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Competency is a combination of skills, job attitude, and knowledge which is reflected in job behavior that can be observed, measured and evaluated. Adaptability Maintaining effectiveness when priorities change and new tasks are encountered, and when working with different technologies and levels of individuals.
Competency is a combination of skills, job attitude, and knowledge which is reflected in job behavior that can be observed, measured and evaluated. Adaptability Maintaining effectiveness when priorities change and new tasks are encountered, and when working with different technologies and levels of individuals.
Competency is a combination of skills, job attitude, and knowledge which is reflected in job behavior that can be observed, measured and evaluated. Adaptability Maintaining effectiveness when priorities change and new tasks are encountered, and when working with different technologies and levels of individuals.
Group No. 2 Hitendra Singh Akash Agarwal Sourabh Khare Richa Jha Anjali Kumari Aman Sinha 2 Agenda Introduction to Competency Based HRM Competency Modeling Competency Based Interview Methods Competency Based Training and Development Competency Based Performance Management Competency Based Career & Succession Planning 3 Competency-Based HR Management : An Introduction 4 Skill Job Attitude Knowledge
Observable Behavior
Job Performance
Competency Understanding Competency 5 Competency A combination of skills, job attitude, and knowledge which is reflected in job behavior that can be observed, measured and evaluated. Competency is a determining factor for successful performance The focus of competency is behavior which is an application of skills, job attitude and knowledge. Definition of Competency 6 Competency and Job Description JOB DESCRIPTION Looks at what to do Studies the elements of the jobs Defines the job into sequences of tasks necessary to perform the job COMPETENCY Looks at how to do Studies the people who do the job well Defines the job in terms of the characteristics and behaviors of these people 7 Types of Competency Managerial Functional 8 Managerial competency (Soft Competency) This type of competency relates to the ability to manage job Develop an interaction with other persons Example : problem solving, leadership, communication, etc Types of Competency 9 Types of Competency Functional competency (Hard Competency) This type of competency relates to the functional capacity of work It mainly deals with the technical aspect of the job. Examples: market research, financial analysis, electrical engineering, etc. 10 Competency Identification Process Clarify Organizational Strategy and Context Competency Identification Analyze Work Role and Process Gather Data through Behavior Event Interview and Focus Group Conduct Benchmark Study Generate Competency Models Validate, Refine and Implement 11 Examples of Competency Adaptability Maintaining effectiveness when priorities change and new tasks are encountered, and when dealing with individuals who have different views and approaches. Effectively performing in different environments, cultures, and locations, and when working with different technologies and levels of individuals.
12 Examples of Competency Seeking Understanding: Makes efforts to better understand changes in the environment Actively seeks information or attempts to understand nature of individual differences, logic, or basis for change in tasks and situations. 13 Examples of Competency
Embracing change: Approaches change or newness with a positive orientation Views change or newness as a learning or growth opportunity.
14 Examples of Competency
Making accommodations: Makes accommodations in approach, attitudes, or behaviors in response to changing environmental requirements. 15 Examples of Competency Analysis/Problem Assessment: Securing relevant information Identifying key issues and relationships from a base of information Relating and comparing data from different sources Identifying cause-effect relationships.
16 Examples of Competency Identifying issues and problems: Recognizing major issues; identifying key facts, trends, and issues; separating relevant from irrelevant data. 17 Examples of Competency Seeking information: Identifying/Recognizing information gaps or the need for additional information Obtaining information by clearly describing what needs to be known and the means to obtain it Questioning clearly and specifically to verify facts and obtain the necessary information. 18 Examples of Competency Seeing Relationships: Organizing information and data to identify/explain trends, problems, and their causes Comparing, contrasting, and combining information Seeing associations between seemingly independent problems or events to recognize trends, problems, and possible cause-effect relationships. 19 Examples of Competency Performing Data Analysis: Organizing and manipulating quantitative data to identify/explain trends, problems, and their causes.
20 Recruitment & Selection Training & Development Performance Management Reward Management Career Management COMPETENCY FRAMEWORK
BUSINESS STRATEGY
BUSINESS RESULTS
Competency based People Strategy HR Management Framework Based on Competency The competency framework will be the basis for all HR functions and serve as the "linkage" between individual performance and business results 21 Benefits of Using Competency Based HRM Identify performance criteria to improve the accuracy and ease of the hiring and selection process. Clarify standards of excellence for easier communication of performance expectations to direct reports. Provide a clear foundation for dialogue to occur between the manager and employee about performance, development, and career-related issues. 22 Identify the success criteria (i.e., behavioral standards of performance excellence) required to be successful in their role. Support a more specific and objective assessment of their strengths and specify targeted areas for professional development. Provide development tools and methods for enhancing their skills. Benefits of Using Competency Based HRM 23 Alignment Integration Distribution Acculturation Self Direct Application
Characteristics of Successful Implementation 24 Alignment: Competencies impact systems that actively support the organizations vision, strategy, and key capabilities. Integration: Competency initiatives that produce the most significant change are applied systemically across a range of HR development processes. Characteristics of Successful Implementation 25 Distribution: Competency standards alone produce little effect. They must be actively and relentlessly communicated and installed with users. Acculturation: In competency systems that work, they become part of the culture and the mindset of leaders through repeated application and refinement over a significant period of time. Characteristics of Successful Implementation 26 Self-Directed Application: Competency systems frequently fail because they are too complex or require an unsustainable level of sponsorship or program support. Implementations that work best focus on the development of tools that can produce results for users with relatively little ongoing support. Characteristics of Successful Implementation 27 Our Discussions with the Industry 28 Discussing CB-HRM with Infosys Competency given importance at all sub functions of HRM The Organizational Efficiency Team defines competencies for all positions Competency based selection applicable to senior management positions Competency Profiler is attached to the resume of a candidate 29 Discussing CB-HRM with Infosys The Competency Profiler used throughout the career even during the appraisals (Twice in a year) Appraisals also allow exchange of two way expectations Training modules are on the basis of competencies defined by the Organizational Effectiveness Team 30 A portal Lakshya aimed at letting the employees express there career goals, Infosys tries to help them meet these goals Succession planning involves extensive use of Competency Profiler
Discussing CB-HRM with Infosys 31 Discussing CB-HRM with Tech-Mahindra Positional Competencies defined by the Corporate HR team Recruitment and Support HR teams need to follow competency models Recruitment strictly on the basis of competency Senior management positions filled with internal sources notwithstanding the competencies exhibited Competencies integral part of training and appraisals 32 Agenda Introduction to Competency Based HRM Competency Modeling Competency Based Interview Methods Competency Based Training and Development Competency Based Performance Management Competency Based Career & Succession Planning 33 Competency Modeling 34 Competency Modeling A process that defines the skills, knowledge, and organizational values that drive leadership effectiveness The outcome of this process is a set of competency models that represent the intersection of business strategies, organizational culture, and leadership requirements 35 Importance of Competency Modeling Provides a basis for evaluating how people accomplish results in an organization It helps an organization address key questions, including: How does it measure how its employees achieve results? How does it accurately differentiate between top, medium, and bottom performers? How does it provide employees with performance feedback in a productive way? 36 Best Practices in Competency Modeling Competency models should be developed for each major job or job family It should be defined based on input from experts and high performers in the job Should be unique to each organization and reflect its culture Should be incorporated into all relevant organizational systems
37 The PCMM Model for Competency People Capability Maturity Model The primary objective is to improve the competency of the entire workforce Consists of five maturity levels Each maturity level is an evolutionary stage at which one or more domains of the organization's processes are transformed to achieve a new level of organizational competency level
38 PCMM Maturity Level 1: Initial At Level 1, an organization has no consistent way of performing workforce practices. Most workforce practices are applied without analysis of impact
39 At Level 2, organizations establish a foundation on which they deploy common workforce practices across the organization The goal of Level 2 is to have managers take responsibility for managing and developing their people. For example, the first benefit an organization experiences as it achieves Level 2 is a reduction in voluntary turnover The turnover costs that are avoided by improved workforce retention more than pay for the improvement costs associated with achieving Level 2. PCMM Maturity Level 2: Managed 40 At Level 3, the organization identifies and develops workforce competencies and aligns workforce and workgroup competencies with business strategies and objectives For example, the workforce practices that were implemented at Level 2 are now standardized and adapted to encourage and reward growth in the organization's workforce competencies PCMM Maturity Level 3: Defined 41 At Level 4, the organization empowers and integrates workforce competencies and manages performance quantitatively For example, the organization is able to predict its capability for performing work because it can quantify the capability of its workforce and of the competency-based processes they use in performing their assignments
PCMM Maturity Level 4: Predictable 42 At Level 5, the organization continuously improves and aligns personal, workgroup, and organizational competency For example, at Maturity Level 5, organizations treat continuous improvement as an orderly business process to be performed in an orderly way on a regular basis
PCMM Maturity Level 5: Optimizing 43 Other Competency Models Hay Mcber Model: Proponents of this model believe that behaviors are the driving force behind an individual's ability to perform and therefore, behavioral assessment becomes important indicators in employee selection, development and rewards 44 Campions Model: Suggests that teams composed of individuals with complementary competencies are more effective and have higher levels of job satisfaction than teams whose members have the same competency sets. This is especially true for work that is complex and varied in scope. For routine work, the benefit of heterogeneous team member competencies is less noticeable. Other Competency Models 45 Traditional Person-Job Match Model: This model assumes that employees have jobs with specific and identifiable tasks. Job-based staffing is measurement and assessment driven. This model works best with organizations defined by stable environments.
Other Competency Models 46 Strategy Based Model: This model assumes that employees have roles defined by the organization's strategic goals. Role-based staffing is strategy driven. Work is flexibly defined and often carried out in a flattened, decentralized or matrix structure. This model functions most effectively in organizations in competitive, complex or highly stressed environments Other Competency Models 47 The Strategy Development Model: This model assumes that employees with broad, potentially strategic "attributes" will create their own roles which interact to produce the organization's strategy. Work is constantly evolving within a network of organizational relationships. This model is described in terms of organizations in chaotic, unpredictable, or very rapidly changing environments Other Competency Models 48 Agenda Introduction to Competency Based HRM Competency Modeling Competency Based Interview Methods Competency Based Training and Development Competency Based Performance Management Competency Based Career & Succession Planning 49 Agenda Introduction to Competency Based HRM Competency Modeling Competency Based Interview Methods Competency Based Training and Development Competency Based Performance Management Competency Based Career & Succession Planning 50 Competency-based Interview for Selection 51 Competency Based Selection Process. Steps in a good selection process Selection centre Types of interviews
52 Steps in a Good Selection Process Develop competency model for the target job. Selected or develop assessment methods. Train Assessors in the assessment method. Validate the selection system Assess the competencies of candidates for jobs. Maintain DBMS of candidates 53 Steps in a Good Selection Process Test exercises and interviews Job interview Leaderless group exercises Business production games Role play Peer coaching and counseling exercises 54 Selection Centre Interviews. (1 to 1 & panel ) Group discussions. Written examination & calisthenics.<exercises> Example:- (aptitude & personality test, In-Tray & Drafting exercise.) It is a real achievement to get an assessment center and it means you have a good chance of a job offer. The following gives some vital information about the situations one is likely to face. It covers : 55 Types of Interview Competency Based Conventional 56 Conventional Interview Unstructured :
Is a type of interview where the questions are not designed systematically and not properly structured. There is no standard format to follow, therefore the process of interviewing can go in any direction 57 Has low reliability and validity there is no accuracy in predicting performance Susceptible to bias and subjectivity (gut feeling) Conventional Interview 58 Competency-based Interview (CBI) Is a structured type of interview. The questions are focused on disclosing examples of behavior in the past.
The process of interview is intended to disclose specifically and in detail examples of behavior in the past.
Is designed based on the principle : past behavior predicts future behavior (Candidates are most likely to repeat these behaviors in similar situations in the future). 59 Has a high level of validity and reliability.
Equipped with a standard scoring system which refers to behavior indicators Competency-based Interview 60 Approach in Competency-based Interview S What was the Situation in which you were involved? T What was the Task you needed to accomplish? A What Action(s) did you take? R What Results did you achieve? 61 Situation Can you explain the situation? Where and when did the situation happen? What events led up to it? Who was involved in the situation (work colleagues, supervisor, customers)? Approach in Competency-based Interview 62 What tasks were you supposed to do at that time? What did you actually do at that time? How did you do it? What specific steps did you take? Who was involved? Tasks/Actions Approach in Competency-based Interview 63 What was the outcome? Can you tell me the results of taking such action? What specific outcome was produced by your action? Results Approach in Competency-based Interview 64 Sample Questions in CBI
Competency: Persistence Sample Question: In the process of selling, we are sometimes not successful in securing a new transaction. Can you tell me about one or two situations where you repeatedly failed to get a new client? What specific steps did you take? What was the result?
65 Sample Questions in CBI
Competency: Influencing Others Sample Question: Can you describe one or two cases in your effort to obtain new customers? What did you do What was the result? 66 Sample Questions in CBI
Competency: Interpersonal Understanding Sample Question: Can you tell me about a situation where you faced a client who was disappointed with your product? What was the situation like? What specific steps did you take? What was the result? 67 Sample Questions in CBI
Competency: Planning and Organizing Sample Question: In working, we often face a number of priorities that must be tackled at the same time. Can you tell me about one or two actual cases where you had to face such a situation? What did you do? What was the consequence? 68 Bias in the Interview Process First Impressions An interviewer might make a snap judgement about someone based on their first impression - positive or negative - that clouds the entire interview. For example, letting the fact that the candidate is wearing out-of-the- ordinary clothing or has a heavy regional accent take precedence over the applicant's knowledge, skills, or abilities. 69 Bias in the Interview Process Halo Effect The "halo" effect occurs when an interviewer allows one strong point about the candidate to overshadow or have an effect on everything else. For instance, knowing someone went to a particular university might be looked upon favorably. Everything the applicant says during the interview is seen in this light. 70 Bias in the Interview Process Contrast Effect Strong(er) candidates who interview after weak(er) ones may appear more qualified than they are because of the contrast between the two. Note taking during the interview and a reasonable period of time between interviews may alleviate this. 71 Competency-based Career Planning 72 Competency-based Training & Development 73 Competency-Based Training Framework Required competency level for certain position
Competency Gap
Competency Assessment
Current competency level of the employee
Training and Development Program
74 Steps in Competency Based Training 1. Compare skills to other job titles to see what a person has to improve: The database of job profiles will help the individual to assess where he needs to improve; what competencies are required for the next level. This will also motivate him to learn newer skills by himself and nominate himself for additional training needs. The competence management system needs to be open enough to be able to allow the employees to understand what is expected of them for being promoted 75 Steps in Competency Based Training 2. Development Plan Summaries showing all of the skills people need to work on: Provides a measurable rationale for training budgets and a means to identify people to attend course openings. Provide individuals with the ability to view and enroll in training and development courses as well as books, developmental activities, etc. This will help individuals to be able to plan their work accordingly. The schedules of training dates and prerequisites need to be displayed so as to allow the individual to take cognizance of the same. 76 Steps in Competency Based Training 3. Predict Training Demand: The above step will help the HR department to calculate the training staff required based on the summation of individual plans which have come in. 77 Steps in Competency Based Training 4. Identify individuals who are eligible to be considered for promotion: A good competence management system has to be able to determine which competencies need to be promoted and who has them so that the overall competence level of the organization can grow. Also on the other hand, we also need to know who potential replacements for an unexpected vacancy are so that planning can be done accordingly 78 Steps in Competency Based Training 5. Succession planning: The competencies required for the top management should be completed in the job profiling, but further who should be groomed; what competencies will be needed and how to develop the same would require a good system 79 Competency Profile Per Position 80 Competency Profile Per Position 81 Training Matrix for Competency Development V =compulsory training Training Title 82 Agenda Introduction to Competency Based HRM Competency Modeling Competency Based Interview Methods Competency Based Training and Development Competency Based Performance Management Competency Based Career & Succession Planning 83 Competency-based Performance Management 84 Competency Based Performance Management A system for effective performance management starts with the identification of critical positions, agreement on the top hard and soft skills required for those positions It then provides the hiring, promotion, training and evaluation practices necessary to put the right people in the right job 85 Elements in Competency Based Performance Management Establishing performance expectations for incumbents based on the competencies identified for that position Providing on-going feedback, coaching, evaluation and recognition 86 Individual Performance elements has two main categories:
1. Performance Results: Hard or quantitative aspects of performance (result) 2. Competencies: It represents soft or qualitative aspects of performance (process) Individual Performance Element 87 1. Performance Results Score
2. Competencies Score
Individual Performance Element
Overall Score
Will determine the employees career movement, and also the reward to be earned
88 Target should be measurable and specific Element # 1 : Performance Results 89 Element # 2 : Competencies [ Intermediate Advanced Expert Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Shares resources and information. Shares resources and information. Shares resources and information. Shares resources and information. Responds promptly to other team members needs. Balances complementary strengths in teams and seeks diverse contributions and perspectives. Actively builds internal and external networks. Builds internal and external networks and uses them to efficiently to create value. Involves teams in decisions that effect them. Uses cross functional teams to draw upon skills and knowledge throughout the organization. Uses cross functional teams to draw upon skills and knowledge throughout the organization. Encourages co-operation rather than competition within the team and with key stakeholders. Builds and maintains relationships across The company. Drives and leads key relationship groups across The company. Manages alliance relationships through complex issues such as points of competing interest. Ensures events and systems, eg IT, for collaboration are in place and used. Draws upon the full range of relationships (internal, external, cross The company) at critical points in marketing and negotiations. Competency : Collaboration 90 Assessing Competency through Assessment Center Assessment Center Characteristics: A standardized evaluation of behavior based on multiple inputs. Multiple trained observers and techniques are used. Judgments about behaviors are made, in major part, from specifically developed assessment simulations. These judgments are pooled in a meeting among the assessors or by a statistical integration process 91 Types of Test in Assessment Center In-trays or in-baskets involve working from the contents of a managers in-tray, which typically consists of letters, memos and background information. You may be asked to deal with paperwork and make decisions, balancing the volume of work against a tight schedule. In-Basket Exercise In a role play, you are given a particular role to assume for a certain task. The task will involve dealing with a role player in a certain way, and there will be an assessor watching the role play. Role Simulation 92 In a fact-finding exercise, you may be asked to reach a decision starting from only partial knowledge. Your task is to decide what additional information you need to make the decision, and sometimes also to question the assessor to obtain this information.
Fact-Finding Exercise Types of Test in Assessment Center You may be required to make a formal presentation to a number of assessors. In some cases this will mean preparing a presentation in advance on a given topic. In other cases, you may be asked to interpret and analyse given information, and present a case to support a decision. Presentation
93 Types of Test in Assessment Center Group exercises are timed discussions, where a group of participants work together to tackle a work-related problem. Sometimes you are given a particular role within a team, for example sales manager or personnel manager. Other times there will be no roles allocated. You are observed by assessors, who are not looking for right or wrong answers, but for how you interact with your colleagues in the team.
Group Discussion 94 Competency Assessment and Rating
Competency Score
Results of Observation Through the Assessment Center
95 Agenda Introduction to Competency Based HRM Competency Modeling Competency Based Interview Methods Competency Based Training and Development Competency Based Performance Management Competency Based Career & Succession Planning 96 Competency-Based Career and Succession Planning 97 Career Path in a Hierarchical Organization 98 Career Path in a Flattened Organization 99 Career Planning Flow Career Planning System
Career Path Design Analysis of Employees Future Plan Implementation of Development Program 100 Defining Career Path Career Path is a series of positions that one must go through in order to achieve a certain position in the company. The path is based on the position competency profile that an employee must have to be able to hold a certain position. What Is Career Path? 101 Analyzing a position or job based on the competency required
Categorizing the positions that require similar competencies into one job family Identifying career paths based on the job family Competency profile (Functional and Managerial Competency) Per Position Categorizing the positions into a Job Family
Career Path : Vertical, Lateral and Diagonal Mandatory training
Defining Career Path 102 Assessing Employee Career Plan Employee Career Needs Assessment of the career type of the employee Assessment of the employee competency level (for example through assessment center)
Organization Career Needs Assessment of the competency profile required by the position Assessment of the organizations need of manpower planning
Match? 103 Employee Development Program Employee Career Needs Organization Career Needs Match? Special Assignment
Mentoring
Executive Development Program Job Enrichment
On the Job Development Apprenticeship in Other Company Presentation Assignment Training/Workshop
Desk Study
Development Programs and Interventions 104 Succession Planning A logical step by step process of identifying, evaluating and developing organization leadership to enhance the overall performance of the organization 105 Steps in Succession Planning Identify critical jobs that the organization needs to fill Develop a competency model from critical jobs, determining the competencies needed at each step of the job family ladder Develop the most appropriate assessment methods (assessment centre, screening, interviewing, etc) and assess people against the competency model of the job 106 Make the decision whether to: - Promote from inside - Now or after competencies x, y, z have been developed - Not promote but consider - Possible lateral transfer - Keeping in current job de-selection - Recruit from outside if no one in the organization is ready or can be developed in time Steps in Succession Planning 107 Steps in Succession Planning Feed the human resource management information system to track: - Promotable employees, for future competencies monitoring - Competency requirements of target jobs 108 Legitimate Questions What were you trying to accomplish? What was the first key thing you did? How exactly did you do it? Who else was involved at this stage? Do you recall any conversation you had at this stage? What exactly did you say? 109 Legitimate Questions What were you thinking at this stage? What were you feeling at this stage? Do you recall anything significant that happened at this stage? How did it turn out? Is there anything at this stage that you would wish to add that we have missed out? What was your role? 110 Agenda Introduction to Competency Based HRM Competency Modeling Competency Based Interview Methods Competency Based Training and Development Competency Based Performance Management Competency Based Career & Succession Planning 111 Question Hour Questions are the way to wisdom -Confucius 112 !