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Objectives
Defining Competencies & behavioral indicators. Conceptual framework of Competency mapping. Competency Assessment using psychometric test
Competency
'Competencies are the characteristics of a manager that lead to the demonstration of skills and abilities, which result in effective performance within an occupational area.-Hogg (1993) 'Cluster of related knowledge, skills and attitude that affects major part of one's job (role), that correlates with performance on the job, that can be measured against well accepted standards and that can be improved via training and development'. !arry, "##$ Capacity to transfer skills and abilities from one area to another area. Competence is skills that leads to performance at job whereas behaviour that leads to this performance is competency.
%competence& means a skill and the standard of performance reached, while %competency& refers to the behaviour by which it is achieved. Competence 'kill (ased Competency (ehaviour based Manner of behaviour
How the standard is achieved
'tandard attained
What is measured
Competence refers to the range of skills which are satisfactorily performed, while competencies refers to the behaviour adopted in competent performance.
Competencies ...
Competencies.... lead to effective performance. also embodies the capacity to transfer skills and abilities from one area to another.
(ehavioural and )unctional Competencies (ehavioural Competencies* include broad success factor, +soft, attributes like adaptability, stress tolerance, intellectual capacity, sensitivity.. )unctional Competencies* include +hard, or functional-technical attributes, within the given work function, like numerical interpretation.
Competency Mapping
A process of identifying key competencies for an organisation'job and incorporating those competencies throughout the various processes such as job evaluation" training" recruitment etc.. Can also be described as process an individual uses to identify and describe competencies that are most critical to success in a work. (t consists of breaking a given role or job into its constituent tasks or activities and identifying the competencies. Competency mapping model describes the combination of knowledge" skills and characteristics needed to effectively perform a role in an organisation.
Address employee needs *hat am ( on skills+ *hat are the gaps+ ,ow to improve on skills *hat is e-pected of my role+ *hat are possible future roles+ .eople have to know about competencies which help them deliver better to customers
,igh performance 0-pectation management on career and promotions ,igher productivity with improved skills
Superior Performance
Effective Performance
Performance
Threshold Competencies
Differentiating Competencies
or superior performance are identified by e3pert groups consisting of job incumbents, superiors or subordinates often analy4ing organi4ational objectives
Bottom Up Approach
.he knowledge, skills, motives, attitudes, traits, self concept
and other attributes of consistently high performing employees are studied using techni5ues like*
". Case analysis 6. Critical 7ncidents 8. (ehavioral 9vents 7nterview :. !articipant ;bservation <. !erformance =ecord $. >erification ?. =epository @rid etc
Hybrid Approach
7nvolves developing a competency model based
Competency Model
A competency model describes the combination of knowledge" skills and characteristics needed to effectively perform a role in an organi/ation and is used as a human resource tool for selection" training and development" appraisal and succession planning. A competency model includes both innate and ac4uired aspects. (t is essentially a pyramid built on the foundation of inherent talents" incorporating the types of skills and knowledge that can be ac4uired through learning effort and e-perience. At the top of the pyramid is a specific set of behaviours that are the manifestation of all innate and ac4uired abilities. !picall! " competenc! model includes #ompetenc! titles $efinitions of those titles %e! &ehaviour indicators
'ncludes
%ehaviour
ool for
#ki""s Know"ed$e
Aptitude
Important &actors to consider' (o"e and Conte)t
!ersona" Characteristics
" competenc! model describes the combination of knowledge, skills and characteristics needed to effectivel! perform a role in an organi-ation.
LEVEL 1
LEVEL 2
LEVEL 3
; !teps *. +etermine the ob,ectives and scope' why are we doing it+ *hat jobs"
functions" business unit will target+
!tart from scratch !uitable for developing model for a job" function or role in the organisation !trating with a <alidated Competency Model. 8est suited for leadership'managerial roles that cut across functions & position.
&' Action p"an !hould comprise of action steps broken into work that needs to be
done" deliverables into tasks and activities for carrying out each step" schedule with start and end date" resources re4uired" with people and money etc.
.. Identification of individua" performance a$ainst estab"ished performance criteria' (dentify people with various performance level" identify what
is successful performance and differentitate the behaviour of successful performer with others less effective =set performance criteria> through different methods. ,elp in identifying competencies.
(dentify Competencies
Decide
Competency Mapping
A. !tudy the %ob Description'!pecification or B. 1se 6uestionnaires'(nterviews C. (dentify competency critical for outstanding performance vis a vis role ;. Define competencies in terms of behavioural indicators D. Develop measurement criteria for each competency
#T/!#
M/TH0+
(dentification
7ocate successful people who can define what behaviours lead to success in the organisation. Also who are the average people who follow the role definition but meet only moderate success. (nterview
!mallest details of the behaviour which brings success to job. !ituation based interview. Distinguish between preferred and effective behaviour.&outine and repetitive behaviour is not included in the final competency description. )ote every behaviour described by the respondents. After all interviews noting sheets to be analysed. Classify behaviour by competency separately for superior and average performers. Draft competency definitions. Analyse for fre4uency of occurance and strength of behaviour. 8ehavioural (ndicators Describes actions or behaviours that one can observe of an individual taking or using that signify appropriate application of competency in a specific performance setting.
01ample
Definition Anticipates or seek to resolve confrontrations" disagreements or complaints in a constructive manner. 8ehavioural (ndicators
&ecognise root cause of conflicts or disagreements. &esolves confrontations in constructive manner. Address formal and informal complaints from employees or from person other than employees i.e. customer or suppliers.
%ob Descriptions 8ehavioral 0vent (nterviews !urveys 7iterature &eview Critical (ncidents 3ocus ?roups" Observations
.rocess
6uestionnaire method Convert the competency definition and associated behaviours in a 4uestionnaire and administer the same. (( method .resent competency definition and associated behaviour to management and representative sample of population. #he competency dictionary then is opened for discussion. 8rainstorimg method to be followed which eventually help in noting all suggestions made and incorporated accordingly. Data from both methods to be analysed in order to determine the degree of acceptance of competency definition. 3re4uency Consistent" 3airly or )ever 6uality of 8ehaviour .erson may display a few but not all the behaviours associated with a competency.
Measure
Determine functional and behavioural competences important for effective job performance.
A.
Critical attributes evolved for each position is mapped against personality traits.
(deal &ange Dimensional (mportance 7ow" Moderate" ,igh 3itment to the &ole ?ood 3it" Moderate 3it" .oor 3it Overall %ob Model !imilarity
Score Left Meaning and Right Meaning. 1-3 = Low; 8-10 = High. 1 & 10 = Extreme !ore . "# $ = Exa!t a%erage. & = 'Low (%erage' ) = High a%erage.
&ipolar *cale A B C ; D F G H I AJ
#AM!4/ !(0&I4/ MA!!I23 Sample Position !apping #raits *armth &easoning 0motional !tability Dominance 7iveliness &ule Consciousness !ocial 8oldness !ensitivity <igilance Abstractedness .rivateness Apprehension Openness to Change !elf &eliance .erfectionism #ension Dimensional (mp M , , M M M , 7 M M M 7 , , M 7 (deal &ange Obtained !core D:G F:I D:G F:H D:G D:G F:H B:D D:G D:G ;:F B:; F:I D:G D:G ;:F F H G C ; F G C I G F A G D G ; 3it ? ? ? . M ? ? ? . ? ? M ? ? ? ?
.osition 3ulfilment
Competencies should be well defined with no ambiguities and clear ratings. #o have list of interview 4uestions with competency rating sheet to elicit information about the behaviour.
6uestion 0-ample $escribe a time when !ou e1ceeded a customer6s e1pectations ,ow did you know you had e-ceeded+ *hat did your actions achieve+ $escribe a situation where !ou had to deal with a dissatisfied customer ,ow did the customer respond to the actions you took+ *hat did you do to ensure that the situation did not occur again with other customers+ *hat was the outcome+
Activity
3rom the given job descriptions @ (dentify the re4uired set of competencies. @ (dentify the behavioural indicators. @ Classify them as threshold and differentiating compentencies. @ (dentify the suitable rating scale. @Draw the complete competency model with respect to the specified job descriptions.
&ating scale
=A>1nsatisfactory Consistently fails to meet the e-pectations =B> !atisfactory Does not meet e-pectations consistently. =C> ?ood Consistently meet e-pectations =;> <ery ?ood Consistently meets or e-ceeds e-pectations =D> 0-ceptional Consistently e-ceeds e-pectations Competencies #eam working co:operates enthusiastically with others in own team and in other formal and informal teams. 17389
!election (nterview 6uestions 0-ample $escribe a time when !ou e1ceeded a customer6s e1pectations ,ow did you know you had e-ceeded+ *hat did your actions achieve+ $escribe a situation where !ou had to deal with a dissatisfied customer ,ow did the customer respond to the actions you took+ *hat did you do to ensure that the situation did not occur again with other customers+ *hat was the outcome+
Competency
Definition Behavioral Indicators Position-specific Tasks and Duties Defining Elements Proficiency evel Performance evel E%ceeds E%pectations &eets E%pectations Does !ot &eet E%pectations
Type
Core Behavioural Technical Theshold Differentiating Essential
Importance
Training
"dvanced Intermediate Basic
Performance Differentiating
earned on #o$
"lignment of *) systems
d n a
ce an nt rm m e rfo ge .e ana M
t en n tm ti o i ru lec c e )e s
Competency Model
7 nt g n me i n p ai elo r T ev D
Co m p e ns a tio n
Competencies enable
establishment of clear high performance standards Collection and proper analysis of factual data against the set standards. Conduct of objective feedback meetings Direction with regard to specific areas of improvement
.erformance Management
Measurement people driven process" essential to have measurement of workplace competencies. Development development activities are relative and are received while on the job. Designed to support the continuous improvement of workplace competencies. 3or performance management necessary to have a list of behaviour description for skill improvement along with checklist of specific behaviour e-ample.
19"$# !a++ed Management Progress Study to in%e tigate the !hange in 5er ona+ !hara!teri ti! a manager mo%ed thro0gh their !areer . 5er on' !om5eten!..
7e!hni:0e whi!h i 0 ed to mea 0re !ertain dimen ion of 1on i t of a mix of e5arate te!hni:0e for mea 0ring
Multiple:interview processes. .sychometric #est 8atteries =paper and pencil tests> (ndividual assessments of all sorts. *ork sample tests. A building labelled NAssessment CentreO.
(t must measure multiple factors =4ualities or competencies>. (t must use multiple tech4niues. (t must have multiple assessors or observers. 1sed for
!election of employees .lacement .otential appriasal .romotion Career and !uccession .lanning 0stimation of training needs
Development Centers
/evelopment centres are intended to identify the strengths and development areas of employees proactively, to identify the star performers in a system and to provide developmental inputs to these high performers so that they are prepared to take up higher responsibilities in the future.
.hey are increasingly being seen as an objective and impartial way for assessment, bringing more credibility to the assessment system.
)eedback may not be given =esults may not be disclosed 'elf appraisal have no value Bine managers are best assessors
:atri1 to 'dentif! how the ,erson *pecification will be "ssessed $uring the (ecruitment ,rocess
Sources of 6nformation #no$ledge Thorough knowledge of cataloguing standards E:perience of Classification of stock using internationally recogni/ed classification scheme ;ualification .rofessional 7ibrary'(nformation !cience 4ualification at first degree level or above Competencies Communicating & (nfluencing @ 7evel B Communicates information effectively to a wide range of diverse stakeholders" influencing events. Organisation and delivery @ 7evel A .lans time effectively to achieve results in day to day work. (s organised and prioritises work appropriately. #eam working @ 7evel A *orks effectively as a member of a team. #akes responsibility for getting things done as part of a team. "pplication Test 6n8Tray Panel 6ntervie$
9 9 9 9 9 9 9 9 9 9
(ce breaker (n:basket 0-ercise 8usiness ?ame &ole .lay Analysis 0-ercise .ersonal (nterview
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#hank 2ou