Aligning competency frameworks for
graduate recruitment & development

One of the perennial challenges for graduate managers in recruitment is to try and figure out how to measure potential in their graduate pool which both aligns with organisational requirements and reflects likely capabilities of graduates. A method increasingly used for capturing organisational needs is through the creation of a competency framework. At this point it is important to clarify what we mean by competence and a ‘competency’. Competence relates to a system of minimum standards or is demonstrated by performance and outputs. 'Competency' is more precisely defined as the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance.

Competency frameworks offer ways of turning values and vision statements into living, breathing behaviours that employees can emulate to achieve high performance. A good competency framework, that is well defined and properly aligns with business strategy can provide clarity for individuals and lift performance levels across the entire organisation

The creation of a competency framework begins with the identification of high level competencies then drills down to more detailed descriptions of ideal behaviours for individuals at different levels of the organisation. Performance and potential can be measured against these competencies. By providing transparency around what is required for successful performance, individuals are empowered to take ownership of their learning and development needs, and work with managers to achieve their aspirations.

What are we looking for in new graduates? How would we assess potential to reach that high level? 

Common pitfalls for graduate managers is to either pick levels of competency requirements which are too low, recognising that graduates may be inexperienced or to pick competencies at a leadership level which may be too difficult,  in an attempt to  reflect the potential they are looking for.

A study investigating the importance of 22 competencies to education stakeholders including both graduates who had just entered the workforce and employers, revealed that the main difference between the Science and Technology sector and the Business sector was the customer service focus in business and the teamwork and cooperation in the science and technologyⁱ. Both of these competencies are commonly included in competency frameworks.ⁱⁱ

The most highly rated competency across the board was willingness and ability to learn. This makes sense given that a graduate’s first job is to learn how to work in the role and the organisation, however this competency is commonly excluded from competency frameworks,  highlighting the need to be as specific as possible when selecting graduate competencies for recruitment.

The 5 least important graduate competencies were: Directiveness, Organisational Awareness, Developing Others, Impact and Influence on Others and Organisational Commitment.  These competencies reflect an intuitive understanding that these are areas where graduates are less likely to have experience. Overall the study showed that all the competencies were regarded as important with the ‘soft’, behavioural skills rated as equally important as cognitive or ‘thinking’ skills

How do you measure graduate competency potential?

Where an organisation does not have a set of graduate competencies or a competency framework there are several automated tools which help collate different stakeholder views of role requirements. The Saville Role Profiler, available from TestGridⁱⁱⁱ generates a report which identifies the importance of 36 individual behavioural competencies plus technical abilities. These capabilities are matched by behavioural and cognitive ability tools designed to measure them. In this way the unique requirements of each organisation or discipline can be captured together with a validated method of measuring them.   
Historically, graduates recruiters would create their shortlists using cognitive ability assessment to select the ‘smarter’ ones and then use personality assessment to gauge motivation and organisational ‘fit’. With advances in the technology supporting psychometric assessment it is now both cost effective and efficient to test both sets of skills at one time, this not only speeds up the recruitment process but hones down the shortlist to be closely aligned with the competency requirements.

How to maximise the use of competency data

All too often a rigorous process of competency measurement is carried out for recruitment and then once a graduate is hired, it disappears into an HR file. Gen Y love feedback and would like nothing more than a conversation that is really about them!  Progressive organisations are finding they can leverage competency data to engage in open and honest dialogue with graduates about their development. Competency potential scores can also help identify areas of high need which if unmet can lead to loss of motivation and flight risk.

Every year, competition for best graduates is fierce, irrespective of the economic climate. A process of defining, aligning and measuring graduate competences helps differentiate the applicants into a talent pool which forms a close match to an organisation’s specific requirements. Following this up with comprehensive feedback to the graduates gives the organisation the opportunity to create tailored learning and development programmes which put this generation of graduates in charge of raising their performance to excel within the organisation.

For more information on aligning competency frameworks for graduate recruitment & development please contact Fusion Graduate Management Solutions at info@fusiongms.com.au

ⁱ Coll, R, K., & Zegwaard, K.E. (2006). Perceptions of desirable graduate competencies for science and technology new graduates. Research in Science & Technology Education, 24, 29-58

ⁱⁱ http://www.cipd.co.uk/subjects/perfmangmt/competnces/comptfrmwk.htm