What is competency?

It is the knowledge, skill and attitude that goes into

doing a job exceptionally well.

It automatically captures the idea of able and willing. It

also captures the idea of expertise.

The basic question is given that people are selected for

knowledge and skill, why do people with the same level of knowledge and skill perform differently.
Why do some shine while others do not?

Why CM?
First and foremost for enhancing performance.
Enables right selection beyond measuring skill and

knowledge.
Facilitates training for performance. Creates a manpower that can differentiate your

product and services by defining and embedding the core competencies.

History
1970s by McClelland did the first study.
The U.S. Department of State was seeking a new way to

select Junior Foreign Service Information Officers They found that characteristics of outstanding performance were different from what they expected. So, they interviewed contrasting samples. Behavior Event Intervies non intrusive search method was developed for this. The success factors came out as Speed in Learning Political Networks which was non-obvious to the selectors.

Key insights from study

The focus on outstanding performers.
Use of behavioral event interviews. Thematic analysis of interview data. Distillation of the results into a small set of

competencies described in behaviorally specific terms.

Some Important Terms

Competency Observable behavior that leads to top

performance.

Task. Cognitive and/or physical operations that are performed

actively with purpose. KSAs lead to capacity to do tasks.

Responsibility. Put the related tasks together, you have the

responsibility associated with a job/person.

Employment Position. It is a set of related tasks or activities

that are performed by one individual. Each employee in an organization fulfills one position.

Role. It is an obligation concept. A GM plays the role of advisor,

organizer, mentor, planner etc. and s/he does it in relation to significant others. (often spoken as job role). We play roles.

Some Important Terms

Job. Job is a group of positions in which tasks and work activities are

identical or basically the same. Everyone has a job and position; but job is likely to be one that is performed by other also. the collection of information about the tasks and observable work behavior that are performed in the job and that can be verified directly (e.g., physical action) or indirectly by inference (e.g., decision making by its outcome).

Job Analysis. Systematic study of the job or job family. Specifically, it is

Competency mapping is the process of identification and mapping of

those competencies which leads to top performance. It implies short listing competencies required to perform successfully a given job or role or a set of tasks at a given point of time. It consists of breaking a given role or job into its constituent tasks or activities and identifying the competencies (technical, managerial, behavioural, conceptual knowledge, and attitudes, skills, etc.) needed to perform the same successfully.

Some Important Terms

Competency assessment is the assessment of the extent

to which a given individual or a set of individuals possess these competencies required by a given role or set of roles or levels of roles.

Assessment centers use multiple methods and multiple

assessors to assess the competencies of a given individual or a group of individuals. In order to enhance objectivity they use trained assessors and multiple methods including psychometric tests, simulation exercise, presentations, inbasket exercises, interviews, role-plays, group discussions etc. The methods to be used depend on the nature of competencies.

Difference from JA
JA focused on understanding tasks and the skills needed to

perform each task; competency modeling, however, focused on personal characteristics needed for success in a broader job role. modeling is focused on outstanding performance.

Job analysis is focused on effective performance; competency Practitioners of job analysis attach credibility to the views of job

holders and other subject matter experts about what is important for effectiveness. Competency modelers believed that only outstanding performers could provide insights about what is important, but that even outstanding performers could not always articulate the secrets of their success (hence BEI). associated skill requirements, competency modelers distilled the results.

Finally, while job analysis often led to long lists of tasks and their

Reason for becoming popular

Personal characteristics that lead to performance. Outstanding (not effective) performance.

Outstanding performance focus.

Distilled results.

How is it built? Use of data sources

Resource panels or focus groups with subject matter experts

(SMEs).

Critical event interviews with superior performers. Generic competency dictionaries. Structured Interview of SMEs. The job incumbent and his/her

immediate supervisors are considered SMEs, however, HR specialists, Job Analysts, earlier star performers and consultants could be included. though its validity is often questioned.

Questionnaire Survey of SMEs. This is very popular in India Observation Method is also possible in several cases.

Two routes to build

G E N E R I C

Resource Panel
CRITICAL EVENT INTERVIEW

Route 1
Valid, scientific, Expensive, time consuming, more accurate, followed by world leaders

D I C T I O N A R Y

CM
Interview Survey Instrument Observation

Route 2 Valid??, scientific??, Less expensive, less time consuming, less accurate, popular in India

Resource Panel
Job incumbents, people who manage job incumbents, and others, such

as human resources and training staff, who have worked closely with job incumbents.

Follows a structured process, to get participants to think systematically

about the job and the personal skills and other characteristics needed for effectiveness. main responsibilities and tasks, formal and informal performance measures, most challenging types of situations encountered, and personal characteristics required for effectiveness) and captures respondents ideas on a flip chart.

The facilitator poses a series of standard questions (e.g., about the

Future Scan for future jobs. RPs can be a good org intervention. Some have multiple RPs.

Critical Event Interview

With superior performers. Provide the second main source of data used in building competency models. BEIs are also used. They can be in depth or relatively shallow but more events. Always taped and the analyzed. High consultant time. These interviews have unique value. They can provide highly detailed examples of how specific competencies are actually demonstrated by job incumbents. Because of their value, the interviews are usually included in model building projects focused on a single, critical job. But when an organization wants to develop multiple competency models for a number of jobs, the time and cost of including the interviews are often prohibitive. Hence they are almost always avoided in Indian context.

Generic competency dictionary

Developed by consultants and researchers. Typically have 20 to 40 competencies, each with 5 to 15

behavioral indicators.

Purpose of dictionary
Common conceptual framework or starting point for the model

building team. modify.

To categorize initial ideas about job requirements. Can add or

Participants can rate the importance of a set of generic

competencies selected for relevance to the job.

To guide the analysis of critical event interviews, in structured

interviews, in observation and survey instruments.

Useful for developing multiple competency models within the

same organization, to ensure that common skills and characteristics are always described with the same competency names.

To create standardization.

Other sources of data

Interview with SMEs (structured)

Survey Data.
Observation.

Interview of external agencies when job is related to

external people.
Industry Experts. When an industry is changing rapidly, or

when an organization believes it has few exemplars of superior performance, it is useful to interview industry experts.
Expert Systems. Based on computers.

Routes to build
G E N E R I C

Survey Instrument Experts

D I C T I O N A R Y

External

CM

Interview

Observation

Format of Behavioral descriptions-Evaluating competency level

Several key dimensions are identified for each

competency, and each dimension is ranked in order of effectiveness. The highest level describes outstanding performance, and the lowest level describes poor performance.
Example: Interpersonal Understanding, has two aspects: (a)

depth of understanding of others, and (b) listening and responding to others.

Format of Behavioral descriptions-Evaluating competency level

-1

Unsympathetic

0 1 2 3 4 5

Not applicable or makes no attempt to listen

Listens Makes self available to listen Predicts others responses Listens responsively

Acts to help/helps

Example of further levels of 4 - Reflects peoples concerns, is easy to talk to; or responds to peoples concerns by altering own behavior in a helpful, responsive manner. This tends to be complicated. Hence 2 levels used.

Format of Behavioral descriptions- Evaluating Competency levels

Dependabi Has difficulty meeting project lity deadlines or delivering work when promised. Deliverables fall short of expectations Fairness Sometimes treats people unfairly. Demonstrates disrespect to individuals or teams during their presence or absence. Shows unwillingness to defend individuals. Trustworth Is sometimes dishonest or less iness than forthcoming with people. Can be perceived as deceiving co-workers or clients through choice of words or actions. Completes work when promised, even when this entails personal sacrifice. Often delivers value beyond immediate tasks. Makes a special effort to treat everyone fairly and avoid favoritism; defends the interests and rights of individuals not present. Respected as an unbiased contributor.

Is consistently honest and forthright with people; respects confidentiality. Regarded as a highly trustworthy individual in whom clients confide

Format of Behavioral descriptions-Describe by levels

A third option for descriptors is to create levels

describing the extent to which a competency is required in a particular job. This alternative is most useful when the multiple competency models are being created and
First get the generic competency.
Then decide on the levels. Then describe.

Suggests performance outcomes.

Format of Behavioral descriptions-Levels

A. Creating a Positive Climate B. Energy and Enthusiasm C. Fostering Teamwork

Develops a positive climate, marked by productivity and team spirit, in a small work unit of motivated professionals. Intermediat Develops a positive climate in a medium sized eorganizational unit, resolves composed of several conflict. work units of motivated professionals and their managers. Advanced Develops a positive climate in a large organizational unit; is able to turn around a poor work climate Basic

Serves as an effective role model for others, by demonstrating hard work and concern for excellence.

Builds teamwork in a work unit. Invites participation from all team members and values everyones contributions. Builds teamwork in an organizational unit composed of several work units. Fosters collaboration among work units within a department Effectively

Effectively uses own presence (enthusiasm and energy) to energize small groups.

Energizes large groups through the force of his/her personality; easily engages diverse groups (e.g., employees at all levels, customers).

Builds teamwork in a larger organizational unit composed of several departments. Develops team building skills in others. Fosters teamwork with other, outside work units.

Classification of competencies
Many types. One type is given below and is suitable for

the hybrid model:

1. 2. 3. 4. 5.

6.

Self Management Leading others Communicating & Influencing. Preventing and solving problems Achieving results or result orientation. Technical

SELF MANAGEMENT
Self Confidence 2. Stress Management 3. Personal Credibility 4. Flexibility
1.

Leading others
1.
2. 3.

4.
5. 6. 7. 8.

Establishing Focus Providing Motivational Support Fostering Teamwork Empowering Others Managing Change Developing Others Managing Performance Fostering Diversity

COMMUNICATING AND INFLUENCING

1.
2. 3.

4.
5. 6. 7. 8.

Attention To Communication Oral Communication Written Communication Persuasive Communication Interpersonal Effectiveness Influencing Others Building Collaborative Relationships Customer Orientation

PREVENTING AND SOLVING PROBLEMS

1.
2. 3.

4.
5. 6.

Diagnostic Information Gathering Analytical Thinking Forward Thinking Conceptual Thinking Strategic Thinking Technical Expertise

ACHIEVING RESULTS
1.
2. 3.

4.
5. 6. 7. 8.

Initiative Entrepreneurial Orientation Fostering Innovation Results Orientation Thoroughness Decisiveness Business Acumen Global Perspective

TECHNICAL SKILLS
Industry specific/role specific
(O net is a helpful resource to refer to but is a US

dictionary) http://www.onetonline.org/