Competency Management Workshop

COMPETENCY MANAGEMENT
SYSTEM (CMS)
‫الكفـاءات‬ ‫إدارة‬ ‫نظــام‬
07-11 September, 2014
Jeddah, KSA
Mr. Sherif Salah
Mini-MBA, PMP, ITIL, CMMI, MCSA, TQM

Course Schedule
Action Time
From To
Registration 8:45 9;00
1st session 9:00 10:30
Coffee break 10:30 10:45
2nd session 10:45 1;00
Lunch break 1:00 2:00
COMPETENCY MANAGEMENT SYSTEM (CMS)

Name: ………………………………………………
Company: ………………………………………..
Title: ………………………………………………………
Qualifications: ……………………………………..
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What do you need OR expect from this Course ?
Trainee Card

Part 1

OVERVIEW
This session sets the stage for competency-based HRM by defining key terms and
describing how to identify and assess competencies.
KEY LEARNING OBJECTIVES:
1. Define such key terms as competency, competency identification, competency model,
competency modeling, competency assessment, 360-degree assessment, multi-rater,
Full-circle assessment and Individual Development Planning.
2. Discuss the difference between competency-based HR management and work- or job-
description-based HR management.
3. Describe key approaches and methodologies to conduct competency identification.
4. Define and practice behavioral events interviewing (BEI) and analyze BEI results.
5. Use the results of competency identification to draft a competency model for a targeted
job category, department, or occupation.
Competency Management

Course Outline:
1. Identifying Competencies
2. Competency-Based Recruitment and Selection
3. Competency-Based Training and Development
4. Competency-Based Performance Management
5. Conclusion

Introduction to Competency Management

Definition of Competency
First popularized by Boyatzis (1982) with Research result on clusters of
competencies:
“A capacity that exists in a person that leads to behavior that
meets the job demands within parameters of organizational
environment, and that, in turn brings about desired results”

Definition of Competency
• A combination of skills, job attitude, and knowledge which is reflected
in job behavior that can be observed, measured and evaluated.
• The focus of competency is behavior which is an application of skills,
job attitude and knowledge.
• Competency is an underlying characteristic of an employee (i.e., a
motive, trait, skill, aspects of one’s self-image, social role, or a body of
knowledge) which results in effective and/or superior performance.
• 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 job.
• Competencies are coachable, observable, measurable, and critical to
successful individual or corporation performance.

Definition of Competency (Cont..)
 Competency: A person- related concept that refers to the
dimensions of behavior lying behind competent performer.
 Competence: A work- related concept that refers to areas of work at
which the person is competent
 Competencies: Often referred as the combination of the above two.
Ex: UK organizations
Woodruffe (1991)

Skill
Job Attitude
Knowledge
Observable Behavior
Job Performance
Competency
Definition of Competency (Cont..)

What could a Competency be?
Skill A learned ability; how to do the “ what you do”
(e.g. making an effective presentation)
Knowledge How you acquire information in a particular field;
(e.g. Using Data based presentation)
Self – Image How you see yourself
(e.g. Public Speaker-Confidence)
Values What you consider as important
(e.g. achieving excellence/ ambition)
Traits Relatively enduring characteristics; why and how do we behave
in a certain way
(e.g. self-controlled “big picture” thinking)
Motives The Psychological/Physiological factors that drive your behavior
Maslow Pyramid of needs

THE ICEBERG MODEL
Acquired/
Learned
Capabilities
Skill
Knowledge
Self-Image
Values
Traits
Motives
Necessary but not
sufficient
Distinguish
effective
performance
Deeply
seated
traits and
motives

1- Types of Competency -- >
 Managerial competency (soft competency)
This type of competency relates to the ability to manage job
and develop an interaction with other persons. For example :
problem solving, leadership, communication, etc.
 Functional competency (hard competency)
This type of competency relates to the functional capacity of
work. It mainly deals with the technical aspect of the job. For
example: market research, financial analysis, electrical
engineering, etc.

General Behavioral Competencies
n Behaviors critical to individual and
group performance
n Example: Relationship Building –
Builds and maintains a wide variety of
positive relationships, both formal and
informal to meet the needs of external
and internal customers
Technical Competencies
n Demonstrated knowledge in a
technical or professional area
n May or may not require ongoing,
continual adaptation, retraining,
upgrading or new learning
n Example: Knowledge of
Employment Law – Demonstrates
knowledge of employment law by
accurately applying legal guidelines
when hiring employees
2- Types of Competency :

3- Types of Competency -- >
• Behavioral Competency
That is expected that behavioral competency has to be in all of employee.
- Being flexible for innovations and changes
- Having analytical thinking
- Taking initiative and risk without hesitation
• Cognitive Competency
Having cognitive competency is expected to employee who is applicant to be
manager.
- Having positive interpersonal communication
- Being innovative and creative
- Having planning and organizing skills
• Technical Competency
This type is including knowledge, ability and behavior for doing job.
- Marketing knowledge
- Solving customer’s problems and provide assistance
- Development of strategy
- Review goodsservices quality

Benefits of Competence - Micro Benefits
 Identify & prioritize skills, knowledge & personal attributes required for the job.
 Use past and Current Behavior to Predict Future Behavior .
 Ensure consistency and fairness of Selection Process.
 Maintain job clarity by probing into both role and personal requirements.
 Provide consistent basis for making recruitment decisions.
 Minimize Hiring Risks
 Communicate clear expected behaviors to job holders for becoming superior
performers.

Benefits of Competence - Macro Benefits
 Set core organizational capabilities
 Align aggregate behaviors to vision, strategies, priorities & goals
 Promote Positive behavioral change
 Encourage workforce society to strengthen behavioral weaknesses
 Standardize/ Integrate HR measurement systems (speak one behavioral
performance related language).

Competency Model

Competency-based management supports the integration
of human resources planning with business planning by
allowing organizations to assess the current human
resource capacity based on their competencies against
the capacity needed to achieve the vision, mission and
business goals of the organization.
Targeted human resource strategies, plans and programs
to address gaps (e.g., hiring and staffing; learning; career
development; succession management; etc.) are then
designed, developed and implemented to close the gaps.
HR Management Framework based on
Competency Model

HR Management Framework based on
Competency
Recruitment &
Selection
Training &
Development
Performance
Management
Reward
Management
Career
Management
COMPETENCY
FRAMEWORK
BUSINESS
STRATEGY
BUSINESS
RESULTS
Competency based People Strategy
The competency framework will be the basis for all HR functions and serve as the
"linkage" between individual performance and business results

 What is a Competency Model?
• A group of competencies that describe successful performance for a
particular organization, function, level, role or job.
• A competency model is a collection of competencies that together
define successful performance in a particular work setting.
Competency models are the foundation for important human resource
functions such as recruitment and hiring, training and development,
and performance management. Competency models can be
developed for specific jobs, job groups, organizations, occupations, or
industries.

 Competencies Examples

 Building a Competency Model
o Many Human Resource professionals are employing a competitive
competency model to strengthen nearly every facet of talent
management—from recruiting and performance management, to
training and development, to succession planning and more.
o A job competency model is a comprehensive, behaviorally based job
description that both potential and current employees and their
managers can use to measure and manage performance and establish
development plans. Often there is an accompanying visual
representative competency profile as well (see, job profile template).
o Outsource a CM … Is That Possible ?!

 Competency Model
• Elements of a competency model
Competency models can take a variety of forms. Typically, they include the following
elements:
1. Competency names and detailed definitions:
For example, a competency model could include a competency called
"Teamwork" defined as:
• Establishing constructive and solid interpersonal relationships;
• Treating others with courtesy, tact, and respect;
• Working effectively with others, regardless of organizational level, background,
gender, race, or ethnicity;

 Competency Model – Elements :
2. Descriptions of activities or behavior associated with each
competency:
For example, the following behaviors could be associated with the competency
"Teamwork":
• Handling differences in work styles effectively when working with coworkers,
• Capitalizing on strengths of others on a team to get work done,
• Anticipating potential conflicts and addressing them directly and effectively,
• Motivating others to contribute opinions and suggestions, and
• Demonstrating a personal commitment to group goals.

 Competency Model – Elements :
3. A diagram of the model:
Typically, the model (or a summary of the model)
is presented as a visually appealing graphic.
Presentation of the model in graphical form helps
users quickly grasp the key features of the model.
Some competency models include information
about the skills and abilities required for different
levels of mastery, or information about the level of
competence required at different occupational
levels.

CompetencyModel
1. Competency Names
2. Descriptions of activities
3. A diagram of the Model
 Competency Model – Elements

 Steps to build a Competency Model

 How Can I Do a Job Analysis for Competency Model :
Competency
Dictionary Job Families

Competency
Dictionary
Competency Dictionaries include all or most of the
general competencies needed to cover all job families and
competencies that are core or common to all jobs within
an organization (e.g., teamwork; adaptability; communication).
They may also include competencies that are more closely related
to the knowledge and skills needed for specific jobs or functions
(e.g., IT skills, financial administration skills).
Each competency has a general definition, which provides the
user with a general understanding of the type of behavior
addressed by a particular competency. Each competency includes
up to five proficiency levels and each level has an associated brief
statement describing how that particular level is distinct from the
other levels within that competency. The behavioral indicators at
each proficiency level are illustrative of the proficiency level as
opposed to representing a definitive list of all possible behaviors at
each level.
 Building your own versus purchasing a dictionary
 Purchasing a competency dictionary
 Hybrid option
See
Examples

Examples & Sources For
Competency Models

Competency-Based Recruitment and Selection
Part 2

Recruitment is…
The process of attracting people for the vacancy existing
and differentiating between them to find the right man
for the job

 Types of Interview :
• Conventional Interview
• Competency-based Interview

1. A Conventional Interview !
 Questions are not designed systematically and not properly structured
 Seldom equipped with formal guidelines regarding system of rating/scoring
the interview
 No standard format, therefore process of interviewing can go in any direction
 Low reliability and validity
 Susceptible to bias & subjectivity
Unstructured..!!

A Conventional Interview – Common Issues
• Miss important information
• Overlook job motivation and organizational fit
• Ask illegal, non-job-related questions
• Have not organized selection elements into a system
• Take insufficient notes
• Misinterpret applicant information
• Make snap decisions about applicants
• Allow one characteristic to influence their judgment
• Organizations rely exclusively on interviews
• interviewers’ hiring discussions are not systematic
• Pressure to fill the position affects judgment

2. Competency-based Interview (CBI)
It is a Systematic, non-discriminatory technique that helps interviewers get the
right information from applicants and make right hiring decisions.
Tell me about
your past
experience with
female
managers
Well , hmm for
me a manager is
a manager ..

Competency-based Interview (CBI)
 A behavioral-based interviewing process designed to provide employers with
specific data that allows them to predict future job related behavior
 Questions will evolve around personal experiences of the applicant and
practical work related questions designed around specific and pre-determined
competencies
 Standard scoring system which refers to behavior indicator.

Competency-based Interview (CBI)
• It takes into consideration past behaviours of relevant role to best predict
future behaviour on similar or higher role.
• Eliminates assumptions about candidate’s core capabilities and behaviours.
• Prevents biased and subjective hiring decisions
• Limits the possibility of candidates “faking it” with vague generalization.
• Reduces the risk of making a costly hiring mistake and helps in selecting the
right person for the right job.

The Key in Competency-based Interview (CBI)
The key to predicting how someone will perform in a job is to collect
and examine behavioral examples of how he has performed in similar
situations in the past.
• Helps understand work history, experience, knowledge and
motivation
• Helps analyze these areas to predict how he or she will perform in
the target job.
• Help prevent false impressions and misunderstandings about a
candidate’s background.

 Competency Levels
A scale range between 1 to 6 indicate levels of attainment for each competency
within each Job Profile depending on the frequency of each Competency on the
candidate’s day-to-day behavior (Job specific, Job Family Specific, Organization
Specific).
1. Behaviors at Level “0” are considered as lack of a competency / Show
stoppers
2. Behaviors at Level “1” Reflect basic display/practice of a Certain
competency.
3. Behaviors at Level “ 2” Reflect intermediate display/practice of a Certain
competency
4. Behaviors at Level “ 3” Reflect Advanced display/practice of a Certain
competency
5. Behaviors at Level “4,5 and 6” Reflect more complex and sophisticated
demonstrations depending on each Competency.

 The STAR Approach
 Situation in which you were involved
 Task you needed to accomplish
 Actions you took
 Results you achieved

 Situation/Task
It explains the background or context of the event/situation
and what role the candidate played under a certain situation
or task.
 What is the event/situation about?
 What was your Role/function (Position, title)?
 Can you explain the situation?
 Where and when did the situation happen?
 What events led up to it?
 Who was involved in the situation (work colleagues, supervisor,
customers)?

 Tasks/Actions
It details what the candidate did or said in response to
the SITUATION/ TASK. This is the “meat” of the
candidate’s response as it tells us about the candidate’s
behaviour.
 What tasks were you supposed to do at that time?
 What did you actually do at that time?
 How did you do it?
 What specific steps did you take?
 Who was involved?

 Results
It details the outcome achieved/ reached as a result of the
candidate’s actions under a given situation or task.
 What was the outcome?
 Can you tell me the results of taking such action?
 What specific outcome was produced by your action?

True Versus Incomplete Stars!
TRUE STAR –All components; Situation/Task, Actions taken
and the Results are clearly identified
INCOMPLETE STAR – Also known as FALSE STAR, where
one or more of the components of A TRUE STAR is missing.
This will require that you dig deeper when probing and transform
Incomplete stars to complete stars.
Remember : Select with fairness and reject for a reason

Interview In Action

 Interview In Action
 Required Position : Restaurant Manager
 Target Competency : Customer Service Orientation
 Target Competency Level on Customer Service Orientation = 4
 Behavioral Indicators (Works On the Underlying Needs)
• Makes self fully available to resolve customer issues and maximize
potential opportunities.
• Goes beyond the immediate issue with questions and analysis to find
alternatives which satisfy customers.

• Int.: Tell me about a time when you were insulted by a customer or a colleague?
- Cand.: Well, this happened when I misunderstood a customer complaint and reacted for
the interest of the company. “S”
Judgement: Could happen to any one, honesty in revealing it
• Int. : In two sentences, what was the event about?
- Cand. : It was about customer refusing to pay the bill due to a small delay in his order. I
was trying to explain that this will be deducted from my salary and the delay was not that
much long.
Judg.= (didn’t ask questions to satisfy customers , needs further probing)
• Int. : Who else was involved, what was his/her/their role?
- Cand.: The operations manager was involved and had the situation under control to
convince the customer that is unfair
Judg.= (not fully available to resolve customer issues, needs further probing)
• Int. : What was your function (Position, title)?
- Cand.: I was operating as a Restaurant Manager

• Int. : Why is this event a good example of a time when you were insulted by a
customer?
- Cand. : yes since it was of an importance to explain the time factor to other
customers that I served lately. “A”
Judg.= (created an alternatives to satisfy customers)
• Int. : What were the major actions you took to avoid the above situation with
future customers?
- Cand. : I have included the time response of food serving and emphasized its
importance to my staff.
Judg.= (maximized potential opportunities) “A”
• Int. : What was the outcome of the actions you took ?
- Cand. : It helped me and my team a lot to focus on food serving time factor and
avoid similar situations with delicate customers
Judg.= (went beyond by analysing issues to satisfy other customers) “R”

 Some Interviewing Tips
Setting
Physical setting
should be both
private and
comfortable
Mental setting
should be one
of rapport
Welcoming
Start by
welcoming the
candidate and
introducing
any other
interviewers
who may be
present
Attitude
Interviewer should
possess and
demonstrate a
basic liking and
respect for people;
Questions should
be asked in a
manner that
encourages the
interviewee to
talk;
Listen attentively
Systematic
Follow the
CBBI Model
and
Recruitment
& Selection
Process
Maps
Closing
Interviewer
should make
some overt
signs to indicate
the end of the
interview
Inform the
candidate on
next steps

Competency Based Interview
Question Bank

Part 3

Competency-Based Training &
Development

 Competency-Based Training (CBT)
Competency-based training is an approach to learning where
emphasis is placed on what a learner can do in the workplace as a
result of their training. Learners who have successfully achieved
competency will have the skills and knowledge they need to complete
workplace activities in a range of different situations and
environments, to an industry standard of performance that is
expected in the workplace.
Competency-based training is usually based on performance
standards that have been set by industry. Competency-based
assessment materials are designed to ensure that each learner has
achieved all the outcomes (skills and knowledge) required by each
unit of competency. competency-based training allows for flexible
entry and exit for learners enabling them to complete their studies
much quicker. Once they have achieved competency in a unit of
competency they can then move onto the next unit. Training can take
place both on and off-the-job using a variety of delivery modes and
methods.

 Key Characteristics of CBT
 Competencies aligned to strategic goals
 Knowledge to support performance
 Training designed to affect behaviors tied to competencies
 Success = achievement of specified competencies
 Pre-assessment
 Self-paced

How to Create a Competency-Based Training

• What is the organization trying to achieve?
• How do specific teams support achievement of organizational goals?
• How do individuals support achievement of department or team
goals?
Step 1: Needs Analysis

• What characteristics & capabilities are critical to the
success of your organization’s overall mission & goals?
• For departments, groups and teams?
• What are the common traits and strengths of top
performers?
Step 2: Competencies

Difference Between
Current Levels
&
Desired Levels
= >>>> Gaps
Step 3: Skill Gaps

Common Benchmark Competency-Based
Practices
Assessments against competencies – Once the competencies have been defined for
particular job / roles, it becomes possible for employees and others to assess the
employee’s competencies against those required for current or future roles within the
organization. This can occur in the following ways:
1. Self-assessment – Typically, the behavioral indicators for the competencies and
proficiency levels needed within the target role / job are used as the standard for
assessing the performance of the employee using a common rating scale (e.g., five-
point scales from Never to Always) for assessing each indicator.
2. Multi-Source / 360 – Multi-source or 360 feedback is similar to the self-assessment
process except there is more than one evaluator. The process includes at a
minimum the employee and their supervisor, and can include others with whom the
employee interacts within the workplace (e.g., peers, team members, clients both
within and outside the organization, reporting employees; etc.).

Examples & Sources

Part 4

Competency-Based Performance
Management

Competency-Based Performance Management
Performance management is about achieving results in a manner that is consistent with
organizational expectations. Integrating competencies within the performance
management process supports the provision of feedback to employees not only on
“what” they have accomplished (i.e., performance goals), but also “how” the work was
performed, using competencies for providing feedback.

Strategic Business Plan Mission/Vision/Values
Department/Unit/
Individual Objectives Core Competencies
Phase 1: Performance
Planning
 Objectives
 Competencies
 IDP
How
Competencies
What
Performance
Objectives
Phase 3: Evaluation
 Objectives
 Competencies
 IDP
Phase 2: Monitoring
and Coaching
 Objectives
 Competencies
 IDP
Manager’s Responsibilities
 Create conditions that motivate
 Update objectives
 Provide feedback
 Provide development opportunities
 Reinforce effective behavior
Employee’s Responsibilities
 Achieve objectives
 Solicit feedback and coaching
 Communicate openly
 Collect and share data
 Prepare for reviews
Strategy-Based Performance
Management
Performance Management: Daily, year-
round, continuing appraisal, coaching and
feedback that involves helping employees
understand the nature and quality of their
performance, identify what they need to do
to improve, and motivate them to do it.
Your gap analysis may have revealed a
significant gap between performance
expectations and actual performance in
your target classification/s. Although
improving employee performance often
requires a multi-facetted approach involving
staffing, policy and training, an important
gap-closing strategy centers on improving
the agency’s performance management
system.

The Three Components of Performance Management
Well-designed performance management systems typically include three
components. These components are the focus in each of the three phases
of the performance management cycle.
• Objectives: Identifying and evaluating employees’ major work
objectives – this is a measurement of results.
• Competencies: Evaluating employees on the competencies that you
have determined are associated with superior job performance – this is
a measurement of the behavioral characteristics that impact results.
• Development: Creating Individual Development Plans (IDPs) to
enhance employee strengths and to close performance gaps as
determined by the competency evaluation.
If an employee fails to meet certain work objectives, the competency
evaluation will typically reveal the reasons why. Evaluating employees on
the critical competencies for a position does much more than that,
however. An employee can meet their performance targets, yet be rude to
customers, disrupt the team, and fail to keep commitments. Providing
employees with performance feedback on competencies gives them the
information they need to be successful.
Tip:
• Objectives measure the
What of the job.
Competencies measure
the How of the job.

The Three Phases of Performance Management
Phase One
• Performance Planning: During Phase One, supervisors and their direct reports:
• Identify major work objectives.
• Review competencies.
• Establish individual development plans (IDPs).
• Identify action steps for achieving both the performance objectives and personal
development.
Phase Two
• Monitoring and Coaching: During Phase Two, supervisors work closely with direct reports
to monitor progress toward meeting the major work objectives and follow through with
planned professional development activities.
• Phase Two is really the backbone of the successful performance management system –
it is a continuous process. Employees need regular reinforcement to help maintain focus
on their goals, and get regular encouragement to participate in professional development
activities. There is a range of options for providing feedback – some organizations
require formal monitoring and coaching sessions on a quarterly basis. In others,
supervisors incorporate monitoring and coaching into their everyday interactions with
their direct reports.
Phase Three
• Evaluation: During Phase Three, supervisors evaluate performance results for objectives,
Individual Development Plans and competencies. In many organizations, supervisors
perform a unilateral assessment of all three. However, the process is much more effective
when employees participate fully by completing self assessments of their objectives and
competencies. Even when employees’ self-assessments are inaccurate, there can be
tangible benefits from a process that requires employees to think through their degree of
proficiency in the competencies most important for success.

Defining Career Path
Is a series of positions that one must go through in order to
achieve a certain position in the company. The ‘path’ is
based on the position competency profile that an employee
must have to be able to hold a certain position. What Is
Career Path?

Defining Career Path

Competency-based Career Development
Competency-based Career Development is a planned system to
link individual career needs with the organization’s workforce
requirements. From the employee perspective, they are looking for
career opportunities that address their strengths, support
development, provide challenges and match personal interests,
values and preferred working styles. The organization on the other
hand is looking to have employees develop themselves in a way
the addresses the organizational needs. Therefore, putting career
development tools and processes in place to highlight the options
and career paths available to employees is in both the
organization’s as well as the employee’s best interests.

Competency-based Career Development
Requirements
Competency
Architecture
Job Families Defined Career
Streams and Roles

Competency-Based Human Resource
Management:
by David D. Dubois
References
Building Robust Competencies: Linking Human
Resource Systems to Organizational Strategies
by Paul C. Green

Competency Management Workshop

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