Bilan Et Développement De Compétences En Entreprise (BDCE)

Assessment and Development of Competencies in Organizations

Implementation Guide

March 2010

by Guylaine Michaud, Ph.D., and Réginald Savard, Ph.D TABLE OF CONTENTS

1. WORKPLACE SKILLS ASSESSMENT AND DEVELOPMENT...... 5 1.1 Outcomes of Workplace Skills Assessment and Development...... 5 1.2 Phases, Processes, and Tasks in Workplace Skills Assessment and Development...... 7 1.3 Workplace Skills Assessment and Development Activities...... 8 1.4 Alignment of WSAD...... 13 1.5 Duration of Workplace Skills Assessment and Development...... 14

2. FUNDING FOR WORKPLACE SKILLS ASSESSMENT AND DEVELOPMENT...... 15

BIBLIOGRAPHY...... 17

APPENDIX 1 – ...... SAMPLE PORTFOLIO ...... 19

APPENDIX 2 – ...... SKILLS DEVELOPMENT ACTION PLAN ...... 24

LIST OF TABLES

Table 1 Workplace Skills Assessment and Development Model: Phases and Tasks...... 10

Tableau 2 Psychometric Instruments and Activities Used in Skills Assessment and Development...... 12

LIST OF FIGURES

2 Figure 1 Workplace Skills Assessment and Development Model...... 7

3 A study of workplace skills assessment and development (WSAD), funded by Human Resources and Skills Development Canada (HRSCD) under the Workplace Skills Initiative, made it possible to adapt the skills assessment model of Michaud, Dionne, and Beaulieu (2007) to the context of small and medium-sized enterprise.

1. WORKPLACE SKILLS ASSESSMENT AND DEVELOPMENT

Workplace skills assessment and development is the result of a series of adaptations made to an intervention model that emerged from working with unemployed persons (Michaud et al., 2007).1 In the light of the literature consulted, knowledge acquired from skills assessment practice, and the research results of Michaud and Savard, the retrospective, prospective, and execution phases, along with introspective consciousness of self from the model of Michaud et al. (2007), were kept. However, workplace skills assessment with employed persons requires the addition of outcomes and tasks relating to each of the phases. These have therefore been revised to reflect the needs of this new clientele. In view of the importance placed on skills development during interventions with employed persons, the name "workplace skills assessment" has become “workplace skills assessment and development” (WSAD).

1.1 Outcomes of Workplace Skills Assessment and Development

WSAD outcomes have to be explicit in terms of the development of job skills, which is the primary goal of the process. Accordingly, four outcomes are identified: validation of skills, identification of an activity or project, continuing education leave, and initial training.

. Validation of skills, as the name suggests, is the the first outcome of skills assessment and development. Such validation enables employed persons to

1 This guide is therefore complementary to the book by Michaud, Dionne, and Beaulieu (2007): Le bilan de compétences. Regards croisés entre la théorie et la pratique. Ste-Foy: Septembre éditeur. For a full understanding of the proposed changes, it is suggested that the book be consulted before this guide is read.

4 recognize their skills and identify them explicitly and systematically in a portfolio.

. Identification of an activity or project corresponds to short-, medium-, or long- term training designed to promote job retention by enabling the employed person to continue to develop a skill that he or she already has. This outcome consists mainly in developing one or more resources for upgrading a skill or adding essential resources for developing the tasks to be performed (e.g., training on new software, time management course, new process). Projects include not only training activities, but also activities contributing to personal development insofar as this has a positive effect on job retention quality. Changing positions or adding new duties is considered a project as well. Such change must occur within the employed person’s comfort or proximal development zone. Changing positions takes place within the enterprise. In the event that it is impossible to align the employed person’s needs with those of the enterprise, the two parties may decide to stop working together.

. Continuing education leave refers to intensive training that lasts long enough that the person stops performing his or her duties for more than four weeks. The aim of such training is to develop resources that will contribute significantly to the development of an already acquired skill or even to the acquisition of a new one.

. Initial training refers to career reorientation, the aim of which is to develop skills relating to the person’s interests, values, aptitudes, and other personal and environmental resources identified during skills assessment and development. This option arises when the person realizes that he or she needs a career project that is less related to his or her current job.

The following figure illustrates the adapted model of Michaud et al. (2007), with the new outcomes. This adapted model therefore becomes the reference for WSAD.

5 Figure 1 Workplace Skills Assessment and Development Model

Source: Adapted from Michaud, G., Dionne, P., & Beaulieu, G. (2007). Le bilan de compétences. Regards croisés entre la théorie et la pratique. Septembre Éditeur, Quebec, p. 114.

1.2 Phases, Processes, and Tasks in Workplace Skills Assessment and Development

On the basis of the modified outcomes, the thinking prompted by the literature review, and experience in skills assessment training, it is possible to consider significant changes in the tasks associated with the different phases of the process, as presented in the work by Michaud et al. (2007, p. 66-67).2

2 In order to fully understand the changes in the tasks, it is recommended that the work of Michaud et al. (2007) or the report of Michaud et al. (2010) be consulted.

6 The construction of the model of Michaud et al. (2007) was based largely on the practice of skills assessment with unemployed persons for the purpose of identifying skills from a workforce re-entry and reorientation perspective. Using skills assessment with employed persons in order to have them develop skills for the purpose of employment adjustment or job retention requires that the approach be adapted. However, it is important to note that WSAD may also lead to the re-entry or reorientation of employed persons. In fact, depending on the outcomes (skills validation, identification of an activity or project, continuing education leave, and initial training) and the skills development issues facing the employed person, a reorientation or re-entry process may be triggered.

Coaching employed persons in skills development requires creative adaptation in the workplace from a job retention perspective. This positioning enables the employed person to invest in his or her current job the skills he or she has acquired and make the necessary adjustments by developing certain skills before even considering using his or her skills or developing new ones for the purpose of changing jobs.

The model presented by Michaud et al. (2007, p. 67) proposes an exploration of the developmental history of IVAK (interests, values, aptitudes, and knowledge) in order to eventually be able to identify skills. Given the directionality of WSAD, which focuses on skills development, it is recommended that, during the retrospective phase, the employed person first receive coaching in identifying his or her skills. The environment’s interests, values, knowledge, qualities, and resources are then identified in relation to those skills. This cuts down on the number of tasks that relate more to reorientation and re-entry. Table 1 on following page outlines the three phases of the model, including the tasks adapted for WSAD.

1.3 Workplace Skills Assessment and Development Activities

During WSAD, certain psychometric instruments and some of the activities3 support skills identification. Following those activities, the employed persons prepare a portfolio,4 as illustrated in Appendix 1. Other psychometric instruments or activities

3 During testing, the counsellors used some of the psychometric instruments and activities proposed in the book by Michaud et al. (2007), pp. 165-171. 4 During testing, the summary table of Michaud et al. (2007) on page 114 and explained on page 172 was also used by some counsellors.

7 can be used in WSAD as well. Some of those complementary activities are listed in Table 2.5

Preparing an action plan further supports of the directionality of WSAD towards skills development. The documents in Appendix 2 (Skills Development Action Plan, Objectives or Projects Action Plan, Summary of Skills Development Action Plan, and Summary of Objectives or Projects Action Plan) present this type of action plan adapted6 to WSAD.

5 The psychometric tests and activities listed in Table 2 are the ones that were used by the counsellors who participated in the testing. Other tests and activities are found in the book by Michaud et al. (2007) as well. Also, it is important to note that counsellors may use activities and psychometric tests other than the ones cited, depending on the needs of the employed persons. 6 Adaptations were made to the action plan taken from the book by Michaud et al. (2007, pp. 203-206). The research points to the importance of proposing an action plan relating directly to the skills portfolio.

8 Table 1 Workplace Skills Assessment and Development Model: Phases and Tasks

Exploration Understanding Action e

v  Explore the impact of skills in order to identify  Clarify and understand the impact of skills through the  Become engaged by identifying i t

c them pluridimensionality of the human experience (affective, cognitive, acquired skills e p  Explore the impact of skills by considering the somatic, behavioural, relational, and contextual)  Become engaged by carrying out s o

r pluridimensionality of the human experience  Clarify and understand the impact of skills through their various relevant activities for exploring t e (affective, cognitive, somatic, behavioural, developmental history in order to identify personal and and clarifying the skills developed R relational, and contextual) environmental limitations and resources (IVAB), as well as those that  Become engaged by preparing a  Explore the impact of skills through their are under stress portfolio of skills developed developmental history  Clarify and understand the impact of skills through their  Become engaged by identifying skills  Explore the impact of skills by identifying the developmental history in order to identify self-regulatory and self- developed during WSAD underlying personal resources (IVAB)57and those protection mechanisms that are under stress  Clarify and understand the personal resources (IVAB) developed  Explore the impact of skills by identifying the that promote adjustment, as well as the obstacles that impede or environmental limitations and resources might eventually impede it influencing them  Clarify and understand the environmental resources that contributed to adjustment and the limitations that impede or might eventually impede it e

v  Explore skills development opportunities by  Clarify and understand the effects (stresses) of the information  Become engaged by taking steps to i t

c considering personal (IVAB) and environmental collected on skills development and impact validate the skills development e p (enterprise, legislation) limitations and resources  Clarify and understand the pluridimensional experience relating to opportunities being considered with s

o the employer or the person

r  Explore the effects (IVAB stresses) caused by contemplated skill development project(s) as well as in relation to

P opportunities and restrictions, in terms of the hope and the associated risk representing the employer and to information gathered validate restrictions on the basis of  Clarify and understand self-regulatory and self-protection workplace resources  Explore the risks associated with skills mechanisms reactivated by the opportunities and restrictions development identified with regard to the information collected  Become engaged by designing a skills development project relating to  Clarify and understand the motivation underlying the skills personal and environmental resources development project being considered (choice of repetition, repair, or and limitations development)

Continued on next page

7 5 IVAB: interests, values, aptitudes, and beliefs Table 1 (contd.) Workplace Skills Assessment and Development Model: Phases and Tasks

Exploration Understanding Action

n  Explore personal and environmental resources  Clarify and understand the stresses (IVAB) created by the  Become engaged by preparing an o i t and limitations to be considered when identification of the project execution stages (risks) action plan that sets out the different u c implementing the project behaviours leading to the project’s e  Clarify and understand the self-regulatory and self-protection x execution (including any change E  Explore the dimensions of the pluridimensional mechanisms that could be resources or limitations when it comes to experience (affective, cognitive, somatic, the project’s execution objectives) behavioural, relational, and contextual) called  Clarify and understand the project execution stages in order to  Become engaged by presenting the upon or affected by the implementation of the identify the traps associated with hope and the risk underlying such a action plan to the employer or the project and any possible changes to be made project employer’s representative  Explore the stresses (IVAB) created by each  Clarify and understand the needs underlying the development of the  Become engaged by implementing the project execution stage identified skills (choice of repetition, repair, or development) behaviours set out in the action plan,  Explore the different stages likely to result in the while remaining open to new possible project’s implementation actions  Explore personal and environmental resources  Become engaged by adapting and limitations that could facilitate or prevent the behaviours and the action plan, if need project’s implementation be, in accordance with the opportunities and constraints that emerge during the WSAD process Table 2 Psychometric Instruments and Activities Used in Workplace Skills Assessment and Development

Psychometric tests  Self-evaluation of factors measured by the Gordon personality test  Self-evaluation of personality traits (Big Five) (unpublished document)  Gordon Personal Profile Inventory  Gordon Personality Profile  WPI Test, Work Personality Index  MBTI Test, Myers-Briggs Type Indicator, Step II  NEO PI-R Test – Revised Personality Inventory  Career performance test

Career information  Preparation of a list of potential workplaces activities  Enterprise’s official document describing the position held by the employed person  Exploration of careers via different websites (e.g., Repères, universities)  IMT en ligne - career research section – find an identified profession and use the heading “Principales tâches” (to help in describing competencies in the portfolio) (http://imt.emploiquebec.net)  List of placement agencies in the Montreal area  Monographs used in Repères (http://www.reperes.qc.ca)

Activities supporting  Limoges’s cemetery/garden activity (1998) WSAD according to  Description of Holland personality types (unpublished document) the person’s needs  Features of Glasser’s reality therapy (1998)  Kübler-Ross’s stages of grief (2005)  Unpublished reflection exercises: identify resources and limitations relating to leadership style; identify gains and losses in relation to current job, etc.  Career Architect sort cards, Lombardo and Eichinger (1992, 1996)  Roberge’s transition model (1998)  The 5 most significant choices in your life (unpublished document)  Life line (based on Savard, 1990)  List of employment-related interests, values, aptitudes, and personal requirements, Savard (2007)  Bélair’s needs theory (1996)

11 1.4 Alignment of WSAD

It is clear that skills assessment and development with a skills development outcome should ideally be carried out in dialogue with the person representing the enterprise’s management and the person employed by the enterprise. Such dialogue fosters cooperation among the different parties involved, and that contributes to the skills development of the participating employed person. In the WSAD context, the counsellor has two clients: the employed person and the employer. It is important to look at the employer as the main support for the employed person wanting to develop his or her skills. It can then help both the person and the company to remain competitive in the labour market. The expectations of the employed person and the employer in terms of skills development must therefore be considered. In addition, as has already been mentioned, WSAD may lead to a career project to be carried out in another enterprise should the original enterprise be unable to offer the employed person the opportunity to develop the skills he or she has identified. However, before leading the person in such a direction, the counsellor must ensure that job retention in the original enterprise has been considered. From a retention standpoint, the intervention tends to enable the employed person to develop his or her skills through creative adjustment requiring, in some cases, compromises on the part of both the person and the enterprise. Thus, supporting the employed person enables him or her to contemplate the development of his or her skills for employment adjustment purposes and the possibility that his or her immediate environment can change, making such an adjustment possible. It is important here to ensure that this adjustment is tolerable and acceptable to both the person and the enterprise. If an employed person is planning a career project in another enterprise, this may be motivated by self-protection mechanisms (e.g., avoidance). Such mechanisms need to be clarified so as not to become complicit in them. Furthermore, the presence of self- protection mechanisms represents an ideal lead-in to the development of one or more skills. In fact, developing a new adjustment procedure inevitably has an effect on the person’s competence. For WSAD to be effective, it is important to ensure the confidentiality of the employed person’s personal experiences as this provides psychological security. More specifically, it promotes freedom to share, trust, and mutual respect, and that

12 allows for the openness and authenticity this type of process requires. However, it should be noted that maintaining confidentiality must not interfere with the sharing of relevant information with the employer. Accordingly, the counsellor will often have to help the employed person identify the things that may be important to share with the employer in order to promote that person’s development as well as the enterprise’s. The counsellor must plan and inform the employed person and the employer of this support to ensure that confidentiality does not prevent the employed person from participating in WSAD.

1.5 Duration of Workplace Skills Assessment and Development

The duration of workplace skills assessment and development depends on the needs of the employed person, among other factors.8 The number of WSAD sessions can therefore range from 3 to 10, with an average of 7.9 In addition to the time allotted for the sessions, certain activities can be suggested to the employed person so that he or she can continue to reflect and thus keep the WSAD process going.

8 To identify WSAD-related needs, consult the Employed Person’s Guide on the research group’s website: 9 These figures are from the study results. However, the person who had three sessions did not prepare a portfolio.

13 2. FUNDING FOR WORKPLACE SKILLS ASSESSMENT AND DEVELOPMENT

To fund WSAD, the legislation concerning workforce development in your political and social context should be consulted. For example, Quebec has legislation promoting workforce skills development and recognition.10 In addition to programs and legislation, an enterprise may decide to invest in its human resources by offering them WSAD.

For more information: . Guylaine Michaud, Professor, Vocational Guidance Department, Université de Sherbrooke: [email protected] . Réginald Savard, Professor, Vocational Guidance Department, Université de Sherbrooke: [email protected] . Canadian Career Development Foundation:

10 That legislation can be consulted at:

14 BIBLIOGRAPHY

Bélair, F. (1996). Pour le meilleur, jamais le pire : Prendre en main son devenir. Montreal: Chenelière/McGraw-Hill.

Bernatchez, F. (1999). Performance carrière. Quebec: Gestion carrière. Test internet accessible at .

Briggs Myers, P., & Myers, K.D. (2005). Myers-Briggs Type IndicatorMD Profil - Niveau II (Translated under licence from the publisher CPP Inc.). Test internet accessible at .

Costa, P.T., Jr., & McCrae, R. R. (n.d.). NEO PI-R : Inventaire de personnalité – révisé. (French adaptation by J.-P. Rolland). Paris: Hogrefe (original publisher: PAR: Psychological Assessment Resources).

Roberge, M. (1998). Tant d’hiver au cœur du changement. Sainte-Foy: Éditions Septembre.

Glasser, W. (1998). La liberté de choisir (J.-P. Laporte, Trans.). Montreal: Éditions Logiques.

Gordon, L.V. (1992). Inventaire de personnalité (Gordon). Adaptation: J.-M. Chevrier. Montreal: Institut de recherches psychologiques.

Gordon, L.V. (1992). Profil de personnalité (Gordon). Adaptation: J.-M. Chevrier. Montreal: Institut de recherches psychologiques.

Kübler-Ross, E. (2005). On death and dying. London: Routledge (1st ed. 1973).

Limoges, J., & Lahaie, R. (1998). Optra : programme cadre d’insertion professionnelle. Guide de l’animateur. Sainte-Foy: Septembre.

Lombardo, M.M., & Eichinger, E. (1992, 1996). Architecte de carrière. Minneapolis: Lominger Limited, Inc.

Michaud, G., Dionne, P., & Beaulieu, G. (2007). Bilan de compétences : regards croisés entre la théorie et la pratique. Sainte-Foy: Septembre.

Psychometrics Canada (n.d.). IPT : L’indice de personnalité au travail. Edmonton: Psychometrics Canada. Test internet accessible at .

15 Roberge, M. (1998). Tant d’hiver au cœur du changement. Sainte-Foy: Septembre.

Savard, R. (1990). Counseling d’emploi : Démarche d’insertion et d’adaptation professionnelles. Sherbrooke: Commission de formation professionnelle de la main-d’œuvre – Région d’Estrie.

Savard, R. (2007). Démarche d’orientation ou de réorientation approfondie. Sherbrooke: Université de Sherbrooke.

16 Appendix 1

SUMMARY OF MY PORTFOLIO

. Coordination/Organization

. Representation and Sales

. Customer Services

. Analysis and Evaluation Skill: COORDINATION/ORGANIZATION

JobJob DescriptionDescription

. Be responsible for work organization . Ensure effective interpersonal communication EnvironmentEnvironment

. Resolve problem situations quickly ComputerComputer TelephoneTelephone . Forge ties with resource persons HumanHuman contactcontact . Be responsible for a team and/or department . Structure work according to demands and the team in place . Develop and archive work methods . Support the team at all times . Identify project-related physical, financial, and human needs

ValuesValues QualitiesQualities andand KnowledgeKnowledge InterestsInterests LogicLogic personalitypersonality traitstraits OfOf humanhuman relationsrelations WorkingWorking withwith peoplepeople Leading people IndependenceIndependence Sociable/methodicalSociable/methodical AbilityAbility toto mobilizemobilize aa Leading people Decision making CollaborationCollaboration AbilityAbility toto buildbuild trusttrust teamteam Decision making Leadership Proficiency in office Organizing/planningOrganizing/planning OrderOrder Leadership Proficiency in office Working on ideas Ability to adapt work Working on ideas PlanningPlanning Ability to adapt work SatisfactionSatisfaction fromfrom helpinghelping peoplepeople Skill: REPRESENTATION AND SALES

. Inform the clientele . Sollicit clients over the phone

. Organize and facilitate meetings and information sessions EnvironmentEnvironment

. Set and apply standards concerning quality of customer services ConferenceConference roomroom . Engage in sales ComputerComputer CarCar . Provide after-sales service . Seek, develop, and establish contacts . Prepare a promotional development plan . Develop marketing strategies

ValuesValues QualitiesQualities andand KnowledgeKnowledge InterestsInterests Of human relations HonestyHonesty personalitypersonality traitstraits Of human relations EnjoysEnjoys communicatingcommunicating Of marketing RespectRespect SocialSocial skillsskills Of marketing andand organizingorganizing CommunicationCommunication PersuasivePersuasive ContactsContacts withwith clientsclients TrustTrust SociableSociable Skill: CUSTOMER SERVICES

. Develop a personalized approach with clients . Listen attentively to needs and respond appropriately EnvironmentEnvironment . Use judgment and common sense Co-workers . Speak English and French Co-workers (team)(team) . Quickly resolve any problems encountered with clients ComputerComputer . Manage priorities under pressure . Develop and maintain relationships with various clienteles . Present the services available to clients . Respond to clients’ needs

ValuesValues QualitiesQualities andand personalitypersonality KnowledgeKnowledge InterestsInterests traits Human relations ContactContact withwith traits Human relations Contact with the Ability to gain trust of Bilingual human Contact with the peoplepeople Ability to gain trust of Bilingual human public various clienteles relations public Order/patienceOrder/patience various clienteles relations Looking after others Dynamic/resourcefulDynamic/resourceful Protocols and standards Looking after others RespectRespect Protocols and standards Satisfaction from Sociable/attentiveSociable/attentive Satisfaction from helpinghelping peoplepeople Skill: ANALYSIS AND EVALUATION

. Identify work station deficiences

. Observe and collect general information EnvironmentEnvironment . Review departmental operations CalmCalm environmentenvironment . Review unproductive tasks CooperationCooperation withwith othersothers . Analyze task distribution

. Evaluate needs in terms of supplies, materials, and tools

. Foresee changes and submit them to the appropriate person

. Ensure follow-up of modifications

. Verify the results and apply them, if necessary

Values Qualities and personalty Knowledge Values Qualities and personalty Knowledge InterestsInterests traitstraits IndependenceIndependence Organizing/planning GoodGood observerobserver GeneralGeneral officeoffice workwork Organizing/planning LogicLogic Working on ideas MethodicalMethodical OrganizationOrganization ofof aa workwork Working on ideas LogicalLogical stationstation inin anan officeoffice Name:______Appendix 2

SKILLS DEVELOPMENT ACTION PLAN Skill: To be developed To do Time frame D

Competence

Knowledge

Quality

To be developed or acquired To do Time frame D

Environmental n resources e

Resources supporting skill development     Interests Values Aptitudes Interests Values Aptitudes Possible obstacles… In balance Out of balance

Competence o

Knowledge

Quality

To be developed or acquired To do Time frame D

Environmental n resources e

Resources supporting skill development     Interests Values Aptitudes Interests Values Aptitudes Possible obstacles … In balance Out of balance

© Michaud and Savard, 2009 Level of certainty of successful goal attainment or project execution /100 Name:______Short, medium, or FOLLOW-UP OF MY ACTION PLAN long term Skills to be developed To do S M L D

Short-, medium-, long term Possible obstacles … To do… before, during, after S M L D

Name:______

Short, medium, long term Possible obstacles… To do… before, during, after S M L D