generic knowledge motive, trait, social role or a skill
set of skills, related knowledge and attributes
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
Set of SKILLS Relates to the ability to do, Physical domain Attribute Relates to qualitative aspects personal Characteristics or traits KNOWLEDGE Relates to information Cognitive Domain COMPETENCY Outstanding Performance of tasks or activities
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 .
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.
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.
Traditional Job Analysis Vs Competency Approach
Job Analysis leads to
long lists of tasks and the skills / knowledge required to perform each of those tasks
Data generation from subject matter experts; job incumbents
Competency model leads to
A Distilled set of underlying personal characteristics
Data generation from outstanding performers in addition to subject matter experts and other job incumbents
Distinguish Superior From Merely Satisfactory Performance
The approach allows executives and angers 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
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.
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".
THROUGH TRANSLATING THEM INTO ACTIONS FOR ACTUALISATION CORE COMPETENCY OF THE ORGANISATION ROLE COMPETENCY
COMPETENCY MAPPING PROCESS 1.0 DESIGNING THE QUESTIONNAIRE While designing the questionnaire following factors are to be taken into consideration: 1.1 Part - I 1.1.1 Purpose of the job. 1.1.2 Critical Success Factors 1.1.3 Key Result Areas 1.1.4 Key Activities
Each Critical Success Factor (CSF) is the end result of multiple Key Result Areas. Each Key Result Area (KRA) is the end result of multiple Key Activities. CSF - 1 CSF - 2 CSF - 3 CSF - 4 CSF - 5 KEY RESULT AREAS KRA- 1 KRA - 2 KRA - 3 KRA - 4 KRA - 5 KEY ACTIVITIES KA - 1 KA - 2 KA - 3 JOB CRITICAL SUCCESS FACTORS
1.1.5 Relationship. 1.1.6 Organization Structure. 1.1.7 Empowerment of the position. 1.1.8 Challenges in the job. 1.1.9 Changes expected in the technology, product, process etc in the next 2-3 years. 1.1.10 Budget and Controls. 1.1.11 Investment Plan. DESIGNING THE QUESTIONNAIRE CONTINUED
DESIGNING THE QUESTIONNAIRE 1.2 PART - II 1.2.1 Academics, Knowledge Skills Sets Experience 1.2.2 Competencies
2.0 DATA COLLECTION 2.1 Clarity of Organisation Direction 2.2 Clarity of Organisation Structure. 2.3 Interview Job Holder. 2.4 Interview Job Holder's Reporting Officer. 2.5 Discuss with the Focus Group if the job are of the same family.
3.0 C0MPETENCY DRAFTING 3.1 Rank Order of the list of competencies . - Guided / Unguided. 3.2 Comparing good performer and average performer with select list of competencies. 3.3 Use research data and assign competencies to positions.
4.0 FINALISE ROLE DESCRIPTION AND COMPETENCIES - JOB WISE