the new directions and best practices in
organizations that have undergone significant HR program reinvention. The model
should aid the federal HR community in reaching consensus on approaches for adapting
to new work environments.
What is a Competency?
The term "competency" and its various forms, including job competency and competency
model, has been a topic of academic and practitioner discussion for almost twenty years.
Being competent creates different images in one's mind depending on the context in
which the term is being used. Both Webster and Random House define competence as
"the state of being competent." Further explanations mention "the knowledge that enables
a person to speak and understand a language," "having suitable or sufficient skill,
knowledge, experience, etc., for some purpose; properly qualified" and "soundness of
mind."
In the business culture (including both business and public administration communities),
the terms job competencies, core competencies, organizational competencies,
management competencies, and individual competencies are becoming part of today's
business language. One of these iterations has even made it in to a key barometer of
American humor, the newspaper comic strip. To illustrate, a recent "Dilbert" cartoon by
Scott Adams, has one of its characters practicing to sound like a company vice president
by saying, "We've reorganized to focus on our core competency." The concept of
competency is also linked to a growing range of human resources-related activities competency-based performance management, competency-based approaches to
developing people, competency-based approaches to developing organizations, to name a
few.
There appears to be a lack of precision about the term. If this competency model is to be
used as a vehicle for change, then it is imperative that there be clear, concise definitions
of the key terms including "competency." And they must be clearly communicated and
understood. If the competency model is to be of value in reshaping the federal HR
program, the HR community must understand, embrace, and agree with its intended
results.
Charles Woodruffe, in an article titled "What Is Meant by a Competency?," states, "It [the
competency] often seems to be used as an umbrella term to cover almost anything that
might directly or indirectly affect job performance. Given its pivotal role, it is absolutely
crucial that there is an adequate and agreed definition of competency."
The following definitions are used in this report:
Competency Model: includes those competencies that are required for satisfactory or
exemplary job performance with the context of a person's job roles, responsibilities and
relationships in an organization and its internal and external environments (adapted from
Boyatzis, 1982).
Job Output: a product or service that an employee, or a group of employees, deliver to
others (customers, clients, colleagues, and co-workers).
Job Competence: an employee's capacity to meet (or exceed) a job's requirements by
producing the job outputs at an expected level of quality within the constraints of the
organization's internal and external environments.
Job Competency: an underlying characteristic of an employee (i.e., a motive, trait, skill,
aspects of one's self- image, social role, or a body of knowledge) which results in
effective and/or superior job performance (Boyatzis, 1982).
The Boyatzis definition of a job competency was selected because: (1) it distinguishes
between the tasks that need to be performed competently and the "traits" people need to
have or develop to perform the tasks at the required level of competence, and (2) because
of this distinction, it correlates well with the federal HR use of knowledges, skills and
abilities (KSAs) and knowledges, skills, abilities and other characteristics (KSAOs)
which this model uses as its foundation. A dominant theme of the NAPA series on
Implementing Real Change in Human Resources Management, NPR efforts on
reinventing government, and the GPRA is the need for the federal government to be
come more results oriented and outcome focused. Job or task outputs contribute heavily
to results/outcome-based organizational performance. Therefore, the other key terms
defined in our model include job outputs and job competencies or the capability of a job
incumbent to perform the tasks. Our definition of job competence also includes a
dimension of quality not found in the dictionary definitions. This is a significant and even
essential feature of our competency model - the instrument that links the job outputs, job
competence, and job competency together - that allows for standards of excellence and is
a road map to developing the HR professional of the future.
Chapter Two
Competency Model For HR Professionals
The Competency Model for Human Resources Professionals NAPA developed for the
federal HR community is like pieces of a jigsaw puzzle. All of them are critical - their
shape, size, and placement determined by the level, task-orientation, and role of the
position in the serviced organization's mission and culture. The model (pictured below)
can be rearranged as agency customer and organizational needs warrant.
Components of the model include:
(1) Roles. Five roles are identified as essential for the HR professional to perform in the
transformed work environment: advocate, business partner, change agent, HR expert, and
leader.
(2) Dictionary of competencies. A variety of competencies are required for HR
professionals to assume the roles identified in the model. The competencies clustered
with the roles in the model are not necessarily linked with the role on a permanent basis.
They may be moved to another role, used in more than one role, or not considered to be a
priority - as defined by the needs of the customer and the serviced organization. A menu
of competencies, with definitions, is found in Appendix A, Dictionary of Competencies
for HR Roles and Positions.
The competencies included in the dictionary are a menu of the ones considered to be
important for individual performance. They may also be reflective of the competencies
required to satisfy organizational performance needs. A link between individual and
organizational competencies may be worth exploring as the model is used by HR
practitioners.
Although the labels may vary, many of the competencies in this model are consistent
with those identified in other research efforts. This includes OPM's governmentwide
research and data base using generic competencies for all federal occupations. The
competencies used in this model have been cross walked with OPM's data base. Their
labels for comparable competencies are included as parenthetical references in the
dictionary.
(3) Organizational positions. Organizational positions should reflect the required
competencies and the organizational work setting. In the process of developing the
competency model, it became clear that new roles require new titles or descriptions. The
following are ones that seem to work best with most agencies. Descriptions, and
comments on how the roles could be adapted by individual agencies are discussed in
Appendix B, Results of the Groupware Focus Groups. In some cases agencies may prefer
the term "personnel" as an alternative to "HR."
HR Service Representative
HR Advisor
Senior HR Advisor
HR Manager (unit)
HR Director
How the Model was Developed

The methodology used to build the model included a review of current literature and the
identification of other models used in private and public sector organizations. The draft
model was based initially on the work of Dave Ulrich from the University of Michigan.
His Model of Human Resource Staff Roles, was used as the starting point for group
discussions. The approach and definitions relied heavily on the work of Boyatzis and
Dubois as noted elsewhere in the report.
A one-day workshop was held in December 1995 with agency consortium representatives
to obtain their views on the draft model. The workshop included presentations on the use
of competency-based HR programs in two ma jor U.S. companies. A panel of agency
representatives shared their experiences using competency models, and other experts
made presentations on competency-based performance improvement, a competencydriven occupational data base for all federal jobs, and research on competencies. The
attendees then reconvened in small group discussions to develop a framework for their
competency model. Feedback reports from the group discussions became the basis for the
next draft. Based on differences among agencies as to size, mission, and other variables,
the need for a menu-driven model with a dictionary of competencies and a range of
potential roles was also identified.
The proposed roles and competencies, a list of task outputs by HR activity, and a set of
organizationally defined positions and titles formed the foundation for focus groups to
test and react to the components of the model. Three focus group sessions were
conducted during February 1996 using GroupSystems V software at a Department of the
Navy facility in Arlington, Virginia using the process illustrated in the flow chart below
which follows the step by step process. The data from the role, competency, and task lists
was loaded into the system and the focus group participants were able to review,
comment on, and manipulate the data in a variety of ways maintaining anonymity
regarding individual input. Changing any or all parts of the database was based on group
participation and consensus. Each focus group was composed of pre-selected, segments
10
of the HR community - HR Directors of major agencies and bureaus, HR managers at the

agency corporate/headquarters level, and HR specialists. The groups ranged in size from
8 to 12 participants. Discussions centered on how to best identify, define, and link the
competencies needed for HR organizations to be strategic business partners within their
agencies and to represent human resources considerations in carrying out each agency's
mission and performance objectives. Participants were asked to review and revise the
roles and the competencies identified with the roles, then link the tasks with roles.
Finally, they were asked to refine the list of positions and link them to the competencies,
ranking the need for the competency by position as to its importance (from very, to some,
to little, and to no importance). Overall consensus among all three groups was that the
substance of the proposed model was on target with federal HR community needs.
The following step by step process can serve as an approach that agencies may wish to
use to adopt the model to their specific organization needs:
Step One
Use a job analysis process to identify the job tasks for HR positions. The NAPA task lists
were developed from the consortium research materials and data received from agency
members. A complete task list is found in Appendix B. Agencies may want to start with
this consolidated list or develop their own task list based on their future work
requirements and organizational requirements.
Step Two
Broaden the way job tasks are identified. The knowledges, skills, and abilities (KSAs) are
the components by which HR has traditionally identified what is needed to perform the
job tasks. Looking at just KSAs is not broad enough to ensure high performance. It is the
other characteristics, traits, and behaviors that are so important but have been left out or
are missing from our current model. This model attempts to go beyond the KSAs and to
define "other characteristics" and ensure that they are part of the new "competencies" in
Step Three, below.
Step Three
Identify job competencies. The definition of a job competency as used in this model is
"an underlying characteristic of an employee (i.e., a motive, trait, skill, aspects of one's
self- image, social role, or a body of knowledge) which results in effective and/or superior
job performance" (Boyatzis).
Step Four
Establish the model for the new roles and related competencies. This identification of
new roles and competencies may result in the need to establish new HR organizational
structures. The new roles do not lend themselves to the traditional functional
organizational structure which is generally a "stove pipe" with narrow technical
boundaries.
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Step Five
Develop preliminary competency clusters or organizational positions. When new roles
and competencies are grouped or clustered, and/or organizational structures change, the
traditional functional positions or titles are no longer appropriate. HR professionals' titles
may require new identities that better reflect the nature of their roles and competencies.
See Table: A Process to Develop or Tailor the Model for Agencies.
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Chapter Three
Implementation Strategy For The HR Organization
To shape the substance of future HR programs HR professionals and managers must
better understand the business side of the organizations serviced and relate to the needs of
the customers, line managers and employees. How to become an effective change agent
is not well understood. The key to making a successful transition to a new HR concept is
to understand tha t the strategic focus of HR is shifting from people issues to peoplerelated business issues. This shift is discussed in the Academy's 1996 report, A Guide for
Effective Strategic Management of Human Resources.
Defining a new human resources environment in the federal government calls for a
consensus on the range of roles the HR professional should play in organizations. The
tasks to be performed and the competencies needed to successfully fulfill the roles can
then be defined, obtained, and measured.
A key assumption of the future-oriented HR environment is that "one size does not fit
all." Core competencies may be needed, but each organization's culture, mission, and
resource needs will determine the roles and the competencies needed to drive HR
services of that organization.
Federal agencies have recognized that business as usual is no longer acceptable,
including the "old" personnel management function. It has to change to become part of
the management team of the organization. New operating requirements and customer
demands necessitate going beyond the regulatory and paper processing roles previously
accepted as part of the "servicing" function. But if the change is to be more than in name
only, from personnel management to human resources management, the roles and
competencies must refer to the change.
Identifying the new roles and competencies is a necessary first step. Ensuring that change
happens requires an implementation strategy. Appendix C, Innovative Practices in the
Federal and Private Sector, showcases two models of successfully executed
implementation strategies in private industry - American Telephone and Telegraph
(AT&T) and General Electric (GE) and three federal models that have been initiated at
the National Institutes of Health (NIH), the Department of the Air Force, and the
Department of the Navy. These examples provide insight on how change can be made
and some of the techniques successfully used to bring about a more future-oriented and
value-added HR work environment.
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The literature review and an examination of these federal and private sector models
indicates seven essential steps are needed to transform the HR program and develop the
new roles and competencies. All seven of these steps are critical and appear in some form
in those successful organizations that have used a competency model to transform their
HR organizations including those showcased in Appendix C.
A Seven Step Strategy

1. Agree on the need to transform.
Driven by budget cuts and downsizing threats; staff desire for new roles; customer
demands for service; information and systems technology impacts.
Directed from the top or self- identified by HR staff membership
2. Develop a statement and agreement of the new role.
Mission, vision and values statement for the HR organization.
Integrate with organizational mission, vision and values statement.
3. Identify roles, competencies, and accountability
Articulate customer needs - including line executives and managers.
Assess organization or culture needs.
Validate results by interviews with high performing HR staff.
Benchmark data with other HR organizations.
Build or adopt competency model for your HR organization
4. Communicate roles and competencies throughout organization.
Within the HR community.
To customers/stakeholders.
Apply in recruiting, promoting, training and rewarding.
Use to assign accountability
5. Establish process to gain competencies.
Set up organization or infrastructure for career development or career

development framework.
Clarify employee responsibility and accountability for gaining proficiency in

required competency(s).
Provide reinforcing mechanisms.
14
- rewards and recognition for achieving desired results

- consequences for failure to change
- availability of transition strategies for employees
6. Measure results of the HR staff impact on mission.
Linked to GPRA and organizational measures.
Individual HR professional's performance tied to and measured in performance

management process.
7. Correct, adjust and improve the transformation process based on experience and results
obtained.
Establish continuous learning, continuous change as way of life in the HR

organization.
Maintain HR staff profile of skills and competencies compatible with fluctuations

in the mission and business objectives of the organizations serviced.
Adopt, Adapt or Tailor the Model for Your HR Program

Once an agency has made the decision to transform its HR organization as described in
step 1 and clearly identified its mission, as described in step 2, it is important that a new
competenc y model fits the organization. The model in this report can be used by agencies
as a prototype which can be applied "as is" or modified to meet the HR organizations
needs. This is Step 3 in the Seven Step Strategy.
One way to verify or modify the model is to use the process developed by NAPA which
is more fully described in Chapter Two and Appendix B.
If groupware facilities are not available, the same process can also be used through focus
groups or facilitation techniques. The steps required and the agenda developed to lead the
participants through the discussion are easily modified. However, a word of caution - the
time frames allotted to the exercise should be modified depending on the participants'
level of knowledge, previous experience with competenc y development, and the
facilitation techniques employed. Experience shows that traditional pencil and paper
techniques can take double or triple the time required to accomplish the task. See
participants' evaluation comments in Appendix B for further discussion of this issue.
15
Adopting the Competency Model

A key component of the Competency Model is that it can be used as a menu-driven list of
competencies. Each of these competencies is defined in accordance with the umbrella
definitions in the previous section. In reviewing the competency-specific definitions
(referenced in Chapter Two and listed in Appendix A), the following guidelines or
principles are offered:
1. The purpose for which the model is to be used (e.g. to hire, to promote, to
develop, to measure performance, and to compensate) may influence how the user
reacts to the wording of the definition. Job competence, that is "aspects of the job
at which the person is competent," and job competency, that is "aspects of the
person which enable him or her to be competent" cannot and probably should not
be treated independently. What people must be able to do, that is the task, what
they need to do it effectively, that is the competencies, and how they do it
(outcomes), that is the performance standard, should be articulated as a continuum
related to and feeding on each other.
2. Competencies can encompass both acquired traits and other qualities of an
individual such as behaviors or personality. Trying to define and quantify some
aspects of competencies is difficult and may be subjective and difficult to
measure.
3. Competencies can be differentiated by the level or degree of the competency that
an individual demonstrates. The competencies identified in the model do not
establish such levels. However, making such distinctions should be considered as
part of the practical application of the model to a specific HR organization.
4. Not all HR professionals may be required to demonstrate all the roles or
competencies shown in the model. Organizational structure, duties or tasks
assigned to individuals, and organizational climate and culture can all influence
which competencies and at what level are critical.
5. Any competency model should be understandable and user friendly. Its
definitions should be both broad enough to use in a variety of contexts and
specific enough to be measurable in some objective manner. The model should
include competencies which are observable, simple, and clear, and allow for
discrete distinctions. It should be easily related to the job tasks but more in a
framework which is future-oriented instead of being grounded in past practices.
6. This competency model is generic. It should be customized to meet the individual
cultural and environmental needs of each organization which applies it to their
HR staff structure.
16
7. This model and its agency application should be subject to periodic review and
modification. It should be changed as experience in applying it builds, and as new
roles become apparent or are predicted.
Applying the Model

Because it sets and defines behavioral benchmarks for developing the individuals and
organizations, the Competency Model for HR Professionals can be used as an assessment
tool to measure progress. Once the HR organization has established a competency-based
staff profile, the competencies needed to enhance staff performance can become part of
the recruitment strategy. By augmenting traditional knowledge, skills and abilities
(KSAs) with competencies, candidates may be assessed in terms of how they use their
KSAs to service customers and contribute to an organization's success. The model
includes the job analysis data, competency definitions, and role and position frameworks
needed to identify, rank, and prioritize the specific competencies to be used as selection
criteria in a job announcement, rating guide, and other appropriate selection tools (e.g. an
interview guide). As suggested in Chapter One, the competencies contained in the model
could become the core structure of a revised GS-200--Personnel Management and
Industrial Relations Group position classification standard and as a natural extension, a
revised qualifications standard.
HR organizations should define their employment selection criteria and task and position
statements (that is, position descriptions) using the competencies that are identified.
These should be mission and customer-driven to meet the needs of the organizations
serviced. Task statements that correlate with selection criteria will provide a consistent
nexus between the individual being hired and the needs of the organization. The HR
organization should be able to start down the path of change if it integrates task
statements, qualifications and selection criteria, and most important, performance
elements that are:
1. Consistent throughout all of the documents,
2. Described in customer-based terms,
3. Grounded in results-oriented organizational objectives, and
4. Articulated as measurable expectations.
In the more traditional HR environment, training and development opportunities vary
from agency to agency. As the HR organization starts to buy in to the competency model,
it must also become more knowledgable in the business of the organizations serviced.
Training and development options that increase HR staff understanding of the mission
and goals that drive their customers' needs, such as details to business units or
participation in basic training classes, may be both appropriate and vital to the change
process. Even if workload dictates otherwise, all opportunities to learn more about
customers' HR-related needs should be considered as an essential investment in the future
of both the organizations serviced and the HR unit. HR directors should also create
17
opportunities to expand HR staff diversity by encouraging details of line business unit

staff to the HR organization.
18
Chapter Four
Marketing The Model To Stakeholders
The HR organization that has converted to the new HR roles must integrate them into the
culture of the organizations it services. The marketing approach described in this chapter
outlines a process for making the new HR organization a reality to its customers and
stakeholders. The process may be customized to the culture and resources of your
organization.
The Marketing Process - A Definition

We define marketing as, "the process of planning and executing the conception, pricing,
promotion, and distribution of ideas, goods, and services to create exchanges that satisfy
individual and organizational objectives." This definition points out that the objective of
marketing is to satisfy customer needs. The first challenge of the HR unit is to identify its
customers and their needs so that services can be developed to meet their requirements.
Another key concept in marketing is positioning. Position is the definition of the market
which is communicated by the organization's actions and image. Positioning deals with
the relationship between the seller and the customer. Perception is a key to positioning.
For instance, perceptions about the HR staff are usually based on personal experience
with that organization. If HR professionals are to participate in the emerging reinvented
government, then they must position themselves and their organization to be perceived as
part of the management team. How any federal HR organization (the seller) is perceived
by its customers (the organization) is (1) based on how it has "positioned" itself in the
broader organizational culture of its customers and (2) a product of the historical context
in which its functions, policies, and procedures are viewed by its customers.
Traditionally, the HR organization and human resources, that is, the people who perform
public service, are perceived as overhead or costs in a budget. Unlike private industry
where the bottom line is measured in dollars and cents, the contributions of people who
perform public service cannot be measured in such clear cut terms. The HR organization
is normally listed on the debit side of a federal agency budget. HR organizations must
move from being a debit to a credit line in the budget. Performance creates position.
Planned performance creates the position you desire.
To successfully market a new model of HR competencies the following key issues must
be addressed:
19
Customers of the HR Organization

Designing an effective marketing strategy requires customer analysis. Organizations must
know who their customers are and what they want and need. Many federal HR
organizations that have performed this analysis have concluded that their principal
customers include:
Managers at all levels, including political appointees
Employees
Entities external to the organization such as Congress, OMB, OPM, EEOC, etc.
HR staffs
This approach is similar to the private sector stakeholder model. The box below
illustrates this comparison.
Just like private sector HR managers, federal HR leadership must make determinations
about the relative priorities among customers/stakeholders. The level of effort to be
devoted to each customer's needs is a difficult management decision given a finite
resource pool. An all out push to meet the needs of internal customers may be the highest
goal, but such an approach must be balanced by meeting at least the minimum demands
of external organizations for information and compliance with laws and social norms,
taxpayers' concerns about the cost of government, and the HR staff's needs for a
reasonable worklife. Meeting all these demands requires a highly skilled HR workforce,
one which has a variety of competencies.
Customer Values
Once it is known who the customers are, the effective marketer next must understand
what they value. There are many ways to do this. Structured interviews can be used for
top management. Surveys can be used to gain broader input from larger groups such as
first line supervisors and employees.
Collecting information about the value of what is currently being done is reasonably
straight forward. A more difficult task is to gain insight into operational problems where
the HR organization can add value. This requires an understanding of the business of the
agency, including customers, processes, and culture. Information should be collected
about why customers value (or do not value) a particular service. There are a variety of
factors which influence the view of the value of a service, such as:
The way the service is delivered. This is influenced by the knowledge and skill of
the service provider. Also important is whether the HR organization is easy to do
business with (is accessible, timely, listens, and provides support which is
20
relevant to the situation); whether HR keeps its promises; meets its own
standards; follows-up; treats people with respect; accepts accountability; and
shares important information.
The content of the policy or process. Again the competence of the people
developing policies and processes influence this factor. Skilled HR professionals
are able to develop policy and process solutions based on needs of individual
customers where justified. The HR professional also recognizes when efficiency
and consistency justifies standardized approaches to service delivery.
The cultural context. One size does not fit all. A military organization has a
different approach to business than a social services organization. An HR staff
skilled in organizational analysis and change management will be sensitive to
these differences.
The reaction of opinion leaders. Most organizations have opinion leaders who are
influential in shaping viewpoints of others. Sometimes the opinion leaders are the
organizational leaders, and sometimes they are individuals whose influence is less
formal. Identifying opinion leaders and understanding their value is an important
consideration in marketing/positioning.
The HR organization has the opportunity to articulate how the new competency model
can help achieve improved performance in those areas that customers value. To do that,
the HR organization must examine how its current services are positioned.
Positioning HR Services
There is substantial evidence in NPR reports addressing HR issues, MSPB's study of
personnel offices, and NAPA's research over the past 11 years to support the notion that
federal HR operations, for the most part, are positioned as administrative experts. These
studies indicate that customers see the principal value added by HR at the operating level
is knowing a set of rules and processes which are dictated by higher policy levels. HR is
not positioned as a strategic partner, change agent, workforce advocate, or leader.
This position, previously referred to as being located on the debit side of the budget
ledger, does not usually produce value-added contributions to the organization.
Six questions which must be addressed to reposition HR include:
1. What needs to be changed? How do your customers see you now and what would
they like to see changed?
2. What do you want your position to be? This will require some priorities because
you can't be all things to all people.
21

3. What do you have to overcome? Some barriers which are common to federal HR
managers seeking change are resistance to change, customer knowledge of the
value of good HRM practices, and past HR performance which has eroded
management support for change efforts.
4. How will you make repositioning happen? In order to achieve change it will be
necessary to identify all the forces which are pushing change and those which are
restraining change. The goal is to identify strategies to overcome forces which
restrain change.
5. Do you have what it takes? The factors which may be necessary to make a change
include human (including competencies), financial, technology, and
organizational structure, systems, and policies.
6. How much do you want it? What price are you willing to pay to achieve a new
position? The bigger the goal the more difficult it will be to achieve it. It is
necessary to have the drive and will-power to withstand the setbacks which
inevitably come with major change initiatives.
The position message describes the place you want to occupy in your customer's mind.
Changing the position requires commitment, sustained effort, resources, and willingness
to take risks.
Marketing the HR Organization

As previously noted, the traditional view is that the HR organization markets a bundle of
services such as recruitment/staffing, classification/compensation, employee and labor
relations advice and assistance, training and development, and HR information and
payroll services. Some HR organizations have expanded portfolios which include
organizational development, health and safety, and various other functions. This view of
HR services will not do much to arouse the passion of line managers who need to get
their jobs done.
Mission success is HR service being marketed. Most organizations will acknowledge that
mission accomplishment is functionally dependent on attracting and retaining quality
people and keeping their competencies up to date. The key is for the HR staff to
demonstrate how their activities add value to mission accomplishment. Once a nexus has
been established between HR activities and mission, the next step is to demonstrate how
the roles and competencies contained in the competency model are important to the
successful execution of those activities. What does the organization stand to gain from an
HR staff serving as a strategic partner, change agent or workforce advocate? Each
organization must develop its own answers based on its unique culture. The best practices
information provided in Appendix C, previous NAPA publications, and other sources
such as those listed in the bibliography are a good foundation to answer these questions.
22
Components of an HR Marketing Plan

A marketing plan for incorporating the concepts of the competency model into the
organizational culture of the agency should contain the following elements:
A description of the current situation. An honest and candid evaluation of the

current level of effectiveness in meeting customer needs must be completed. This
can be completed by internal or external organizations (or a combination of the
two).
An analysis of the organizational environment. This includes factors which are

driving change and those which are inhibiting change.
A customer analysis. Who are the customers? What are their needs in the near and
long term? What changes are coming which will affect customers' HR needs?
How can HR help anticipate and address these challenges?
Change objectives. What changes are necessary in terms of cost, speed, service
delivery, and customer satisfaction? These should be as specific as possible.
Action plans. What actions will be taken to achieve the changes? This may
include reengineering, use of information technology, organizational changes,
outsourcing some of the HR functions, moving to greater self- service, and various
strategies to reach out to customers and establish a better link between HR and
mission results. The resources required to implement the action plan should be
identified. Ideally the resources will be stated in terms of both costs and benefits.
Statement of results. The desired outcome should be stated as specifically as

possible using both quantitative and qualitative measures. The results should
correlate with previously identified customer needs.
Communication strategy. What will be communicated about the new HR role?

Who will it be communicated to? What media will be used? Options include
publications, briefings, one-on-one meetings with key individuals, a video tape,
live TV presentations to the agency workforce, and establishment of a home page
on the Internet which includes information explaining the reasons for the change
and the benefits to each key stakeholder group.
Contingency plans. What action will be taken when the plans do not result in the
outcomes intended?
Making the Model Organization Specific - GPRA Link

Essential to overall implementation of the model is making it specific to the needs of the
customer organization's culture, mission, workload priorities, and performance
measurement indicators. In the federal arena both the HR community and corporate
23
management have a potential opportunity to test the usefulness and practicality of a

management/HR unit business partnership in the development of the agency's
Government Performance and Results Act (GPRA) performance plan to be implemented
effective the beginning of Fiscal Year 1997.
Concurrent with GPRA planning, each agency is re-assessing its individual performance
management programs in light of new regulations issued in the Fall, 1995. Under the new
regulations agencies have increased flexibility to define performance measurement tools
and an opportunity to design a performance management system which (1) emphasizes
individual performance expectations in terms of the organizational performance
indicators in the GPRA performance plan, and (2) provides for assessing individual
performance in line with organizational accomplishments. Such a system both validates
the individual performance rating process and provides a means for measuring
organizational performance using the GPRA reporting requirements. This concept, a
model that links the two performance programs, is addressed in more detail in the NAPA
report, A Guide for Effective Strategic Management of Human Resources. It is briefly
described in this report to illustrate how an HR organization can play new roles, how
such new roles can be performed, and, using the Competency Model for HR
Professionals, how the HR staff and their customers can develop the type of HR
organization which can competently perform the new roles.
24
Endnotes
Bibliography
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American Society for Training and Development, The Competency Model for The
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Benowitz, Stephen C. "New Age Personnel - Quality Service Delivery in Changing
Times," Public Personnel Management, Summer 1994, 181-185.
Boroughs, Don L. "Winter of Discontent," U.S. News & World Report, January 22,
1996, 47-54.
Boyatzis, Richard E. The Competent Manager. New York: John Wiley and Sons, 1982.
Brogan, F.S. and K.L. Kelly. Dimensions of Effective Behavior: Professional and
Administrative Occupations, Manuscript in preparation. Office of Personnel
Management, Washington, D.C., 1996.
Burke, W. Warner and Allen H. Church. "Managing Change, Leadership, Style and
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Human Resource Management, v4n4, Winter 1992.
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Clifford, James P. "Manage Work Better to Better Manage Human Resources: A
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v25n1, Spring 1996, 89-102.
Clifford, James P. "Job Analysis: Why Do It, and How Should It Be Done?," Public
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Conference Board, Rethinking Human Resources - A Research Report of Private Sector
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Conner, Daryl R. Positioning Human Resources as a Strategic Resource, 1990.
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26
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Appendix A
Dictionary of Competencies for HR Roles and Positions
Appendix A is a dictionary of competencies that have been identified as important to HR
professionals who perform tasks in a work environment in which the HR unit is part of
the organization's management team. The weight of a specific competency, the level of
competence, and its priority in the overall needs of the HR unit is dependent on several
factors, including but not limited to:
The level of competency currently available on the HR staff
The priority need for the competency to meet current and projected workload
The availability of the competency in the job market
The degree of competency customization needed to complement the

organizationa l culture of the customer being serviced
The competency dictionary allows the user to pick and choose which competencies best
apply to the roles identified for the HR unit to perform based on the work environment
and the organizational culture of the customers being serviced. Equally important is that
competencies can be identified which support the performance of the organization as
defined by the organization's strategic planning process and annual performance goals.
There is a nexus between the competenc ies in the dictionary and those listed in the model
in Chapter Two. Both the model and the list of competencies are subject to change and
can be expanded and/or modified as necessary to meet customer needs.
Appendix A : Competency Definitions

Able to Assess and Balance Competing Values and Priorities (Planning and
Evaluation) : Manages competing priorities and work assignments by continuously
evaluating the needs of the organization's mission against pending work. Maintains
contact with senior management to ensure a clear understanding of mission priorities.
Uses this information to allocate effort to those items with greatest importance. Explains
priorities to key customers to ensure that they understand the rationale for decisions
regarding work priorities. Monitors implementation of HR activities to ensure that the
desired result is being achieved. Makes corrections if necessary to better focus the HR
organization on the desired outcome. Accepts accountability for effectiveness of advice
29
and monitors implementation to ensure desired results are achieved -- makes corrections
if necessary.
Able to Be Innovative and Creative (Creative Thinking): Thinks outside of the box.
Creates and presents new approaches which are outside the context of current policies
when warranted by mission needs. Refuses to accept the status quo as a given. Maintains
enthusiasm despite criticism of unique ideas. Understands and applies techniques which
are designed to encourage creativity and innovations such as brainstorming, T- groups,
and use of groupware technology to address new solutions to problems or concerns.
Maintains currency with new developments within the human resources and related fields
as a baseline for developing innovative solutions to organizational goals and objectives.
Able to Build Trust Relationships (Integrity/Honesty): Has integrity and demonstrates
professional behavior to gain the trust and confidence of customers. Follows up on
commitments made on a timely, accurate and complete basis. Takes action as expected
and strives to do what is right without prompting. Can keep confidences and does not
abuse the privilege of accessibility to confidential information.
Able to Design and Use Surveys to Obtain Feedback From Customers (Information
Management): Knows and uses data gathering tools to obtain organizational and
workforce information for developing courses of action and making recommendations.
Uses a varie ty of survey techniques to obtain valid and reliable views from customers.
Develops new or redesigns surveys to meet specific data-gathering needs or tailors
formats targeted to specific issues.
Able to Effectively Manage Resources (Planning and Evaluating): Manages resources
within a well planned approach and considers immediate and long term needs to make
good use of resource allocation. Uses resources within a framework that includes clear
goals and objectives to assure that available resources are effectively devoted to priority
and critical issues. Continually looks for efficient ways of providing services by
minimizing procedural requirements. Develops plans which provide the flexibility to
quickly reassign resources to meet emergency work needs.
Able to Influence Others to Act (Leadership): Involves and motivates others to
participate and contribute to HR activities and projects. Recognizes degrees of interest
and skills and abilities to encourage new ideas, creativity and willing involvement by
others. Develops individual or team participation to meet specific goals and objectives.
Able to Make Decisions (Decision Making): Makes timely and well thought out
decisions without equivocation. Impartially considers all sides of an issue and makes
logical decisions that are clear and easily explainable to interested parties. Listens to
different opinions and considers more than one option before making a decision. Takes
risks and encourages risk taking in others. Always keeps in mind the potential immediate
and long-range impact of decisions on the needs of the organization and customers.
Able to Work in Teams (Teamwork): Works effectively as a team leader or as a team
member. Understands the differences in roles to build team cohesiveness, reach
30
consensus and achieve team and mutual goals. Uses both roles to strengthen the
participation of the other team members. Shares information, knowledge and expertise
with the team without reservation.
Applies Organizational Development Principles (PsychologyIndustrial/Organizational): Maintains knowledge of social science and human behavior
strategies which can be used to improve organizational performance. Develops
information about the health and readiness of the agency's workforce to meet current and
future mission requirements. Proposes interventions that will contribute to improved
employee understanding and commitment to mission goals and priorities, increased
morale, a sense of accountability and sense of urgency. Promotes teamwork within the
organization. Establishes strategies to promote greater learning within the organization.
Provides advice that supports creating opportunities for employees to grow.
Applies Mentoring, Coaching, and Counselling Skills to Develop Talent (Teaching
Others): Takes action to develop and strengthen others' skills, abilities and professional
knowledge. Is aware of formal and informal techniques of staff development and uses
them according to individual needs. Makes good use of special assignments, team
participation, formal short and long-term training, personal career counselling and on-thejob training to develop staff.
Communicates Well (Oral and Written Communication): Expresses ideas and
exchanges information clearly and persuasively. Speaks in terms of business results and
goals rather than HR technical terms. Shares information with HR staff and line managers
that is important to their mission goals. Listens for understanding before offering
opinions. Communicates effectively with all levels of the organization from top level
political appointees to entry level support staff. Accurately passes information from
source to different audiences without personal bias or distortion. Delivers information
effectively in a variety of settings including; one-on-one, team settings, presentations, and
various written forms such as letters, memos, analytical reports, and decision documents.
Assures that procedural guidance issued to implement requirements is customer-friendly
by minimizing complex bureaucratic language and burdensome administrative steps and
processes.
Customer Service Orientation (Customer Service and Organizational Awareness):
Keeps abreast of organizational climate and mission changes and is keenly sensitive to
customer needs and concerns. Responds to clients needs, questions and concerns in an
accurate timely manner.
Develops Effective Solutions to Mission Requirements Using Principles/Programs
(Problem Solving): Understands customers' mission needs and context in terms of
people needs, and proposes proactive solutions. Conducts research and analysis to ensure
an understanding of the issues and desired mission outcomes prior to proposing solution.
Proposes solutions that integrate various human resources areas such as compensation,
staffing, performance management, and training/development rather than providing
piecemeal advice as issues arise. Assumes accountability for quality of assistance and
advice.
31
Has Analytical Skills (Reasoning): Analyzes a multiplicity of data and information

from several sources and arrives at lo gical conclusions. Recognizes the gaps in available
data and suggests other ways to obtain the needed information. Arrives at integrated and
cogent recommendations based on the results of the analyses. Analyzes results to identify
patterns and trends of behavior which require management attention and action.
Has Marketing Skills (Sales and Marketing): Persuades internal and external
customers of the needs and beneficial outcomes of particular programs or actions.
Develops the pros and cons of an issue and persuades interested parties of the best course
of action and the need for change. Ensures that customers are aware of the importance
and effectiveness of established HR programs in supporting organizational goals.
Knows, Applies, and Manages Best Practices for Maximizing Human Potential (Mix
of Technical Competence and Learning and Teaching Others): Keeps up to date with
HRM state-of-the-art thinking and innovative ways of doing HR business to maintain a
highly qualified and versatile workforce. Uses techniques to measure HR program and
individual HR professional performance. Encourages and recommends developmental
opportunities for gaining professional experience and knowledge in as many HR areas as
possible to colleagues.
Knows Business Systems Thinking and Information Technology (Technology
Management): Applies whole systems thinking to HR work processes by ensuring
consideration of all external and internal environmental factors in providing advice and
solutions to customers. Maintains awareness of current and emerging technologies which
have potential to improve the efficiency and/or effectiveness of HRM within the
organization. Understands information technology concepts and processes well enough to
effectively communicate with technical information resources management staff.
Develops proposals to implement new HR-based technology within the organization
when justified based on cost-benefit analysis. Understands the agency's information
resources management programs and strategy, and is able to articula te staff resource
requirements within that context. Manages effective implementation of technology within
the organization through change management and training.
Knows HR Laws and Policies (Legal, Government, and Jurisprudence): Keeps
current and understands statutory and regulatory requirements affecting HR programs.
Sees and uses intent of requirements as an HR tool to assist in managing resources.
Knows Individual and Team Behavior (Personnel/Human Resources and
Psychology): Applies knowledge of individual and team behavior to help achieve
organizational goals and objectives. Maintains currency with new approaches to human
motivation and teamwork that may apply to the organization being serviced. Shares
information with staff and line management regarding human behavior research which is
relevant to organizational issues. Advises on improved job design, staff development
strategies, selection criteria, performance management techniques and dispute resolution
approaches to enable the organization to optimize human performance in support of
mission goals and objectives.
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Knows Mission (Organizational Awareness): Understands the purpose of the

organization including its statutory mandate, its customers, its products and/or services,
and its measures of mission effectiveness. Is able to articulate the relationship between
human resources activities and successful mission accomplishment. Keeps current with
factors which may have a future impact on mission including legislative initiatives,
changing priorities within current mission activities, and use of new methods or
technology. Facilitates mission accomplishment by proactively developing HR based
solutions to new mandates before they are required.
Knows Staff and Line Roles (Organizational Awareness): Understands the HR role(s)
within the organization and adapts behaviors and approaches that are consistent with the
role(s). Understands delegations of authority for specific HRM matters and respects the
authority of line officials to take action in accordance with their authority.
Manages Conflict (Problem Solving): Takes the initiative in solving or helping to
resolve problems. This includes being able to analyze and anticipate potential problems
and recommend preventive action. Initiates attempts to resolve issues informally before
they become major sources of concern to the customers. Knows a variety of problemsolving techniques and uses them or recommends them to involved parties. Determines
origin of problem and analyzes it in manageable steps differentiating among causes,
symptoms, and perceptions.
Models Ethical Behavior (Integrity/Honesty): Serves as a role model for others by
behaving in a professional manner. Behaves in ways that demonstrate trust and gain the
confidence of the customers. Treats customers fairly and courteously and effectively
responds to their needs regardless of organizational location or grade level. Avoids all
appearance of favoritism to assure that the HRM program is viewed as supportive of the
needs of all the customers.
Practices/Promotes Integrity (Integrity/Honesty): Maintains a high level of integrity in
dealing with customers. Gains the confidence of the customers by respecting the
confidentiality and privacy of their concerns and needs. Treats individuals with dignity
and respect and avoids all appearances of conflict of interest, cronyism and favoritism.
Promotes Worklife Issues and Integrates with Results-oriented Organizational
Planning Process (Managing Diverse Workforce and Organizational Awareness): Is
sensitive to, introduces, and customizes worklife policies that will improve the quality of
the work environment in balance with accomplishing the organization's mission and
operational goals. Based on understanding of the culture and needs of the organization
and in partnership with employees, their representatives, and managers, designs worklifebased options that (1) accommodate employee needs without compromising individual
responsibility for results and (2) contribute to enhancing organizational performance.
Understands Business Process (Organizational Awareness): Approaches assigned HR
program responsibilities with a broad perspective of the way business is done within the
organization. Is able to translate budget and financial management issues to staff and
customers in terms of their impact on HR related activities. Uses knowledge of
33
interrelationships of HR activities with those of financial management, information

management, facilities management, and general administration to develop solutions
which are well coordinated and can be implemented on schedule and with minimal
disruption.
Understands Clients/Organizational Culture (Customer Service): Researches unique
characteristics such as goals, objectives, vision, values, norms, beliefs, and business
philosophy of client organizations to ensure that assistance and consultations are
appropriate to the situations. Maintains awareness of differing cultures based on the
mission, skills, and backgrounds of various organizations. Provides service that is tailored
to the requirements of the culture rather than adopting a one-size- fits-all approach.
Understands Public Service Environment (Legislative/Political) (External
Awareness or Legal, Governmental, and Jurisprudence): Keeps current on political
and legislative activities which may affect the organization and/or the HR community.
Prepares for the HR issues which impact legislative actions so that actions to implement
changes can be accomplished quickly. Seeks to understand the intent as well as the letter
of laws, orders, and regulations which result from the political process so that
implementation is consistent with the intended outcomes of legal and policy changes.
Uses Consensus Building Skills (Influencing/Negotiating): Enhances collaboration
among individuals and groups by using consensus building skills. Objectively
summarizes opposing points of view. Incorporates all points of view and assists in
arriving at a consensual position or agreement. Reconciles disagreements with officials
through reasoning and presentation of the facts. Uses differences of opinion to build
alternative solutions to problems or concerns. Understands when and how to elevate
issues to higher level line officials when actions being taken are inconsistent with legal or
higher level policy requirements. Has courage to take a stand when an issue is considered
important to the well-being of the organization's mission or reputation.
Uses Consultation and Negotiation Skills (Conflict Management): Uses consensus
building techniques to resolve conflict and obtain agreement on issues affecting
customers with differing views. Understands who are the principal stakeholders and
decision makers. Is sensitive to the need to bring all stakeholders on board and assure that
their views are considered. Assures that end products do not compromise HRM principles
or the goals of the organization.
Values, Promotes, and Manages Diversity (Managing Diverse Workforce):
Understands the potential contributions that a diverse workforce can make to the success
of the organization. Is aware of the potential impact of HR processes and assures that
diversity needs are considered. Identifies and informs management of survey results and
observed organizational practices that do not take full advantage of diversity inclusion in
the organization's business.
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Appendix B
Results Of The Groupware Focus Groups February 26 &
29, 1996
Appendix B illustrates the methodology by which the Competency Model for HR
Professionals was developed. It is intended to be a stand-alone document that age ncies
and other organizations may find useful as one approach to using this competency
framework. Through the use of Groupware, a computerized meeting software package,
participants reviewed and modified each competency individually and as a group. Input
and evaluations provided by the participants to identify common roles and competencies
were discussed in terms of their usefulness and potential of successful application and
then ranked as to importance within a set of organizationally based positions. Through
this process, NAPA and agency participants were able to discuss and modify these roles
and competencies so that they may be customized for each organizations specific needs.
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Appendix C
Innovative Practices in the Federal and Private Sectors
This appendix contains a summary of best practices in both public and private sector
organizations. Informational interviews, company presentations, internal working
documents and organizational studies were among the sources of information provided
by AT&T, General Electric, National Institutes of Health, Defense Mapping Agency, the
Department of the Air Force, and the Department of the Navy. The input collectively
supports the need for several key elements to develop and successfully implement HR
competency models in any organization.
Appendix C: Summary Of Innovative Practices in The Private and

Federal Sectors
The Conference Board (Rethinking Human Resources-A Research Report, Report
Number 1124-95-RR) Report of Private Sector Practices
The human resources strategic focus is shifting from traditional "people issues" to
"people-related business issues." This, according to a survey of 314 large private sector
companies by the Conference Board (Rethinking Human Resources-A Research Report,
Report Number 1124-95-RR), provides a great opportunity for the HR community to add
value to the company. The box below lists these opportunities.
These new opportunities require that HR leaders function as strategic partners with line
management. The Conference Board report identifies four key roles that the HR
organization must fulfill to take advantage of the opportunities. These are: business
(strategic) partner, change agent, functional expert, and employee advocate. The most
important of these, in the view of the HR executives surveyed by the Conference Board,
is the business partner role. These four roles are consistent with the HR competency
model which was popularized by University of Michigan Business School HRM scholar
Dave Ulrich. To accomplish these roles HR professionals need to develop or refine a new
set of competencies. These are:
Business knowledge/acumen
Leadership by facilitation and coaching
Strategic perspective and conceptual thinking
Broad knowledge of HR disciplines
Consulting skills
Change management knowledge and skills
Teambuilding and teamwork skills
A global perspective
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The following pages describe several approaches to applying HR competency models in

an organizational context. All have in common that they use or build on elements of the
competencies identified in the Conference Board Report. The models are organized in the
sequence listed in the Appendix C introduction.
The AT&T Model

One company which has considerable experience with HR competency development is
American Telephone and Telegraph (AT&T). In 1991 AT&T's senior vice president for
human resources initiated a plan to prepare HR professionals within the company to serve
as strategic partners with business unit heads. To facilitate this transformation, AT&T
established a professional development group within the corporate HR organization to
help HR leaders succeed in their new roles and provide value to business units. The
process used by AT&T to transform HR competencies demonstrates the framework and
commitment which is important to others considering establishing a new model for their
HR operations.
Establishing a Vision and Mission Statement
The vision for the HR professionalism initiative stated: "be a catalyst for expanding the
role of human resources in becoming a strategic business partner, helping HR add value
to the business by leveraging the human talent of AT&T. We will be a resource of
innovative and useful tools, educational opportunities, and processes for helping HR
talent grow and contribute to AT&T's global success."
The mission for the HR professional development staff is to: "strengthen the capability of
AT&T's HR community by shaping, rewarding and sustaining leadership capability at all
levels within Human Resources."
Identifying the HR Professional's Roles, Accountability, and Required
Competencies
The identification of roles, accountability and competencies started with interviews with
line executives and focus groups with line middle managers. It also involved researching
models from academia and other companies. Line managers wanted the HR organization
to: contribute to the profitability of the business; access the best resources within and
outside the company to support the business; lead/facilitate and initiate cultural change;
initiate action and provide solutions; counsel and advise (including having a point of
37
view); operate from a business partner rather than a specialist perspective, and support
globalization. The business managers and HR professionals also identified three areas of
accountability for HR leaders, as follows:
1. Accountability for business results by being results oriented, customer focused,
strategic thinkers, and demonstrating HR expertise.
2. Accountability to project the proper self- image by viewing themselves as catalysts
for change and as members of the leadership team, and by demonstrating selfconfidence.
3. Accountability for effective management of interpersonal relationships by
building information networks, influencing others, exhibiting interpersonal
flexibility, and by building teams and energizing and empowering others.
During this process superior performers were identified. The superior performers were
then interviewed to determine the factors which were important to their success. This
information was used to build an HR competency model. Four roles were identified
which are similar to those identified in the Conference Board's research discussed above:
employee advocate, change agent, administrative expert, and business partner. These
roles are defined in the boxes below.
From these roles two groups of competencies were developed: leadership and HR
specific success factors.
The eight leadership competencies are:
1. Thinks strategically
2. Transforms strategy into results
3. Inspires a shared purpose
4. Creates a climate for success
5. Builds partnerships
6. Leverages disagreements
7. Learns continuously
8. Seizes opportunities
Each of the competencies is further defined with examples of the behaviors typical of the
competency.
The four HR competencies, which, like the leadership competencies, are defined by
examples, are:
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1. Acts as a business partner

2. Uses human resources expertise
3. Influences others
4. Acts as a catalyst for change
The new HR model represents a paradigm shift from HR managers being accountable for
managing people and line managers being accountable for business results to HR and line
managers both being responsible for managing people and business results. This new
mind-set is characterized by dramatic shifts in the relationship between management
groups, as indicated below:
From:To:
Rulemaker Consultant
Functional Orientation -- Business Orientation
One size fits all Tailored programs
Reactive Proactive
Centralized Decision Making Framework for others to make decisions
Mutual Distrust Partnering
Focus on Activities & Process Focus on Eeffectiveness and Impact
Building and Sustaining Professional HR Competencies:

AT&T shared its HR professionalism program to the HR community through an
extensive communication package. Key elements included a tape featuring the CEO,
Robert Allen, explaining how the HR organization should change to fulfill its new role.
The impact of having the CEO speak to this issue was a major factor in marketing the
change within the company.
AT&T has invested in a career development infrastructure which enables HR
professionals to attain the desired competencies and pursue their career goals. An
underlying philosophy is that the individual is in charge of personal career development.
Workshops titled "Taking Charge of Your Career" are provided for both employees and
supervisors. The employee workshop provides employees with tools to evaluate the
interrelationships between their current jobs and the overall goals of the organization.
The employee forms an action plan in preparation for developing a career plan in
partnership with his or her supervisor. A workshop prepares supervisors to coach,
counsel, give feedback and discuss career plans with their employees. The supervisors
39
also assess their own skills, values and interests to determine suitable career options and
job goals.
Other support and tools provided include:
A monthly Business Partner Lecture series featuring senior business leaders

talking about where their businesses were going and how the HR organization can
help.
An annual symposium was established which served as a major developmental

event and showcase for the HR community. The symposiums feature leading
experts speaking about important HR topics followed by AT&T HR professionals
making presentations of their work, which reinforces the theme of the experts
presentations.
To reinforce the good work of the AT&T HR professionals, a recognition

program called "Recognizing Role Models of HR Excellence" was established.
Individuals, teams and HR organizations nominate themselves for exemplifying
the characteristics of the high performance excellence model, forwarding the
business strategies, or supporting corporate values.
An attractive publication was prepared which addresses all aspects of careers as

HR professionals at AT&T. The publication provides useful information on world
trends affecting HR, new career paradigms, HR organizational roles,
competencies, and positions, career patterns for HR professionals: A key section
in the publication defines patterns of successful HR professionals.
An evaluation and selection tool which includes the competency model has been
developed for use in filling HR management positions throughout the AT&T HR
community. It focuses on the six key leadership success factors described in the section
titled "Identifying the HR's Professional's Roles, Accountability, and Required
Competencies," and contains an interview guide, candidate assessment tool, dimensions
of leadership supplement, technical/functional skills supplement, and a candidate
summary sheet.
Finally AT&T advises their HR professionals to adopt career strategies which include the
following (partial list):
-Align your behavior with specific business objectives
-Look for win- win solutions
-Be willing to take risks and step outside of your comfort zone
-Be competitive but don't be driven
-Make your work fun
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-Be committed to having a personal life

-Learn to be influential- make a difference
The results of any effort to improve workforce competence is measured by its impact on
the organization. AT&T has adopted many HR-based initiatives which ha ve enabled the
company to compete in the rapidly changing telecommunications industry. In recognition
of these accomplishments, AT&T won the prestigious Personnel Journal General
Excellence Optimas Award in 1994.
The General Electric Model

General Electric's (GE) efforts to establish an HR competency model was driven by a
recognition of the need to improve and integrate the development of HR professionals to
prepare them to add value to the company.
Study Defines New Roles and Competencies
A study was conducted with GE business partners and HR professionals involving
external benchmarking. The study concluded that within GE, the role of the HR
organization needed to change substantially. Specifically there needed to be better
integration with business challenges and initiatives, and there needed to be a greater focus
on change management and organizational effectiveness. This role change would require
development of new skills.
Some of the additional HR competency requirements which were developed as part of
this process included:
Organization and process design
Continuous change and innovation
Employee involvement
High performance team development
"Learning organization" development
Reward and recognition systems
Partnering with community groups
New Tools for HR Professional Development

The HR professional community identified actions which would facilitate their
movement to a new competency model. These included:
41
Establishing a professional development framework
Stating clear standards for excellence
Identifying a viable HR career path
Developing tools and processes for professional development
Clarifying HR's role
Implementing Study Results

The company approached turning the study results into a working document by forming a
team representing the various businesses within GE, as well as corporate HR staff
members. The team employed Dave Ulrich from the University of Michigan Business
School to assist with this process. An HR vision was established which clearly stated the
HR's purpose in the context of the company's business goals. The vision is stated in the
following box.
To succeed as a business partner the team believed it was necessary to anticipate business
needs by defining and creating what adds value to business performance in terms of:
Individual and organization energy and capacity such as: structure, leadership,
motivation and skills development
Attraction, deployment and retention of diverse and global talent
"Boundary-less" teamwork including: cross- functional, cross-border, and crossbusiness unit
Acquiring the best HR talent with world-class functional skills and business
understanding
Making a GE job the best job in every community in the world
GE'S HR Competency Model

The GE model bears considerable resemblance to the AT&T model. This is support for
the notion of considerable similarity in the future direction of private sector HR
operations. The model contains four components as shown below.
Business Mastery which is based on the fact that knowledge of the business is a
prerequisite to join the business team. The HR professional should have business acumen,
be customer oriented, and be able to maintain positive relationships with external
organizations and customers.
42
HR Mastery is essential to fulfill the role assigned to HR staff members. The HR

professional must know HR technology and practice in order to establish function
credibility. Specific capabilities included in the GE model are: organizational design,
selection and staffing, performance measurement and rewards, negotiation and conflict
resolution, continuous learning and development, consulting and coaching, employee
relations, and communication.
Change and Process Mastery is required to add value to organizations undergoing
change by applying change management tools. Skills which are essential to effective
change management include being a change advocate, having a process orientation and
facilitation skills.
Personal Attributes overlay the model and are concerned with living the GE values for
the role of people in the organization and achieving business success. Also included is
demonstration of personal integrity, credibility, judgement, and courage.
Career Framework
The GE model envisions development of competency in the four areas discussed above
by gaining experience in a variety of sites including site, business unit and corporate
levels. The preferred background would include functioning in specialist and generalist
positions as an individual contributor, integrator, or strategist.
The Career Management System
Individual GE HR professionals are expected to assume considerable personal
responsibility for managing their careers, with assistance from GE in terms of guidelines
and support for self-development activities. This approach includes four phases.
Phase one: Understanding
Individuals are provided information regarding the HR vision and mission, the
competency model and the career framework.
Phase two: Assessment
The HR professional is encouraged to assess their competencies against the model using
the company's assessment tool.
Phase three: Learning About Developmental Resources
The individual is identifies sources of training, education and development which will
strengthen competencies in areas of need identified during the assessment in phase two.
The company provides information on the opportunities which are available.
Phase four: Action Planning
43
HR professionals develop and implement action plans which lead to development of the
competencies identified in the HR competency model.
National Institutes of Health Model

The National Institutes of Health (NIH) has developed a consultant certification process
for HR professionals and criteria for evaluating and maintaining a consultant status. The
basic premise for this process is that the NIH HRM programs must meet certain
characteristics to support the mission of the agency and support and mirror its culture.
Within the context of a scientific enterprise, NIH HRM systems must be fast, reliable,
flexible, thoughtful, equitable and cost-effective. The main goal is to develop high
performance HRM programs which are creative, lean, and non-hierarchical to foster an
organization whose employees are creative, risk-taking, proactive, and accountable for
their actions.
Certification Criteria
The certification requirements are reviewed and approved by an NIH Leadership Team
which determines whether the individual's experience and training reflect the quality and
level of performance necessary to meet the requirements. These requirements revolve
around core new roles reflecting the NIH strategic vision for the HR organization. The
core roles are serving as an employee champion, change agent, strategic partner, and
administrative expert.
Examples of qualifying experience and performance may include:
Independent research, as evidenced by the design and completion of

organizational research and evaluation studies.
Independent consultation on unusually complex issues with line managers, that

positively influenced outcomes.
Initiation and design of new programs, which meet a crucial organizational need,
as a result of the independent research and special studies.
Leadership and decision making roles in projects/teams with agency-wide

impacts.
Participation in professional activities such as publications in journals,

presentations at meetings/ conferences, leadership roles in HRM associations,
design and delivery of training to assist colleagues' advancement as professionals.
Involvement as an individual or team member in agency-wide program policy

implementation or changes in statutory or regula tory authorities.
44
Individual facilitation or leader of a team consultation effort in support of efforts to:
Manage a major organizational change.
Assist with the development of an HR program in a particular discipline.
Reinvent or redesign a major work process or function.
Participation as an individual or as a team leader in trouble shooting or providing

advanced specialist advisory services to a complex problem where there are
unclear or no precedents.
Demonstrated ability to apply knowledge and principles of two or more HR

disciplines to complex problems where there are unclear or no precedents.
Graduate level study of topics and issues in the HRM field.
Journey level experience in an administrative function unrelated to HR, such as

budget, procurement, and management information systems.
Substantial experience in practicing one or more HR disciplines with an operating

HR organization.
Process for Certification/Promotion
The employee's division director must submit the employee's name to the
Leadership Team for consideration.
The employee must submit a resume detailing qualifications, experience,

education, accomplishments, publications and awards.
The employee must also prepare a 20 minute presentation discussing one or more
assignments or projects in which he/she applied the knowledge and skills of an
HRM consultant to a complex problem/issue resulting in either its resolution or
the development of an innovative or unique process or approach which was
adopted by the agency.
In discussing the resolution or development, the employee should show how he/she
utilized the various roles of the four core models for HRM staff development.
Maintenance of Consultant Designation
Thereafter, to maintain the designation (not the grade) of HRM consultant, the employee
must on a biennial basis (1) demonstrate that he/she engaged successfully in the activities
expected of an HRM consultant and (2) present to the Leadership Team a proposal for a
project or assignment which will address a complex problem/issue facing the agenc y. The
45
employee must recommend alternative approaches to resolving issues and establish a

process for making changes to enhance organizational performance.
Proposed project must be:
Approved as part of the Business Planning Process
Be able to be completed within existing budget constraints
Involve either an individual or team effort (however, if a team effort, the

consultant must have previously served as a team leader/coordinator
If one biennial cycle passes without recertification (by not completing a project), the
employee must go through the complete certification process again.
Defense Mapping Agency Model

The Defense Mapping Agency (DMA) had developed a set of eight HRM core
competencies which are flexible and can be adapted according to the organization's
specific needs and cultural values. These were developed within the context of change,
new expectations, new roles, the agency's values, strategic planning, and partnering. The
environment is one which provides for innovation and challenge.
A determination is being made through a staff survey of the importance of each
competency for the new HR professional in the next three to five years. The intent is to
develop competencies which can be adaptable to changing needs. For example, if a selfmanaged team concept is used, it is possible that HR competency requirements may vary
from team to team depending on servicing needs.
The competencies listed below anticipate a collaborative and cooperative relationship
with other DMA business units. The main role of HRM is intended to provide expert
advice and consultation, as well as analysis and information, to help customers reach
decisions regarding human resources issues.
Core Competencies
1. Functional competencies: HR professionals possess broad technical competencies
and currency in emerging state-of-the-art HR practices that are essential to the
delivery of advice and assistance as well as HR products and services.
2. Interpersonal competencies: HR professionals show awareness of, consider, and
appropriately respond to the needs of others; deal consistently and fairly with
others in both favorable and unfavorable situations; and recognize and show
respect for individual and cultural differences.
46
3. Business knowledge competencies: HR professionals understand the business

processes of the organization, including its strategic plan, vision, and mission
statement. They also demonstrate the ability to link HR services to the strategic
plan, vision, and mission.
4. Leadership competencies: HR professionals serve as positive role models, and
mentor peer and more junior personnel.
5. Change agent competencies: HR professionals are flexible; able to operate in a
fast-paced, quickly changing, and ambiguous work environment; accept and
productively deal with work related changes; and initiate and/or support the
development of strategies, programs, policies, and procedures to manage change.
6. Customer service competencies: HR professionals consult and partner with
internal and external customers to help them achieve their organizational goals;
and provide flexible, innovative, responsive, timely, and cost-effective HR
services.
7. Teamwork competencies: HR professionals maintain productive working
relationships with agency business units; and use formally established channels to
facilitate effective coordination, internally and externally.
8. Technology and automation competencies: HR professionals use technology and
automation to deliver fast, effective, customer-focused HR services.
Reinvention of HR
To assist HR professionals to understand the new organization, DMA issued a
comprehensive booklet titled, "HR On The Move," which, in Q and A format, answers
questions that HR employees may have such as Who, What, When, Where, Why, How,
and So What? For example, the brief answer to Why is to support the new DMA, enhance
customer service, implement reengineered processes, start running like a business, and
achieve a competitive advantage. The answer to How is with customer consultants who
have authority to act and are accountable for results, use technology solutions, including
relational databases provided to customers, and have strong "corporate" values.
The message to HR professionals is very clear in that it is not business as usual. DMA
provides direction and points out that (1) it does not have all the answers and (2) change
will not occur overnight. It does however provide HR professionals with learning
opportunities and new work experiences to acquire the skills and become familiar with
and comfortable in a different work environment.
47
Air Force Model

Technical Competencies
The Department of the Air Force (AF) has developed specific technical competencies for
non-supervisory employees including those in the personnel field. These competencies knowledges, skills, and abilities - are identified through a job analysis process using
subject matter experts. They are included in promotion evaluation patterns to rank
competitors and are measured through former and current job experience, training or
education, certifications, awards, and performance factors.
Managerial and Leadership Competencies
In addition to technical competencies, the AF assesses employees' managerial
competencies to accurately identify the managerial and leadership skills of the workforce.
This is done for employees in managerial positions and those aspiring to them. The
competencies have been validated by each career field to be those which are predictors of
highly successful performance based on behaviors that are constantly demonstrated by
the most successful managers and leaders in a career field. In addition to serving as a
valid assessment of training needs, this approach helps to rank higher for promotion and
reassignment those employees who exhibit the managerial competencies which predict
successful performance in managerial and leadership positions. These do not include all
managerial competencies demonstrated by HR professionals. Rather, they are those that
both top and average performers demonstrate (threshold competencies) and those specific
to only top performers (distinguishing competencies).
The competencies vary among grade levels but the concept is that the competencies
represent underlying characteristics which lead individuals to act in particular ways. The
Air Force recognizes that specific behaviors will vary across individuals and different
situations.
Shown below are the managerial competency models developed by the AF for the
civilian personnel career field.
HRM Competency Models

The competency models are grouped into two major categories: distinguishing
competencies and threshold competencies. Depending on the grade level, a distinguishing
competency may be considered as a threshold competency at a different level. Shown
below are competency models for grades 12-13, and 14-15:
Competency Model 12-13 Grade Level
Distinguishing Competencies
Communication and Persuasion Conceptual and Strategic Thinking
Entrepreneurial Achievement High Standards of Excellence and Efficiency
Initiative Self Confidence
Working Through Others and Group Leadership
Threshold Competencies
Customer Service Orientation Judgement and Analytical Thinking
Networking Organizational Awareness
Technical Expertise
48
Competency Model 14-15 Grade level
Distinguishing Competencies
Conceptual and Strategic Thinking Entrepreneurial Achievement
Group Management Initiative
Interpersonal Awareness Self Confidence
Use of Influence Strategies Working Through Others/Group Leadership
Threshold Competencies
Communication and Persuasion Customer Service Orientation
Judgement and Analytical Thinking Networking
Organizational AwarenessOrganizational Commitment
Navy Model
The Department of the Navy (DON) is in the process of developing a DON HRM
Competency Model to prepare HR professionals with new knowledges, skills, abilities
and behaviors to deliver top quality service. DON believes that new competencies are
necessary to support the role of an innovative and customer-oriented business partner to
management. It recognizes that an environment of regionalization, modernization of
automation technologies, downsizing, and reinvention efforts require HRM policies and
practices that are far different from those in the past. "Soft" skills such as team building,
customer service, and problem solving will complement "hard" skills in strategic
planning and business management.
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DON HRM Competency Model
Core Competencies
Human Resources Management Ethical Responses/Integrity
Customer Relations Organizational Awareness
Business Management External Awareness
Technology Diversity Awareness
Leadership Managing Self
Team Work Problem Solving/Decision Making
Planning and Implementing Change Communication (Written and Oral)
Technical Competencies
Personnel Management Staffing
Classification Labor Relations
Employee Relations Employee Development
Equal Employment Opportunity Personnel Systems
Personnel Support
Competency Assumptions
The model is being developed with several competency assumptions. Some of the major
assumptions are listed below.
1. The competency model will be developed with a vision to the future.
2. HR organizations are moving away from the transactional, paper pushing,
hiring/firing support function it once was and is becoming a bottom line strategic
partner.
3. The model is designed to provide a general description for competencies which
can be modified to meet individual needs and circumstances.
4. Development of the HR community will be needed.
5. "Hard" and "soft" skills are important to all HR positions.
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6. The role of HR practitioners is changing and will continue to evolve.

7. The role will expand and become more complex to include organization design
and development.
8. There will be increased use of automation.
9. HR practitioners must have a knowledge of business practices as well as a broad
spectrum of HR technologies.
10. HR practitioners need to have a commitment to continuous learning to succeed
within a changing environment.

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A Competency Model For Human

Assist in the move to competency-based tools for staffing and managing HR

Understand that customers are demanding better service, more knowledgeable HR

Develop and implement new HR competency models that support transformation

A Seven Step Strategy

Directed from the top or self- identified by HR staff membership.

2. Develop a statement and agreement of the new role.

Mission, vision and values statement for the HR organization.

Integrate with organizational mission, vision and values statement.

3. Identify roles, competencies, and accountability

Articulate customer needs - including line executives and managers.

Assess organization or culture needs.

Validate results by interviews with high performing HR staff.

Benchmark data with other HR organizations.

Build or adopt competency model for your HR organization.

4. Communicate roles and competencies throughout organization.

Within the HR community.

Apply in recruiting, promoting, training and rewarding.

Use to assign accountability.

5. Establish process to gain competenc ies.

Set up organization or infrastructure for career development or career

Clarify employee responsibility and accountability for gaining proficiency in

Provide reinforcing mechanisms - rewards and recognitio n for achieving desired

6. Measure results of the HR staff impact on mission.

Linked to GPRA and organizational measures.

Individual HR professional's perfo rmance tied to and measured in performance

Establish continuous learning, continuous change as way of life in the HR

Maintain HR staff profile of skills and competencies compatible with fluctuations

organizational structure staffed by high performers who in turn make valuable