competencies

Report
Talent Management for the Financial
Management Community: A Federal
Public Service Perspective
FMI Atlantic Chapters
December 2014
Presented by: Sylvie Séguin, CPA, CGA
Acting Senior Director
Financial Management Community Development
(FMCD) Division
Office of the Comptroller General
Presentation Overview
• What is talent management?
• Competencies and the HR Framework
• Talent management programs and resources
• Talent management challenges
• Taking charge of your career
2
What is Talent Management?
• Talent management is about ensuring that people are matched
to the right job for their skills, competencies, and career plans.
• Through dialogue, feedback, career support and individually
tailored learning, the potential of employees can be fully
realized, organizational priorities can be met, and public service
excellence can be achieved.
Office of the Chief Human Resources Officer
3
Talent Management
• What is your definition?
• What does talent management look like in your
organization?
• What challenges does your organization face in
this area?
4
Financial Management (FM) Human
Resource Framework
• All our talent management revolves around the
framework
• The framework was developed by the Office of the
Comptroller General (OCG) in consultation with the
FM community.
• It is a competency-based management system
that address all the human resources activities
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Financial Management
Human Resource Framework
COMMUNICATION (Change management)
PLANNING
MONITORING RESULTS
CONTROLLING
Business and
HR Planning
(Business drivers
and demographics)
Org. Design
and Generic Work
Descriptions
Performance
Management
Learning, and
Professional and
Management
Development
Outreach and
Communication
Competency Profiles
Resourcing
(Staffing and
Recruitment)
LEADING
EVOLVE (Train, develop, staff)
ORGANIZING
Evaluate (Gap analysis)
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How We Define Competencies
 Defined as…
the characteristics of an individual which underlie
performance or behaviour at work *
They are:
 Measurable
 Observable
“can do”
+
(skills, knowledge)
“will do”
(behaviour)
=
* Source: Public Service Commission
competencies
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FI Competency Profile
Behavioral competencies
• Oral & Written Communications
• Risk Management
• Negotiation/Persuading
• Values & Ethics
• Strategic Thinking:
- Analysis
- Ideas
• Engagement
• Management Excellence:
Functional
Competencies
•Financial Accounting and
Reporting
•Financial Planning and
Resource Management
•Financial Policies
•Financial Systems
- Action
- People
– Finance
8
Competencies – Key Facts
• Include only the key competencies (behavioural and technical) to
successfully fulfill requirements of a job/profession
• There is a progression in proficiency (logical and cumulative)
• Indicators describe behaviours that an employee demonstrates at
that proficiency level:
o The list includes key behaviours for each competency; it is not exhaustive.
The list has to be manageable and accessible;
o Each indicator is measurable and uses action verbs; and
o The vocabulary must be relevant to users but also be in plain language.
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Competencies
What Does Success Look Like?
Poor Performer
Successful Performer
Far Exceeds
Expectations
Successful performers:
– Display professional behavior in a consistent manner;
– Fulfill job requirements by being productive and effective at
their work level;
– Perform at or above the job level (quality, timeliness and
responsiveness) as a matter of course; and
– Use particular approaches and demonstrate specific
behaviours that facilitate the meeting of objectives.
10
How We Use Competencies
in the FM Community
• Benchmarking (Job Competency Profile): Describes the required
proficiency level for each competency for a specific role or position
within an organization
• Hiring the right people: Use competency based tools to get the
right fit between job requirements and candidate competencies
• Learning and Development: Competencies are the basis for
employee learning plans, and can help managers focus resources
on the learning activities that best correspond to the development
needs of their employees
• Performance Management: Use of competencies in the
performance management cycle ensures that individuals are
evaluated on criteria that are relevant to the job and they are aware
of these criteria
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Programs and Resources
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Development Programs
FORD Program (Entry Level)
FORD Program (Fall 2014 Campaign)
Eligibility
• Recent bachelor’s degree and specific course coverage which meets the entrance requirements for
the Chartered Professional Accountant (CPA) Professional Education Program (PEP)
Length of program
• Minimum of 30 months of practical experience, as required by the CPA Certification Program
(Experience verification model)
Program completion criteria
• Minimum of 2 rotations during 30 months
• Completion of F111, F112, F113
• Successful completion of the CPA Certification Program (includes the CPA PEP and the practical
experience requirements)
Promotional aspect
OCG to create an FI-02 pre-qualified pool of FORD candidates who must have:
• Completed 24 months of on-the-job work experience;
• At a minimum, enrolled in the first Capstone module of the CPA PEP program;
• Demonstrated, using the assessment form, that they meet the FI-2 proficiency level of the FI
behavioral competencies as assessed by their supervisors ; and
• Received a recommendation for promotion.
Graduation
FORD Trainees will be considered to have graduated from the program when they have:
• Completed the academic portion of the program within the required timelines (i.e. CPA PEP
program); and
• Completed the practical work experience as required by CPA Canada.
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Development Initiatives
(Feeder Groups)
• OCG has partnered with the public and private sectors
and academia to develop/pilot training products
specifically targeted to our CFO feeder groups:
– On-line Public Sector Financial Management
Leadership Development Program (FI-03, FI-04 & EX01)
– Comptrollership Leadership Bootcamp – Director (EX01) level
– Next Gen CFO Course – aimed at future ADM level
CFOs - EX-03 level participants
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Financial Management Core Curriculum
Developed by the OCG in collaboration with the Canada School
of Public Service. The curriculum has four streams:
• Basic stream: foundational level courses
• Functional stream: core knowledge at the operational and
analytical level – the “how to” of the curriculum
• Strategic stream: designed to develop participants’ critical
thinking skills, includes strategic series
• Development stream: complementary training
recommended for all FIs
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16
FI to CFO Career Path
• Helps financial management professionals map out their
career objectives and goals against predetermined
criteria
• A tool to help financial officers and finance executives
determine whether they meet the requirements for
progression to the next level
• Works on two dimensions: number of levels before
obtaining a CFO position and specific requirements of
each of these levels
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FI to CFO Career Path
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FI to CFO Career Path (cont.)
19
FI to CFO Career Path (cont.)
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Succession Planning
• Ensure an adequate future supply of qualified individuals
in the community who can fulfill the requirements of the
CFO position
• Identify competency gaps within the CFO community and
its feeder groups
• Develop a robust system of succession planning for
critical positions within the community (Cluster Review
Groups)
21
Talent Management Challenges
• Identifying the financial management population
• Timeliness of information
• Selecting training suppliers
• Mid-career development
• Supporting employee learning
22
What Can You Do?
Taking Charge of Your Career
23
What You Can Do to Prepare
• Assess your skills and experience
• Determine where you want to go
• Do you have any competency gaps? If so, how will
you develop these competencies?
• Develop your action plan
24
Career Planning – Useful Questions
Questions that can help you chart the right course:
•
•
•
•
•
•
Who are you?
What are you looking for in an organization?
What is important to you?
What are you looking for in a job?
How do you learn best?
What tools do you have at your disposal?
(competency profiles, manager/peer feedback,
evaluations, self-assessments, learning
curriculum, career path, personal learning plan)
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Learning Pyramid
10%
Formal Training
20% Feedback and
Coaching
70% Experience
(stretch assignments, shadowing, etc.)
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Finding opportunities
Volunteer your time, network and learn new skills:
•
•
•
•
•
FMI
Committees
Universities
Non-profit organizations
Boards of directors
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Other Resources
• Financial Management Institute of Canada (FMI)
(www.fmi.ca)
• CICA (www.cica.ca)
• CPA (www.cpacanada.ca)
• CMA (www.cma-canada.org)
• CGA (www.cga-canada.org)
http://www.gcpedia.gc.ca/wiki/Financial_management_
community (internal to government)
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Contact us:
Sylvie Séguin, CPA, CGA
Acting Director
Financial Management
Community Development
[email protected]
613-946-6242
Julie Tremblay, CPA, CA
Special Advisor – Learning and
Development
[email protected]
613-952-3350
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