The context for Recruitment

and Selection
 MODULE I:
 Talentacquisition and retention
 Recruitment as a strategy
 Recruitment methods
 Sources of recruitment

 Module II:
 Jobanalysis and competencies
 Competency Mapping models
 Module-III:
 Hiring and Overview of Selection Process
 Tools and techniques of assessing applicants
 Assessment and development Centers

 Module IV:
 Psychological Tests and their Interpretation
 Job Interviews

 Module V:
 Group Discussion

 COMPETENCY-BASED HRM DEFINED

Competency-based HRM uses the concept of

competency and the results of competency analysis to
inform and improve the processes of recruitment and
selection, performance management, employee
development and employee reward.
What do we mean when we say
“COMPETENCY” ?

A Competency is an underlying characteristic
of a person which enables him /her to deliver superior
performance in a given job, role or a
situation.

Competencies are seen mainly as inputs.



They consist of clusters of knowledge, attitudes
and skills that affect an individual’s ability to
perform.
eople have and acquire competencies

in the form of behaviour (actions, thoughts and feelings)

r behaviour produces outputs (products and services)
How this is done yield results
 The Behavioral Iceberg

Observable
Behavior

Aptitudes
Competencies

Attitudes / Traits

Skill
s
Knowledge
 Types of Competencies

Natural ability that prepares the 
Aptitudes person to fulfill the responsibilities

Way of thinking or behaving needed 
Attitudes to fulfill the responsibilities

Acquired ability or experience 
Skills needed to fulfill the responsibilities

Information and understanding 
Knowledge needed to fulfill the responsibilities
 Hayes (1979) –



Competencies are generic
knowledge motive, trait,
social role or a skillof a person linked to
superior performance on the job.
 Albanese (1989) –



Competencies are personal
characteristics that
contribute to effective managerial
performance.
 UNIDO (2002)-

A Competency is a set
of skills, related knowledge and
attributes that allow an individual to
successfully perform a task or an activity
within a specific function or job.
 What is Common in the definitions?
 Competencies
 underlying characteristic of a
person’s inputs.
 clusters of knowledge, attitudes
and skills
 generic knowledge motive, trait,
social role or a skill
 personal characteristics
 set of skills, related knowledge
and attributes
Job
•superior performance in a given
job, role or a situation
•individual’s ability to perform.
•linked to superior performance
on the job.
•contribute to effective
managerial performance
•successfully perform a task or an
activity within a specific
function or job
 KNOWLEDGE
Relates to information
Cognitive Domain

Set of Attribute
SKILLS Relates to
qualitative
Relates to the aspects
ability to do,
personal
Physical Characteristics or
domain
COMPETENCY traits

Outstanding
Performance of
tasks or activities
 LEARNING GRID

IV III
Unconscious Conscious
Competence Practice Competence

I Awareness II
Unconscious Conscious
Incompetence Incompetence
 Competencies and Trainabilit y

SKILLS

TRAITS
MOTIVES
VALUES
Less Conscious COGNITIVE
CAPABILITIES

Less Trainable

KNOWLEDGE More Conscious

More Trainable
Eg. Has contacts

Eg. Results orientation, planning abilities

 Behaviour Indicators
A Competency is described in terms of key
behaviours that enables recognition of that
competency at the work place.


 These behaviors are demonstrated by excellent

performers on-the-job much more consistently
than average or poor performers. These
characteristics generally follow the 80-20 rule in
that they include the key behaviors that primarily
drive excellent performance.
Example of a Competency
 Analytical Thinking

 The ability to break problems into component parts and

consider or organize parts in a systematic way; the process
of looking for underlying causes or thinking through the
consequence of different courses of action.
 Key Behaviour Indicators
 Independently researches for information and solutions to
issues


 Ability to know what needs to be done or find out (research)

and take steps to get it done


 Ask questions when not sure of what the problem is or to

gain more information.


 Able to identify the underlying or main problem.



 Shows willingness to experiment with new things.


 Develops a list of decision making guidelines to help arrive
at logical solutions.
 What is
a
Competency Model?
 Competency Model
 A competency model is a valid, observable, and measurable list
of the knowledge, skills, and attributes demonstrated through
behavior that results in outstanding performance in a
particular work context.


 Typically A competency model includes

 Competency titles
 Definitions of those titles
 Key Behaviour indicators
 Competency - Broad Categories
 Generic Competencies
 Competencies which are considered essential for all
employees regardless of their function or level. -
Communication, initiative, listening etc.


 Managerial Competencies
 Competencies which are considered essential for employees
with managerial or supervisory responsibility in any
functional area including directors and senior posts.
 Competency - Broad Categories

 Technical / Functional


 Specificcompetencies which are considered essential to perform

any job in the organisation within a defined technical or
functional area of work.


 e.g.: Finance, environmental management,etc

Competency modeling begins the process of building
tools to link employee performance to the mission and
goals of the organisation .
Why Competencies ?
 Traditional Job Analysis Vs Competency Approach

 Job Analysis leads to  Competency model leads to

 long lists of tasks and the  A Distilled set of underlying
skills / knowledge personal characteristics
required to perform  Data generation from
each of those tasks outstanding performers in
 Data generation from addition to subject matter
subject matter experts; experts and other job
job incumbents incumbents
 Outstanding Performance
 Effective Performance
Distinguish Superior From Merely Satisfactory Performance

q The approach allows executives and managers to make a

distinction between a person's ability to do specific tasks at the
minimum acceptable level and the ability to do the whole job in
an outstanding fashion
 REASONS FOR USING COMPETENCIES

The main reasons given by companies for the use of

competencies are:
•The application of competencies to appraisal, training and other
personnel processes will help to increase the performance of
employees.
•Competencies provide a means of articulating corporate values
and objectives so that their requirements can be embodied in
HR practices and be readily understood by individuals and
teams within the organization.
•Competencies are used as a means of achieving cultural
change and raising skill levels.
 Behaviour Indicators Based upon what outstanding individuals
actually do

 The competency definitions are based upon

outstanding current performance in the organization.


 These competencies do not reflect someone's

management theory or an academic idea of what it
takes to do the job well, but rather are based on what
works within the organization and most directly
contributes to top performance.
The Competencies are Behaviour Specific

q It is one thing, for example, to ask whether an employee "takes

initiative," a very general concept, open to interpretation, but it
is quite another to ask, "Was it typical of this manager to carry
out tasks without your having to request that they be done?," a
question which has only two answers, "Yes" and "No".

 Holistic Application
q Competencies


Ø Help companies ‘raise the bar’ of performance expectations.


Ø Help teams and individuals align their behaviours with key
organisational strategy.


Ø Each employee understand how to achieve expectations.

Alignment of HR systems

nd

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Benefits of competencies in
recruitment and selection
 Improve our accuracy in assessing people’s
suitability or potential for different jobs.
 Facilitate a closer match between a person’s
skills and interests and demands of the job.
 Help prevents interviewers and assessors from
making snap judgements about people or
from judging them on characteristics that
are irrelevant to the job in action
 Can be used to underpin and structure the full
range of assessment and development
techniques – application forms, interviews ,
tests, assessment centers and appraisal
ratings
 THE MOST USED COMPETENCY FRAMEWORK HEADINGS

Team orientation
The ability to work co-operatively and flexibly with other members of the team with
a full understanding of the role to be played as a team member. 85%
Communication
The ability to communicate clearly and persuasively, orally or in writing. 73%
People management
The ability to manage and develop people and gain their trust and co-operation to
achieve results. 67%
Customer focus
The exercise of unceasing care in looking after the interests of external and internal
customers to ensure that their wants, needs and expectations are met or
exceeded. 65%
Results orientation
The desire to get things done well and the ability to set and meet challenging goals,
create own measures of excellence and constantly seek ways of improving
performance. 59%
 Problem-solving

 The capacity to analyse situations, diagnose problems, identify the key

issues, establish and evaluate alternative courses of action and produce a
logical, practical and acceptable solution. 57%

 Planning and organizing

 The ability to decide on courses of action, ensuring that the resources

required to implement the action will be available and scheduling the
programme of work required to achieve a defined end-result. 51%

 Technical skills

 Possession of the knowledge, understanding and expertise required to carry

out the work effectively. 49%

 Leadership

 The capacity to inspire individuals to give of their best to achieve a desired

result and to maintain effective relationships with individuals and the team
as a whole. 43%

 Business awareness

 The capacity continually to identify and explore business opportunities,

understand the business needs and priorities of the organization and
 Decision-making
 The capacity to make sound and practical decisions that deal
effectively with the issues and are based on thorough analysis and
diagnosis. 37%
 Change-orientation
 The ability to manage and accept change. 33%
 Developing others
 The desire and capacity to foster the development of members of his
or her team, providing feedback, support, encouragement and
coaching. 33%
 Influence and persuasion
 The ability to convince others to agree on or to take a course of
action. 33%
 Initiative
 The capacity to take action independently and to assume
responsibility for one’s actions. 29%

 APPLICATIONS OF COMPETENCY

Organization Job and

design and role design
development

Recruitment
Contribution-
and
related pay
selection

Competence
framework

Assessment/
Career family development
structures centres

Personal Performance
development Training management
needs
analysis
Seven themes Impacting on
Recruitment and selection
 Organizational changes
 Job changes

 Personal changes

 Societal changes

 Legislative changes

 Technological changes

 Marketing changes
Organizational changes
 Peter Drucker predicted that to be competitive in
future, organizations will need to achieve three
times the productivity with only one-third of the
people.
 Economies of scale, access to cheap labour

 Implications:
 Identify core businesses, outsourcing whatever is left
 Organize themselves around key processes rather
than departments
 rightsize
Job changes
 Change in job structure
 No traditional well-defined jobs with clear
tasks and responsibilities.
 Cross-functional teams

 Roles aligned to process than to function

 Emphasis on supplying own-value added

contribution
Personal Changes
 Change in nature of work so change in nature of
contract of work
 Both material and psychological change

 Earlier (1975),

 you offered Loyalty, conformity, commitment,

trust
 Orgn offered security, promotion prospects,
training, care
 Now,

 You offer added responsibility, longer hours,

broader skills, tolerance of change and
ambiguity
 Organization offers high pay, rewards for
performance etc.
SOCIETAL CHANGES
 Increasing proportion of women in workforce
 Dual income families

 Growing proportion of minorities

 Organizations are realizing the potential

benefits of diverse workforce.
 Leads to recruitment of people with diverse
background, values and beliefs
 Selection methods should hence be fair.
Legislative changes
 Various discrimination Acts.
 Based on gender, age, disabilities etc.


Technological changes
 Conventional methods of assessing
competence are out.
 Acceptability of computerized testing is
important.
 Selection methods are designed accordingly.
Marketing changes
 Recruitment industry (consultants, agencies,
headhunters)
 Much hype

 Competency framework