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anil gaur

  1. 1. NHRDN Learning center HR Competency Framework – Experience Sharing Anil Gaur – Maruti Suzuki
  2. 2. <ul><li>Until 1970s most organizations believed: </li></ul><ul><ul><li>Success dependent on deep technical skills </li></ul></ul><ul><ul><li>Cognitive ability mattered the most </li></ul></ul><ul><li>In 1973, David McClelland, introduced the concept of “Competence” in his paper “Testing for Competence rather than Intelligence” </li></ul><ul><ul><li>Limitations of traditional tests to predict job performance or success </li></ul></ul><ul><ul><li>Traditional modes were biases against minorities, women, persons from lower economic strata </li></ul></ul><ul><li>1980s -performance management and 360 degree feedback </li></ul><ul><li>Late 1980s and 1990s -recruitment, training assessment, change management, and rewards </li></ul>Evolution of Concept Development Center
  3. 3. <ul><li>It is an underlying characteristic of an individual that is causally </li></ul><ul><li>related to criterion referenced superior performance in a job </li></ul><ul><li>Underlying characteristic: deep and enduring part of a person’s personality and can predict behavior in a wide variety of situations and job tasks </li></ul><ul><li>Causally related means that a competency causes or predicts behavior and performance </li></ul><ul><li>Criterion referenced means that the competency actually predicts who does something well or poorly as measured on a specific criterion or standard (e.g.: volume of sales for a sales person) </li></ul>What is a Competency? Development Center
  4. 4. <ul><li>Motive: Drive, Direct & Select towards certain action or goals </li></ul><ul><li>Achievement motivated people will consistently set challenging goals, take personal responsibility, use feedback to do better </li></ul><ul><li>Traits: consistent responses to situations or information. People will act above and beyond call of duty to solve problems under stress </li></ul><ul><li>Self Concept: A person’s attitudes, values and self image. People who do not like to influence others motives struggle as leaders </li></ul><ul><li>Knowledge : specific content areas. Which facts exist that are relevant to a specific problem and where to find them </li></ul><ul><li>Skill: ability to perform a certain activity. Mental or cognitive skills to handle complexity </li></ul>Underlying Characteristic Development Center
  5. 5. Hidden: Self Concept, Trait, Motive You can teach a turkey to climb a tree but it is easier to hire a squirrel ! Trait Motive Self Concept Attitude Values Knowledge Skill The Concept of “Observable Behaviour Development Center
  6. 6. <ul><li>Competencies focus on how an employee creates value for an </li></ul><ul><li>organization by :- </li></ul><ul><li>Articulating organizational values </li></ul><ul><li>Providing a common language for all employees </li></ul><ul><li>Providing a framework for integrating HR practices and procedures </li></ul>Why Competencies? Development Center
  7. 7. <ul><li>Core Values </li></ul><ul><li>Specific to the Business </li></ul><ul><li>Managerial </li></ul><ul><li>Communication  &  Presentation </li></ul><ul><li>Team  Player </li></ul><ul><li>Conceptual  Thinking  &  Analytical  Ability </li></ul><ul><li>Problem  Solving </li></ul><ul><li>Planning,  Organizing  and  Execution </li></ul><ul><li>Subordinate  Development  &  Motivation </li></ul><ul><li>Leading  Effectively </li></ul><ul><li>Personal  Effectiveness </li></ul><ul><li>Team  leader </li></ul><ul><li>Strategic Thinker </li></ul><ul><li>Entrepreneurial  &  Risk  Taker </li></ul><ul><li>Transformational  Leader </li></ul><ul><li>Contextual  Sensitivity </li></ul>Indicative Competence Coverage Development Center
  8. 8. Sample Competence Matrix Development Center
  9. 9. Development Center
  10. 10. Assessment Centre Development Center
  11. 11. <ul><li>Observing & Recording </li></ul><ul><li>To ensure standardization/ objectivity in assessor recording </li></ul><ul><li>What to record? </li></ul><ul><li>How much to record? </li></ul><ul><li>Classifying & Rating </li></ul><ul><li>To ensure consistency in assessor ratings </li></ul><ul><li>Usage of cue sheets </li></ul><ul><li>Determination of competency level </li></ul>Objective of Standard Assessor Briefing Development Center
  12. 12. <ul><li>The primary function of an assessor is to observe and record behavior of participants </li></ul><ul><li>Assessors are trained on each tool to ensure behavior observation and recording is standardized across various participants </li></ul><ul><li>These behaviors are then classified and evaluated in order to draw up a competency rating </li></ul>Observing and Recording Behavior Development Center
  13. 13. <ul><li>The assessor must classify the recorded behavior under the competency being assessed </li></ul><ul><li>A particular behavior may cover more than one competency </li></ul><ul><li>Not every behavior needs to be classified under one or more competency </li></ul><ul><li>At the end of the exercise, based on the positive and negative evidence of behaviors for each of the competency, a rating is to be assigned </li></ul><ul><li>The classification and evaluation of behaviors is done based on the Cue Sheets , available for each of the exercises </li></ul>Guidelines ~ Classifying & Evaluating Behaviors Development Center
  14. 14. Converting Competency to Observable Behaviors Development Center
  15. 15. <ul><li>Once the observations have been recorded and evaluated by multiple assessors the scores need to be integrated </li></ul><ul><li>This is not done through simple averages </li></ul><ul><li>Wash-ups are conducted to integrate Competency scores from different tools and different assessors </li></ul><ul><li>The output for a wash-up session would include the strengths and areas of development of the participants </li></ul>Wash-up Meeting Development Center
  16. 16. <ul><li>Group Exercises </li></ul><ul><li>Role Play </li></ul><ul><li>Case Study </li></ul><ul><li>Fact Finding Exercise </li></ul><ul><li>Behavioral Event Interview </li></ul>Tools Development Center
  17. 17. <ul><li>Tests ability to work in groups –Group Dynamics (Interactive technique) </li></ul><ul><li>Uses simulation techniques </li></ul><ul><li>Tests the ability of the person to handle dynamic situations </li></ul><ul><li>Multiple data and multiple variables </li></ul><ul><li>Some variables are hidden and some are explicit </li></ul>Understanding Group Exercises Development Center
  18. 18. <ul><li>Interactive technique (one –on –one interaction) </li></ul><ul><li>Participant is given specific data/ situation </li></ul><ul><li>Demonstrates skills in handling specific situations </li></ul><ul><li>Participant assumes an identity other than his own </li></ul><ul><li>Role Plays have three parts </li></ul><ul><ul><li>Situation (given to all the role players) </li></ul></ul><ul><ul><li>Role Sheet 1 ( Participant’s brief about the role) </li></ul></ul><ul><ul><li>Role Sheet 2 ( Assessor Brief- for the person who provides the opportunity for the participant to try and demonstrate his/her skills) </li></ul></ul><ul><li>Typical Role Play Situation </li></ul><ul><ul><li>Customer Interaction Role Plays </li></ul></ul><ul><ul><li>Subordinate –Boss Role Plays </li></ul></ul><ul><ul><li>Peer / Third Party Interaction Role Plays </li></ul></ul>Understanding Role Plays Development Center
  19. 19. <ul><li>A case study is a problem for the reader to solve or attempt to solve </li></ul><ul><li>A case has enough information such that readers can </li></ul><ul><li>Understand what the “problem” is </li></ul><ul><li>Analyze the information </li></ul><ul><li>Arrive at a proposed solution </li></ul><ul><li>Information is arranged such that the reader is put in the same position as the incumbent from the case </li></ul>Understanding Case Studies Development Center
  20. 20. <ul><li>A fact Finding Exercise is a group activity for the group to solve or attempt to solve </li></ul><ul><li>It tests the ability to work in groups -Group Dynamics (Interactive technique) </li></ul><ul><li>It also tests the ability to look for gaps in any situation and solve problems with limited information </li></ul><ul><li>Uses simulation techniques </li></ul><ul><li>Tests the ability of the person to handle dynamic situations </li></ul><ul><li>Multiple data and multiple variables </li></ul><ul><li>Some variables are hidden and some are explicit </li></ul>Understanding Fact Finding Exercises Development Center
  21. 21. <ul><li>Technique involves structured questioning about specific events to extract data on specific competencies </li></ul><ul><li>Data is based on actual events in the work situation (in last 1-2 yrs) </li></ul><ul><li>The emphasis is to collect as much data on the individual's behaviour in the situation including: </li></ul><ul><ul><li>Feelings; </li></ul></ul><ul><ul><li>Thinking; and </li></ul></ul><ul><ul><li>Actions </li></ul></ul><ul><li>Also useful for clarifying specific actions/issues observed during the other exercises during the center </li></ul><ul><li>High validity of the tool (assuming the assessor is well trained to conduct the BEI) </li></ul><ul><li>Interview process requires delicate handling as it is a direct interface between the assessor and the assessee </li></ul>Behavioral Event Interviews: Key Features Development Center
  22. 22. <ul><li>Individual Feedback Report </li></ul><ul><li>Individual Feedback Report would comprise of </li></ul><ul><ul><li>Introduction to the Concept </li></ul></ul><ul><ul><li>Overall Summary </li></ul></ul><ul><ul><li>Executive Summary </li></ul></ul><ul><ul><li>Personal Profile </li></ul></ul><ul><ul><li>Detailed Competency Analysis </li></ul></ul><ul><ul><li>Competency Definition </li></ul></ul><ul><ul><li>Strengths and Areas of Development </li></ul></ul><ul><ul><li>Learning Style </li></ul></ul><ul><li>The BEI Assessors should be responsible for writing the report </li></ul>Individual Feedback Report Development Center
  23. 23. Principles to Remember Intention Feedback should be developmental and not evaluative Specificity Ensure that feedback is specific to behaviors displayed in the center. Relate feedback to specific instances Description Feedback should be in objective terms and well supported by fact. Avoid using judgment calls Usefulness Effective feedback is information that an employee can use to improve performance Clarity Feedback should be clearly understood by the recipient. Spend time ensuring closure and acceptance of feedback Guidelines For Feedback Development Center
  24. 24. <ul><li>Individual Development Planning – Assessor Perspective </li></ul><ul><li>Get an agreement on the feedback points provided in the session </li></ul><ul><li>Based on the feedback points, facilitate the identification of development goals </li></ul><ul><li>Identify improvement initiatives (based on Learning Style) </li></ul><ul><li>Support the participant in filling the Individual Development Plan </li></ul><ul><li>Give a summary of the session that went </li></ul><ul><li>Complete loop by checking to make sure the participant has understood what was communicated to him/her </li></ul>Getting Closure - IDP Development Center
  25. 25. Individual Development Planning – Assessee Perspective What What are my key development goals? (Based on my Areas of Development and Strengths) How Which development method (s) are most appropriate? (Based on my Learning Style; Includes work based experiences, formal learning, self initiated behavioral changes etc.) Progress How will progress be reviewed? Review (Indicate the milestones & timelines in the process and the feedback/ review mechanism) Reviewer’s Feeedback/ Observations Getting Closure - IDP Development Center
  26. 26. Thank You Development Center