COMPETENCY MAPPING

ADVESH CONSULTANCY SERVICES

Knowing is not enough; we must apply. Willing is not enough we must do. - Goethe

Brief History: A Precursor of Competency Modeling

y 1950s: John Flanagan y 1954 established Critical Incidents Technique as a precursor to the key

methodology used in rigorous competency studies y significant behavioral events that distinguish between average and superior performers. y It is Flanagans critical incidents technique that sixteen years later inspires David McClelland to discover and develop the term of competency

Brief History: The Concept of Competency

y 1970s: Testing for Competence Rather than Intelligence (McClelland, y y y y

1973) Competency: an underlying characteristic of a person which enables them to deliver superior performance in a given job, role, or situation. Not biased Can be learned and developed over time Implication: If competencies are made visible and training is accessible, individuals can understand and develop the required level of performance

Brief History: Competency Modeling Matures

y 1980s: y Certain characteristics or abilities of the person enable him

y y y y y

or her to demonstrate the appropriate specific actions. (Boyatzis,Richard E. The Competent Manager: A Model for Effective Performance. NewYork:Wiley, 1982, p. 12). the first empirically-based and fully-researched book on competency model developments specific behavior and clearly defined performance outcomes like Flanagan, stressed importance of systematic analysis in collecting and analyzing examples of the actual performance of individuals doing the work behavioral event interview (BEI)

TODAY!

34 years after the first competency model, more than half of the Fortune 500 companies are using competency modeling.

COMPETENCY Vs. COMPETENCE

y Competency:

A person- related concept that refers to the dimensions of behaviour lying behind competent performer.
y Competence:

A work- related concept that refers to areas of work at which the person is competent
y Competencies:

Often referred as the combination of the above two.

CONCEPT OF COMPETENCY

y Skill:

Ability accomplish
y Talent:

Inherent ability y Competency: Underline characteristics that give rise to skill accomplishment Knowledge, skill and attitude

Dr. MG Jomon, XIMB

DEFINITION
y First popularized by Boyatzis (1982) with Research result on clusters of

competencies: A capacity

that exists in a person that leads to behaviour that meets the job demands
within parameters of organizational environment, and that, in turn

brings about desired results

Dr. MG Jomon, XIMB

y Competencies are generic knowledge, motive, trait, social

role or a skill of a person linked to superior performance on the job. y Hayes 1979 y Competencies are personal characteristics that contribute to effective managerial performance. y Albanese 1989

WHAT IS COMPETENCY?

A competency is defined as a behavior or set of behaviors that describes excellent performance in a particular work context

THE ICEBERG

ONLY 10% OF ANY ICEBERG IS VISIBLE. THE REMAINING 90% IS BELOW SEA LEVEL.

THE ICEBERG

VISIBLE ABOVE SEA LEVEL

10 %
SEA LEVEL

INVISIBLE BELOW SEA LEVEL

90 %

THE ICEBERG

The Iceberg phenomena Is also applicable on human beings

THE ICEBERG
KNOWLEDGE & SKILLS

KNOWN TO OTHERS

SEA LEVEL

UNKNOWN TO OTHERS

ATTITUDE

THE ICEBERG

KNOWN TO OTHERS

BEHAVIOR
SEA LEVEL

UNKNOWN TO OTHERS

VALUES STANDARDS JUDGMENTS

ATTITUDE
MOTIVES ETHICS - BELIEFS

A competency is an underlying characteristic of a person which enables him/her to deliver superior performance in a given job, role or situation.

Competencies are INPUTS

They consist of clusters of knowledge, skills, and personal attributes that AFFECT an individuals ability to PERFORM

How do competencies differ from skills and knowledge?

Competencies only include behaviors that demonstrate

excellent performance. Therefore, they do not include knowledge, but do include "applied" knowledge or the behavioral application of knowledge that produces success. In addition, competencies do include skills, but only the manifestation of skills that produce success. Finally, competencies are not work motives, but do include observable behaviors related to motives.

Components of Competency
Skill

capabilities acquired through practice. Knowledge understanding acquired through learning. Personal attributes inherent characteristics which are brought to the job Behavior The observable demonstration of some competency, skill, knowledge and personal attributes attributed to excellent performance

KNOWLEDGE

COMPETENCIES
SKILL PERSONAL MOTIVES

y Does he use his knowledge ? y Does he use his skill? y Does he use his attitude/motive?

JOB AND COMPETENCY

COMPETENCY
y Underlying characteristic of a

JOB
y Superior performance in a y y y y

persons inputs. y Cluster of knowledge, attitude and skill. y Generic knowledge,motive,trait,role or a skill. y Personal charcteristics,set of skills,related knowledge and attributes.

given job , role or situation. Individuals ability to perform Linked to superior performance on the job Contribute to effective managerial performance Succeddfully perform a task or an activity within a specific function or job

WHY DO WE NEED COMPETENCIES WHEN WE ALREADY HAVE JOB DESCRIPOTIONS?

In contrast to a job description, which typically lists the tasks

or functions and responsibilities for a particular role, a set of competencies (or competency profile) lists the abilities needed to conduct those tasks or functions. Too often job descriptions are not worded in a manner that enables an employee's performance to be effectively measured. Competencies on the other hand are described in terms such that they can be observed, measured and rated against criteria that are standardized and required to do the job effectively

KNOWLEDGE RELATED TO INFORMATION COGNITIVE DOMAIN SET OF SKILLS RELATES TO THE ABILITY TO DO. PHYSICAL DOMAIN ATTRIBUTE RELATES TO QUALITATIVE ASPECTS , PERSONAL CHARACTERISTICS OR TRAITS

COMPETENCY

OUTSTANDING PERFORMANCE OF TASKS OR ACTIVITIES

Competencies
Distinguish Exemplary Performers from Average Performers

EXERCISE 1
KNOWLEDGE
y Labour law

SKILL
y Submission of returns y Maintenance of registers y Interpretation of law

TYPES OF COMPETENCIES
y Generic or specific: y Threshold or performance:
y Basic competencies required to do the job, which do not differentiate between high

and low performers y Performance competencies are those that differentiate between high and low performers

y Differentiating Competencies:
y Behavioral characteristics that high performers display

Dr. MG Jomon, XIMB

COMPERTENCIES DEALING WITH PEOPLE

LEADING OTHERS
y Establishing focus y Providing motivation y Fostering Teamwork y Empowering others y Manage change y Develop others y Managing performance y Fostering Diversity y y y y y y

INFLUENCING AND COMMUNICATING

y Attention to

communication Oral communication Written communication Persuasive communication Interpersonal awareness Influencing others Building collaborative relationship

COMPETENCIES DEALING WITH BUSINESS

PREVENTING AND SOLVING PROBLEM
y Diagnostic information y y y y y

ACHIEVING RESULTS
y Initiative y Enterpreneurial y y y y y y

gathering Analytical thinking Forward thinking Coceptual thinking Strategic thinking Technical expertise

orientation Fostering innovation Result orientation Thoroughness Decisiveness Business acumen Global prospective

COMPETENCIES DEALING WITH SELF MANAGEMENT

y Self confidence y Stress Management y Personal Credibility y Flexibility

DAY 2

What is a competency model?

A competency model is a set of success factors, often called

competencies that include the key behaviors required for excellent performance in a particular role. Excellent performers on-the-job demonstrate these behaviors much more consistently than average or poor performers. These characteristics generally follow the 8020 rule in that they include the key behaviors that primarily drive excellent performance. They are generally presented with a definition and key behavioral indicators. In contrast, competencies do not include "baseline" skills and knowledge (i.e., commonly expected performance characteristics such as finishing assigned work, answering the telephone, writing follow-up letters, etc.), job tasks, or unusual or idiosyncratic behaviors that may contribute to a single individual's success.

Competency Model Framework

Vision&Mission
Core capabilities

Business Strategy

Competency Requirements

SuccessFactors Behaviours

Skill Knpwledge Attributes

COMPETENCY MAPPING
Competency mapping is a process of identifying key competencies for a particular position in an organisation, and then using it for job-evaluation, recruitment, training and development, performance management, succession planning, etc.

What is a global competency dictionary?

y A Competency Dictionary comprises of key Competencies,

Competency definitions, Competency types, Competency levels and appropriate supporting behavioral indicators.

ESTABLISHING FOCUS

y The ability to develop and communicate goals in support of the y y y y

business mission. a) Acts to align own units goals with the strategic direction of the business b) Ensures that people in the unit understand how their work relates to the businesss mission c) Ensures that everyone understands and identifies with the units mission d) Ensures that the unit develops goals and a plan to help fulfill the businesss mission

PROVIDING MOTIVATIONAL SUPPORT

y Skill at enhancing others commitment to their work. y a) Recognizes and rewards people for their achievements y b) Acknowledges and thanks people for their contributions y c) Expresses pride in the group and encourages people to feel y y y y

good about their accomplishments d) Finds creative ways to make peoples work rewarding e) Signals own commitment to a process by being personally present and involved at key events f) Identifies and promptly tackles morale problems g) Gives talks or presentations that energize groups

ORAL COMMUNICATION
y Expressing oneself clearly in conversations and interactions with others.

1. 2. 3. 4. 5. 6. 7.

Speaks clearly and can be easily understood Tailors the content of speech to the level and experience of the audience Uses appropriate grammar and choice of words in 0ral speech Organizes ideas clearly in oral speech Expresses ideas concisely in oral speech Maintains eye contact when speaking with others Summarizes or paraphrases his/her understanding of what others have said to verify understanding and prevent miscommunication

LEVEL 1 LISTENS CAREFULLY AND PRESENTS INFORMATION LISTEN ACTIVELY WITHOUT INTRUPTING

LEVEL 2

LEVEL 3

LEVEL 4 COMMUNICATES COMPLEX MESSAGES

LEVEL 5 COMMUNICATE S STRATEGICALLY

FOSTERS ADAPTS TWO WAY COMMUNICATI COMMUNIC ON TO OTHERS ATION ELICIT COMMENTS /FEEDBACK ON WHAT HAS BEEN SAID ADAPTS CONTENT AND TONE TO SUIT THE TARGET AUDIENCE

HANDLES ON THE COMMUNICATE SPOT COMPLEX S QUESTIONS STRATEGICALLY

CHECKS OWN UNDERSTNDIN G OF OTHERS

OPENLY ANTICIPATE DISCUSS REACTIONS DIFFERENT PERSPECTIV ES

DELIVERS IDENTIFIES AND DIFFICULT IMPLEMENT MESSAGES WITH POLICIES CLARITY, TACT AND DIPLOMACY

LEVEL 1
PLANS TASKS AND ORGANISES OWN WORK

LEVEL 2
APPLIES PLANNING PRICIPLESTP ACHIEVE WORK GOALS

LEVEL 3
DEVELOPS PLAN FOR THE BUSINESS UNIT

LEVEL 4
INTEGRATE AND EVALUATE PLANS TO ACHIEVE BUSINESS GOALS

LEVEL 5
PLANS AND ORGANISES AT A STRATEGIC LEVEL

IDENTIFIES REQUIREMENTS AND USES AVAILABLE RESOURCES

ORGANISES WORK ACCORDING TO PROJECT AND TIME MANAGEMENT PRICIPLES

CONSIDERS A RANGE OF FACTORS IN PLANNING PROCESS

ESTABLISHES ALTERNATIVE COURSES OF ACTION

ENSURES
RESOURCES ARE AVAILABLE TO ACHIEVE SET OBJECTIVES

COMPLETES TASK IN ACCORDANCE WITH PLANS

PRACTICES AND PLANS FOR CONTINGENTS

IDENTIFIES ACTIVITIES THAT WILL RESULT IN OVERALL IMPROVEMENT.

ENSURES THAT SYSTEMS ARE IN PLACE

SETS AND COMMUNICATES PRIORITIES WITHIN THE BROADER ORGANISATION

Stages of Competency Catalogue Development

Stage1 Conducting competency workshop

Stage 2 Identifying competency components

Stage 3 Developing competency catalogue

Stage 4 Developing competency profile

Stage1 Conducting competency workshop

Introduce the concept of competency

Deciding the scope of competency project

Stage 2 Identifying competency components

Stage 2a: Identifying Employee Core Competencies possessed by all employees regardless of their functions. Review business vision and strategy Identify Employee Core Competencies (behaviors) to achieve strategy Stage 2b: Identifying Job Relevant Competencies Relevant to each existing function/job/role. Determine and understand the nature of the job/role/position to be analyzed. Conduct focus group discussion

How are the competencies identified for each job?

The competencies are derived primarily from a task analysis.

This involves identifying the critical task of the job together with the jobholder and the immediate superior. It is important that only the critical tasks are considered, as these are the ones that enable the jobholder to perform. The critical tasks are then recorded as competency requirements.

How are the competencies identified for each job?

y In addition, the Performance Criteria to which the jobholder

must satisfy are described. y The Performance Criteria are the standards to which the jobholder must demonstrate when carrying out the tasks. y For e.g. a Welder when joining two metal sheets together must ensure that the workplace is safe for him to carry out the task. He must also ensure that the weld that he produces meets the quality standards and that he welds within the specified time frame

How are the competencies identified for each job?

The identified competencies, the Performance Criteria and the Required Competency Level are then validated by the Head of Department to ensure that it reflects the current competency requirement of the jobholder and standards set by the Company on the Performance Criteria.

Stage 3 Developing competency catalogue

Conduct behavioral event interview to identify behavior indicators. Define the competency with a description which includes the previously identified behavior indicators Scale each identified behavior indicator from lower to higher levels of performance. Validate and confirm the matrix of competency catalogue with key stakeholders

Stage 4 Developing competency profile

Define number of positions to be reviewed

Identify roles and responsibilities of each position (JD or JA) Establish competency matrix: match the roles and responsibilities with the competencies Analyze the weight of the roles and responsibilities as a basis to decide the level of proficiencies

COMPETENCY FRAMEWORK Core competencies (Organization wide Business competencies (SBU specific) Team Competencies (project driven) Role competencies (Role wise)

COMPETENCY IDENTIFICATION Identification process (4 steps) Consolidation of checklist Rank Order and finalization Validation and Benchmark

COMPETENCY ASSESSMENT Psycho-metric tool 360 Degree approach

COMPETENCY MAPPING Strategy-Structure Congruence Structure Role Congruence Vertical & horizontal Role linkages Positioning to bring in competitive advantage

INTEGRATION OF HR FUNCTION PMS 5. R&S CP & CD 6. RS SP & SD T&D

ROLE COMPETENCIES
y A set of competencies required to perform a given role y Each competency has a skill set

Dr. MG Jomon, XIMB

IDENTIFICATION OF ROLE COMPETENCIES

y Structure and list of roles y Definition of roles y Job description y Competency requirement

Dr. MG Jomon, XIMB

STRUCTURE AND LIST OF ROLES: STEPS

y Organizational structure study and examination y List all the roles in the structure y Identify redundant and overlapping roles y Final list of roles

Dr. MG Jomon, XIMB

DEFINITION OF ROLE: STEPS

y Identify KPAs of the role y Link the KPAs with Dept. and Organizational goals y State the content of the above in one or two sentences y Position the role in perspective with that of others

Dr. MG Jomon, XIMB

JOB DESCRIPTION: STEPS

y List down all the activities/tasks

y small and big y Routine and Creative

y Categorize activities under major heads

Dr. MG Jomon, XIMB

COMPETECNY IDENTIFICATION: STEPS

y Identify against each activity the following:

y Role holder interview and listing y Day in the Life of Study y Internal/External customer interview and listing y Star performer interview and listing y Role holder critical incident analysis y Management Climate Study y Benchmarking

y Consolidate the above and make a checklist of competencies y Rank- order and finalize on 5/6 competencies critical to the

role

Dr. MG Jomon, XIMB

COMPETENCY IDENTIFICATION TOOLS

y Attitude Management Climate & Attitudinal Study
y Set of Questions measuring 8 characteristics of Attitudinal Capability y Measures & identifies gaps

y Management Style y System Orientation y Organisation Culture/Decision Making y Quality y Customer Service y Change y Communication y Accountability y Also looks at perceived performance & opportunities for improvement y Benchmarking against other capable organizations y Outcomes : Organizational, Team & Individual Gaps

COMPETENCY IDENTIFICATION TOOLS

y Behaviour & Skills- Day in the Life of Outlet Manager
y Snapshot of Productivity & Effectiveness of Key Managers y 4 -8 Hours observation of critical skills, behaviour & attitude to succeed y Measurement of AS-IS, DESIRED & SHOULD-BE y Outcomes : Organizational, Team & Individual Gaps

y Behaviour & Skills- Top Performer Survey

y 20 top performers of Caf Coffee Day and let them calibrate and rank the necessary

competencies for superior performance y Outcomes : Organizational, Team & Individual Requirements

y Values : Top management interviews

y Outcomes : Key Values to Uphold

Example of Day in the life of Study

15% 67% 69% 68% 100%

PREPARATION

BUILDING THE RELATIONSHIP

IDENTIFYING THE NEEDS AND OBJECTIONS

CLOSING THE DEAL

ADMINISTRATION

Complied

Not Complied

Pre-meeting, Meeting & Post-meeting issues analyzed on

y Preparation, Building relationship, Identifying needs & objections, closing & administration

Diagnosis of sales mans selling effectiveness & alignment to business needs

COMPETENCY ASESSMENT
y Following methods are used:
y Assessment/Development Centre y 360 Degree feedback y Role plays y Case study y Structured Experiences y Simulations y Business Games

Dr. MG Jomon, XIMB

COMPETENCY MAPPING
y Strategy structure congruence y Structure Role congruence
y Each role to be unique y Non-Repetitive y Value adding

y Vertical and horizontal role congruence y Ensure non repetitive tasks in two different roles y Ensure core competencies for each task y Link all the above and position to bring in competitive

advantage

Dr. MG Jomon, XIMB

COMPETENCIES APPLICATIONS
y Competency frameworks: Define the competency

requirements that cover all the key jobs in an organization. This consists of generic competencies.
y Competency maps: Describe the different aspects of

competent behaviour in an occupation against competency dimensions such as strategic capability, resource management and quality.
y Competency profiles: A set of competencies that are require

to perform a specified role.

Dr. MG Jomon, XIMB

LUNCH

Competency Flow Model

PERSONAL ATTRIBUTES/MOTIVES KNOWLEDGE SKILL

COMPETENCY
OBSERVABLE BEHAVIOURS

JOB PERFORMANCE
Competencies are to performance what DNA is to people

Job Description vs. Competency Model

y Job description looks at what.

elements of the jobs and defines the job into sequences of tasks necessary to perform the job y Competency model focuses on how. studies the people who do the job well (STARs), and defines the job in terms of the characteristics and behaviors of these people.

SAMPLE CORE IDEOLOGIES OF SELECTED COMPANIES

y American Express Co.: customer service, reliability, y The Boeing Co.: pioneers; product safety andquality y Citicorp: autonomy , aggressiveness and self-confidence y General Electric Co.: technology ,balance among

stakeholders,

y Procter & Gamble Co.: honesty and fairness,respect

for individual y 3M Corp.: innovation, initiative and personal growth, y Wal-Mart Stores Inc.: commitment, enthusiasm; y Walt Disney Co.: creativity, dreams, imagination

WHY USE COMPETENCIES?

When done correctly, implementing competencies within your organization gives you the means to: Translate the organizations vision and goals into expected employee behavior Implement more effective and legally defensible recruitment, selection and assessment methods Reduce hiring costs and absenteeism / turnover rates Identify areas for employee development that are directly linked to desired outcomes and organizational objectives Target training dollars in areas that are will realize the most return on investment Set more effective (and valid) criteria for developing and evaluating performance Identify gap between present skill sets and future requirements And if downsizing is required, ensure retention of the essential competencies for the success of the organization. Furthermore, by communicating these competencies to employees, organizations empower employees to take charge of their careers, direct their own personal development, and continually self-evaluate and improve. What are Roles?

What are the benefits of implementing a competency-based approach to developing professionals?

For the Associates, competency-based practices: Identify the

success criteria (i.e., behavioral standards of performance excellence) required to be successful in their role. Provide 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. Provide the basis for a more objective dialogue with their manager or team about performance, development, and career related issues.

For The Company,

competency-based practices: Reinforce corporate strategy, culture, and vision. Establish expectations for performance excellence, resulting in a systematic

approach to professional development, improved job satisfaction, and better employee retention. Increase the effectiveness of training and professional development programs by linking them to the success criteria (i.e., behavioral standards of excellence). Provide data on development needs that emerge from group and/or organizational composites that are an outcome of multi-rater assessments. Provide a common framework and language for discussing how to implement and communicate key strategies. Provide a common understanding of the scope and requirements of a specific role Provide common, organization-wide standards for career levels that enable employees to move across business boundaries.

For Managers
y Identify performance criteria to improve the accuracy and

ease of the hiring and selection process. y Provide more objective performance standards. y Clarify standards of excellence for easier communication of performance expectations to direct reports. y Provide a clear foundation for dialogue to occur between the manager and employee about performance, development, and career-related issues

Specific Improvements Related to Using Competency-Based Systems

y 5-10% in rate of hiring successful candidates. y 15-20% in retention of desired employees. y 15-25% in morale as measured in employee surveys. y 20% in goal completion by individuals and teams

How will Career Development Framework benefit the company in terms of training?
Training and development will be more focused, as it will

address specific gaps in competencies. It will no longer be based on qualitative justifications. Though in the initial period, training expenditure may increase, depending on the number of competency gaps, in the long term, the return on training expenditure may is justifiable when competencies gaps are addressed and employees perform to expectations.

How is competency linked to Training and Development?

y Reconciliation between the Required Competency Level and

your Current Competency Level will determine whether there are gaps to be addressed. The gaps will allow the employees to focus on the training and development programs necessary. There is no longer a need for employees to wonder what training is necessary.

How do I use the Competency Dictionary?

The Competency Dictionary can be used for many Human

Resource Management purposes, such as: A guide in creating job descriptions A guide for hiring managers during behavior-based job interviews. A self-assessment tool for employees and managers A performance management guide for managers/supervisors A training evaluation tool

THANK YOU