Competency Architecture and Development Systems

This training is intended for professional development, and the certificate issued does not replace the MYK authorization certificate in training programs where an MYK authorization certificate is mandatory.

Training Information

Training Objective

To move the concept of competency beyond dictionaries and forms and transform it into a management architecture integrated with job descriptions, performance systems, training plans, career paths, succession planning, and employee development.

Learning Outcomes

• Distinguishing among competency, skill, capability, and potential,

• Designing core, leadership, and functional competency sets,

• Creating behavioral indicators and proficiency scales,

• Converting competency gap analysis into a training plan,

• Establishing a 9-Box and succession planning system,

• Integrating the skills-based organization approach with existing HR systems.

Training Content and Module Flow

Module Details

MODULE 1 — What Is Competency, and What Is It Not?

Theoretical foundation: McClelland, the Spencer & Spencer iceberg model, and Boyatzis’s competency approach.

• Distinguishing among competency, skill, knowledge, behavior, and potential

• Core, leadership, and functional competencies

• Why competency dictionaries remain unused

• Grade-specific behavioral differences

Exercise / Workshop: The problem-solving competency is rewritten for specialist, manager, and director levels. Module output: Draft of grade-based competency differentiation.

MODULE 2 — Linking Job Descriptions, Competencies, and Performance

Theoretical foundation: Integration of job analysis, job design, and performance outputs.

• Job description–competency–KPI linkage

• Job family and grade structure

• Linking competencies to performance and development processes

Exercise / Workshop: A job description, KPI, and competency linkage is established for one position. Module output: Integrated job description and competency matrix.

MODULE 3 — Developing a Competency Dictionary and Behavioral Indicators

Theoretical foundation: The BEI approach and principles for writing behavioral indicators.

• What is a behavioral indicator?

• Examples of effective and ineffective indicators

• Three- and four-level scales

• Converting abstract statements into observable behaviors

Exercise / Workshop: Three-level indicators are written for problem-solving, collaboration, and results orientation. Module output: Mini competency dictionary.

MODULE 4 — Competency Assessment and Gap Analysis

Theoretical foundation: Self-assessment, manager assessment, 180/360-degree assessment, and calibration.

• Gap between target and current proficiency levels

• Competency gap analysis

• Assessment errors

• Need for calibration

Exercise / Workshop: A competency gap analysis is conducted using a sample dataset. Module output: Gap analysis and development priority list.

MODULE 5 — From Competencies to a Learning and Development System

Theoretical foundation: The 70-20-10 model, Kirkpatrick, and the training ROI approach.

• Transitioning from request-based training to data-driven development

• The relationship among competency gaps, training needs, and development plans

• On-the-job learning, mentoring, and rotation

• Measuring training effectiveness

Exercise / Workshop: A development intervention is designed for a competency gap. Module output: Competency-based training needs analysis.

MODULE 6 — Career Architecture and Job Families

Theoretical foundation: Literature on career architecture, job families, and level design.

• Vertical and horizontal career paths

• Distinction between specialist and managerial career tracks

• Promotion criteria

• Level expectations

Exercise / Workshop: A four-level career matrix is created for a sample job family. Module output: Job family and career level matrix.

MODULE 7 — 9-Box, Potential, and Succession Planning

Theoretical foundation: 9-Box Grid, succession planning, and HiPo literature.

• Distinction between performance and potential

• Identifying critical positions

• Ready now / 1-year / 3-year successor categories

• Ethical risks of the 9-Box

Exercise / Workshop: Eight employee profiles are placed in the 9-Box, and an action plan is prepared. Module output: 9-Box matrix and succession plan.

MODULE 8 — Skills-Based Organization and Future Skills

Theoretical foundation: Skills-based organization, talent marketplace, and future skills approaches.

• Transitioning from competencies to the skills economy

• Skill taxonomy

• Internal mobility

• Skills transformation in the age of artificial intelligence

• Critical skills inventory

Exercise / Workshop: Ten critical future skills are identified for the organization. Module output: Initial skill taxonomy draft.

Real-World Applications and Best-Practice Examples

• The distinction among functional, transversal/cross-functional, and leadership competencies in global companies.

• Technical skills matrices and cross-training boards in manufacturing facilities.

• Engineering ladders and technical career paths in technology companies.

• Store manager competency models in retail.

• 9-Box and succession planning committees.

• Skills-based organization and internal mobility platforms.

Customization for Corporate Training

For corporate training, the organization is asked to provide its organizational chart, sample job descriptions, current performance form, training needs analysis format, competency dictionary if available, and promotion/succession process. At the end of the training, an initial organization-specific competency architecture draft is created.

Tangible Outputs Participants Will Receive at the End of the Training

• Competency dictionary draft

• Behavioral indicator writing template

• Job description–competency–KPI linkage matrix

• Competency gap analysis

• Training needs analysis

• IDP template

• Career matrix

• 9-Box and succession map

• Skill taxonomy draft

• 90-day implementation plan

The training is available through corporate collaboration as a package for a legal entity such as an institution or company; individual applications are not accepted. The training content may be redesigned according to the profile and needs of your corporate participants. Following mutual consultations, the scope and delivery method of the training (face-to-face or online) are determined, and the relevant processes are completed. Once an agreement is reached, suitable dates and times for your organization’s participants and our instructors, as well as the training venue, are determined.