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Competency Mapping and Assessment

The document discusses competency mapping and assessment methodology. It covers conceptual frameworks of competency approaches, defining competencies and identifying behavioral indicators, and developing competency models. The key stages involved in competency mapping are data collection from subject matter experts, building the competency framework, and implementing it across human resource processes like recruitment, performance management, and training and development. An effective competency framework is aligned to organizational strategy and culture, and involves stakeholders across levels.

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Competency Mapping & Assessment
Methodology  Interactive Concept Sessions  Exercises  Case Study  Experience Sharing  Discussion
What will be covered today  Conceptual Framework of Competency Approach  Defining Competencies & Identifying Behavioral Indicators  Developing Competency Models  Applications of Competency Mapping
Hosts of KBC
What makes Amitabh Bachchan the Best Host of KBC? The answer to this lies in the word “Competency’
Introduction to the concept of Competencies
What is Competency?  Competency is an underlying characteristic of an individual that results in effective and/or superior performance on the job or in any given situation (Klemp 1980).  Competencies are coachable, observable, measurable and critical to the success of individual performance.
What is Competency?
What is Competency? Some more definitions widely used:  United Nations Industrial Development Organization (2002) – Is a set of skills, knowledge and attributes that allow an individual to successfully perform a task or an activity within a specific function or job.  Spencer & Spencer (1993) – An underlying characteristic of an individual that is casually related to criterion-referenced effecting and/or superior performance in a job situation.
Analysis of the Definition Competency is a characteristic of an individual. Competencies lead to the demonstration of skills & abilities. Competencies lead to effective performance. Competencies embodies the capacity to transfer skills & abilities from one area to another.
Competency includes
Knowledge • Awareness/ Information/ Understanding of facts, rules & principles, concepts, theories or processes. • Knowledge may be concrete and measurable or sometimes may also be abstract and difficult to assess. • Knowledge is acquired through learning & experience,
Skills • Capacity to perform a mental or physical task. • Skill is essential to get a specific result/outcome. • Skill is usually mastered by practice.
Attitudes - Qualities - Values - Personality Traits - Manners/Etiquettes - Body Language - Habits • Attitudes are acquired through upbringing, learning and experience.
In the late 1960’s, the Occupational Competence movement was initiated by Dr. David McClelland who was a Professor of Psychology at Harvard Business School McClelland found that traditional tests such as academic aptitude and knowledge tests, did not predict success in the job Since this find and even during the early 70’s, leading organizations have been using competencies to help recruit, select and manage their outstanding performers A supporting research conducted by McClelland found that students, who did poor in Universities, as long as they passed, did just as well in life as the top students Through this McClelland proved that superior performance is not always measured by test scores but rather related to hidden traits and qualitative behaviours History of Competency
Characteristics of Competency Competency Skills Knowledge Self-ConceptTraits Motives The ability to perform simple physical or mental task Information an individual has in specific content areas An individual’s attitudes, values or self image Physical characteristics and consistent responses to situations or information Things about which a person consistently thinks about or wants and that which causes action
The Ice Berg Model An iceberg has just 10% of its volume above water and the rest 90% remains beneath the surface in the sea. Similarly, a competency also has some components which are visible like knowledge and skills but other behavioural components like Self- Concept, Trait & Motive are hidden, “deeper” and central to personality. Knowledge Skills Self-Concept Trait Motive
The Ice Berg Model Knowledge Skills Self-Concept Trait Motive Has a degree in Computer Science Is proficient in MS Office Shows confidence Is calm by nature Likes achieving goals
Components of the Ice Berg Model Surface/Skill Competencies are relatively easy to develop. Core Motive/Trait Competencies are more difficult to assess and develop.
Importance of Ice Berg Model It is important to understand that there is a relation between the competencies which are above the surface and those which lie beneath in an iceberg. The aspects of competencies which lie below the surface like Self-Concept, Motives & Traits directly influence the usage of knowledge and skills to complete a job effectively.
Types of Competencies Basic Competencies Professional Competencies Competencies Basic Competencies – They are existent in all individuals but only their degree of existence differs. Professional Competencies – They are job related and are above the basic competencies.
Types of Basic Competencies •Those wherein the employee needs to know what is required to perform the functions of the job. Includes industry knowledge, background and expertise. Intellectual Competencies •Those which determine the level of motivation within an individual. Focuses upon the engagement level of an individual. Motivational Competencies •Those which determine the Emotional Quotient of an individual. The capability of an individual to recognize their emotions and use them effectively to achieve one’s goals Emotional Competencies •Those which determine the behaviors that are essential for social adaptation. Social Competencies
Types of Professional Competencies GenericCompetencies •They are those which are considered essential for all staff, regardless of their function or level. These competencies include broad success factors not tied to a specific work function or industry. They usually focus on leadership or emotional intelligence behaviours. ManagerialCompetencies •They are those which are considered essential for staff with managerial or supervisory responsibility in any service or program. Functional/TechnicalCompetencies •These are specific competencies which are considered essential to perform any job in the organization within a defined technical or functional area of work.
1. Superior performer display in a substantial degree 2. Average performer display in varying degree Threshold Competencies Differentiating Competencies COMPETENCIES Interpersonal Cognitive 1. Doesn’t distinguish average from superior 2. Features any job holder should have Source: Spencer and Lyle(1992) ,Competence at Work Categories of Competencies
Common examples of competencies required at all levels. Common examples of Competencies Teamwork Creativity Communication SkillsPlanning & Organizing Result Orientation Decision Making
Who identifies Competencies? Competencies can be identified by one of more of the following category of people: • Subject Matter Experts • HR Specialists • Job analysts • Psychologists • Industrial Engineers etc. • In consultation with: Line Managers, Current & Past Role holders, Supervising Seniors, Reporting and Reviewing Officers, Internal Customers, Subordinates of the role holders
Advantages of Competency Based Approach Tool to meet business results Set performance expectations Establishing common criteria for hiring, training, measuring and rewarding people with right capabilities to help company gain competitive advantage Reward the individual Identify gaps between current capabilities and future requirements Focus training and development efforts on areas with greatest need and /or impact Facilitate organizational change and building desired culture
Competency Mapping
Competency Mapping  Competency Mapping is the process of identification of the competencies required to perform successfully in a given job or role/a set of tasks at a given point of time  It consists of breaking a given role or job into its constituent tasks or activities and identifying the competencies (technical, managerial, behavioral, conceptual knowledge and attitude and skills, etc.) needed to perform the same successfully
Competency Mapping  Deriving at a Competency Map – A competency map is a list of individual’s competencies that represent the factors that are crucial to success in given job role, department or organization in alignment with individual’s career goals  Carrying out the Competency Mapping exercise – Competency mapping is a process of identifying and describing most specific competencies that are critical to success  Creating a Competency Profile – Process of identifying the knowledge, skills and abilities within each competency resulting into effective performance in a particular situation/profession. Competency profiling is business/company specific.
Objectives of Competency Mapping Growth Plans
Organization Business I Business II Operations Operations Sales & Marketing Accounts & Finance Sales & Marketing Accounts & Finance HR & Admin HR & Admin SCM Project Management Business Development Advertising Accountant Recruitment Specialist Facility Manager Financial Controller Defining the level for Competency Mapping
Steps in Competency Mapping Personal Information Questionnaire (PIQ) is used to gather inputs on the key behaviors essential to perform their respective work. A 360 degree view is also taken into account. Making use of the results of Job Analysis, a competency based job description is created. This is then reviewed by HR and is developed further by transforming it to standard competencies. Once the competency based description is in place, the process of competency mapping begins. The set may have a combination of both, Behavioral (emerge out of Attitudes) as well as Functional (emerge out of Knowledge & Skills) Competencies.
Elements of Competencies
Competency Elements 1. Title/Label/Name 2. Brief Description/Definition 3. Behavioral Indicators 4. Proficiency Levels/Competency Scales
Competency Elements 1. Title 2. Definition 3. Indicators 4. Proficiency Levels
Competency Model/Framework
Competency Model/Framework 1. List of competencies 2. Specific behaviors under each competency 3. Proficiency Levels under each competency 4. Target job/role considered or Organizational brief
Developing a Competency Framework
Guiding principles for Competency Framework Aligned with Organization’s strategies, culture and modernization efforts Integrated into HR Processes Built & validated with inputs from Organizational leaders Competency Model Development Principles •The competency model should be aligned with organization’s objectives & culture •The model should be developed through research and should be validated by SME’s and top management •The competency model should lend itself to multiple HR programs •The competency model should be clear and compelling, and easy to communicate
Design Principle Use of pre-set list of common, standard competencies and the customize it to the specific needs of role/organization Seek help of consultants to develop the framework for you, if required Involve all the relevant stakeholders into the process – HR and Business experts to gain organization wide understanding Work towards deriving at a uniform framework across organization
Development of Framework Preparation Data Collection Building the framework Implement
Development of Framework Preparation Data Collection Building the framework Implement • State the objectives of developing the framework Define the purpose • Involve Professionals from all areas of business that will use the framework. Create diverse groups Involvement & Communication
Direct observation Preparation Data Collection Building the framework Implement • Observe the employees directly while they are performing their critical job tasks • Naturalistic observations has the advantage of capturing non-verbal aspects • The observed behaviours are noted down and then converted into categories
Expert Panel Preparation Data Collection Building the framework Implement • Are individuals who are knowledgeable about the job – outstanding job holders, customers, HR specialists and line managers • Panel brainstorms the competencies needed to do the job in outstanding way
Surveys Preparation Data Collection Building the framework Implement • A tool to gather data • An instrument with good reliability and validity can help build consensus • Help to cover all number of employees
Benchmarking Preparation Data Collection Building the framework Implement • Choosing an organization that is known for its superior performance for the given practice • Obtaining information on the Competency Framework • Incorporating in an appropriate way in one’s own Competency Framework
Job Analysis Preparation Data Collection Building the framework Implement A systematic study of jobs to determine : • The activities (tasks) and responsibilities they include • The qualifications necessary for performance of the jobs • The conditions under which work is performed • The report structure of the jobs Job Analysis helps you to define the critical duties and functions of a position
Behavioral Event Interviewing (BEI) Preparation Data Collection Building the framework Implement The best predictor of future performance is past performance Principle: It is necessary to understand what behaviors in the past were performed in a particular situation Real behavior of an individual in a specific incident is more important than his intentions BEI goes deeper into find out the above
Behavioral Event Interviewing (BEI) Preparation Data Collection Building the framework Implement A thorough, planned & systematic way to gather and evaluate information about what behaviors have taken place in the past to understand how they could be used effectively in the future • Based on competencies & behaviors critical for success in a particular situation • It is objective, helps in eliminating unintentional biases • It is structured, with a set of questions that are delivered to every candidate, in the same wording, in the same order and scored in the same way • Focuses less of specific tasks and more on the approaches used in doing them. Therefore effective even for individuals with little or no experience
STAR METHOD & Question Development Preparation Data Collection Building the framework Implement S (Situation) T (Task) A (Action) R (Result) S T A R Situation: What was the situation the candidate was in? Task: What was the task the candidate needed to accomplish? Action: What were the actions the candidate took to accomplish this task? Results: What were the results of these actions?
STAR METHOD – Example Preparation Data Collection Building the framework Implement Situation (S) : Tell me about a time when you had to organize a large event “In my last role as Personal Assistant (PA), I had to organize a conference for our Senior Management Team” Task (T) : What all activities were involved in executing the task? “This required highest level of, attention, focus and planning, from finding the venue to organizing speakers, catering and accommodation, overseeing the budget and communicating with stakeholders.” Action (A) : How did you go about doing it? “The key for me was detailed forward planning and documentation – I listed down all actions required with timelines, created checklists and running sheet, recorded all quotes and also happen to set up daily reminders for some tasks. This helped me to keep everything on track and ensured that there were no slip ups.” Result (R) :What was the end outcome? “The conference went smoothly and the feedback I received from attendees was overwhelmingly positive. Because of this success, I was asked to help plan other company events and my role was expanded to encompass this added responsibility.” Planning & Organizing
Building the Competency Framework Preparation Data Collection Build the framework Implement • Group the data – Read through the collected behavioral information and group them into piles. For larger categories, define the subgroups further. • Identify and name the Competencies – Definitions should be clear and should address the following:  Are the competency definitions easily understood by all?  Can they be observed?  Can they be measured?  Can they be improved by training, coaching/other methods of development? • Decide how the framework will be used – E.g. Recruitment, performance management, training etc. • Test the framework in each of its applications and Finalize
Implementing the Framework Preparation Data Collection Build the framework Implement • Link to Business Objectives – Make connections between the competencies and organizational goals and values as much as possible • Reward the Competencies – Check that your policies and practices support and reward the competencies identified • Provide Coaching & Training – Ensure that coaching and training is implemented for the development of competencies • Keep it simple • Communicate – Treat the implementation as the change initiative. The more open and honest you are throughout the process, the better would be the end result and so would be the chances of the project achieving your objectives
Drivers for Introducing Competencies •Provides employees with clear direction on how they can contribute •Reinforces behaviors that are consistent with organization’s mission and goals Sets Clear Expectations •Provides employees with a roadmap for building strengths and closing development gaps •Ties to career growth and becoming a ‘Learning Organization’ Identifies Training & Development Actions •Improves consistency in recruiting and selection, training, performance management and succession planning •Streamlines and simplifies HR operations Integrates HR Programs
Needs addressed by Competency Model • Hiring the best available employees • Aligning behavior with Organizational Strategies and Values • Giving people clear objectives • Measuring their achievements and delivering unbiased feedback • Maximizing productivity • Adapting to Change
Integrating HR with Competency Model
Competencies help integrate HR programs Competency Mapping Recruitment & Selection Compensation Performance Management System Training & Development “…all that separates you from your competitors are the skills, knowledge and abilities of people who work with you”
Competency Based Recruitment & Selection Key Requirements:  A validated competency model that predicts success on the job  A set of interview questions  Interviewers with the training & experience to evaluate  Forms to record results & help compare & evaluate candidates • Competency Based Job Description • Competency Based Application Form “Please tell us about a time when you worked in a team. Give a short description of the team and its goals; your role in the team; how you realized that other team members needed motivation; what exactly you did and what was the result” • Sifting Competency Based Application Forms Typical Sifting Rules “A” ratings: Strong evidence o The answer is clear and in line with the questions asked o The answer contains most of the indicators “B” ratings: Acceptable evidence o The answer gives an indication that evidence is present, but it is a little vague and needs to be explored more during the interview o The answer contains some indicators “C” ratings: Lack of evidence o The answer does not relate to the question
Competency Based Compensation Rewarding the individual’s abilities and behaviors that are critically important to the organization. The primary objective is to maximize employee motivation so that it could further lead into competent employee retention. • Helps to motivate employees to perform better and contribute to the company • Results into loyalty on part of employee’s • Enables employees to step out of their comfort zone as they feel they can earn more basis their competencies • Subordinates can also earn more as compared to seniors based on competency levels
Competency Based PMS PerformanceManagement Performance results – Quantitative aspects Competencies – Qualitative aspects Overall Individual Performance Outcome Supports the provision of feedback to employees not only on ‘what’ they have accomplished (i.e. performance goals) but also on ‘how’ the work was performed.  Links results, expectations and behavioral objectives to the business plan  Provides managers with guidelines & resources  Provides employees with clear understanding of the behaviors & skills to use in accomplishing results  Enables conducting of objective feedback meetings  Provides direction with regards to specific areas of improvement
Competency Based Training & Development  Captures the gap between current skill set of the workforce & required skill set  Provides opportunity to identify/develop specific training programs by mapping them to competency gaps – identifies where the company should spend its training budget to achieve the greatest impact  Puts development ownership on employee  Gives the line managers a tool to empower them to develop employees
Linking it all
Competency Assessment through Assessment Centres (AC)
What is an Assessment Centre (AC)? A structured approach that involves various tools/techniques to assess an individual on his/her competencies for development purpose The assessment comprises of a group of individuals undergoing series of exercises/simulations with the help of standard tools The AC process is characterized by: • Multiple Participants • Multiple Tools • Multiple Assessors • Aligned to Competencies • Behaviorally based The outcome: • Reports detailing a participant’s competencies as they related to job requirements • One to one sessions examining the reports
Types of AC Selection Centre Diagnostic Centre Development Centre Recruitments & Appraisals Training Need Identification & Fulfillment Career & Succession Planning
A typical AC Series of exercises simulating on the job situations Trained assessors carefully observe and document the behaviors displayed by the participants Each assessor observes each participant at least once Assessors integrate the data through a consensus discussion process to arrive at a final rating Each participant receives objective performance information from one of the assessors
Essential elements of AC Predefined set of competencies Realistic simulations of skills required to take up the target role Fair and unbiased assessment Standardized recording behavior Team Orientation Influencing Skills Customer Orientation Planning & Organizing Result Orientation Creativity List of typical Competencies for AC
Validity findings of different Assessment Methods Assessment Method Predictive Validity Assessment Centre's (multiple tools) .65 Behavioral Interviews .4 – .6 Work-sample Tests .54 Ability Tests .53 Modern Personality Tests .39 Biographical data .38 References .23 Traditional Interviews .05 – .19
Historical Snapshot of Assessment Centres The Emergence Application • Germans first developed the Germany Military Assessment Program for selection of officers during World War II in 1938. • Was used during the set up of The British War Office Selection Boards for identifying potential officers for British Army in 1942. • Was later adopted by United States for the selection of agents & operatives. • The first industry application took place in American Telephone & Telegraph Company (AT & T) in 1956. Assessment Centre Methodology is known to have been used or recommended at least 1500 years ago in India as mentioned in Kautilya’s Arthashastra covering various assessment methods like observation, performance appraisal, interviewing & other forms of testing. * Rao & Juneja, 2007: Is Past Performance a Good Predictor of Future Potential?
The journey from then to now 1960 1969 1973 TODAY 1966 1970 1975 ACs by Standard Oil, IBM, Sears Roebuck, General Electric and Caterpillar tractors Bray & Grant published a research in ACs in Psychological Monograph journal in US Conferences held in US on Assessment Centre Methodology 1st Business article on ACs in Harvard Business Review by William Byham 1st International conference on AC methods; DDI Established by William Byham AC guidelines published Hundreds of studies, Thousands of ACs conducted, Millions assessed
Companies known for best Assessment Centre practices * Aon Hewitt, 2015 : Top Companies for Leaders, Research Highlights
Assessment Techniques used by Top Companies Competency Based Business Simulations 360-degree Feedback Psychometric Assessments Leadership Style Inventories Cognitive Assessments * Aon Hewitt, 2015 : Top Companies for Leaders, Research Highlights
Assessment Centre Tools In-Basket Role Play CBI Case Presentat ion Group Discussio n
In-Basket •Most frequently used tool •Individual exercise •Simulates administrative aspects of the job What? • Participants are given a file containing several emails •Each email corresponds to a competency •Participant has to prioritize, assess and provide solutions to the problems in limited time •Evaluated against a bar scale developed on ideal solutions How?
Role Play •Tool to evaluate reaction/response while dealing with on the spot conflict Definition •Participant receives a case study describing a relatively complex situation. The participant then analyses the problem and develops a strategy to solve the problem. Methodology •One on one interaction Context
Competency Based Interview (CBI) CBI’s is a structured method of interviewing that makes use of meaningful questions that relate directly to the essential criteria or competencies that have been identified as a key for participant’s next role Questions about behaviors targeting the defined set of competencies Questions are behavioral and situational in nature Participants to answer with concrete examples relating to their work experience Are framed using STAR technique
Case Presentation •Tool to simulate the presentational aspects of a senior managerial role Definition •The participant is provided with a case brief. The task is to analyze the information and present logical recommendations on the way forward on the issues within the case Methodology •One on one interaction Context
Group Discussion Tool to measure competencies that are exhibited in a group situation Allows assessors to observe how candidates might behave in meetings or how effective they are when working in the team Broken down into assigned roles or non assigned roles Participants are instructed to present their decisions or recommendations
Some more Tools Fact Finding Exercise •Tool to evaluate the decision making ability basis partial information provided •Participants may think about the additional information that is required and may ask the assessor during interaction Game Simulation •Tool that engages participants in game playing and gives them an opportunity to exhibit team skills while having fun Scheduling Exercise •Tool to measure resource planning & utilization based on the series of constraints encountered during scheduling a task/event •An individual activity but outputs from the same are considered
Psychometric Testing Psycho = mind (Greek – ‘psyche’) Metric = measurement Psychometric testing is an objective resource for identifying & measuring qualities in individuals in order to make informed decisions • Measures – attributes like intelligence, aptitude & personality • Used for – Assessing ability & potential • Derived through – Rigorous scientific & statistical methods • Administered – Paper pencil/Online Ability = Can do Attitude – Wants to Skills – Has done
Common Forms of Psychometric Tests Aptitude/Ability Tests Personality Profiles
Why use Psychometric Tests for competency assessment? •Reduces biasObjectivity •Robust framework to fit with other HR toolsClarity •Travel, time, mistakes, administration etcReduced Costs •Standardized, transparencyFairness •Increased likelihood to be able to predict future performancePredictive Validity •From selection through developmentConsistency •With job criteria/competenciesFit •Through word of competenciesCommon Language
The role of an Assessor •Have undergone a formal training/certification on the tools and psychometric test to conduct assessments Trained on the competency tool kit •Well versed with the job description •Prefer somebody with first hand knowledge of the target job Familiar with target job •Should be at least 2 levels above participants •Will help in building credibility and acceptance Higher Levels •Should be a good listener and not just an interpreter Good Listening Skills •Must behave the same with all candidates •Should suspend their judgment until the appropriate time Fair & Objective •Will be conscious of the needs of the candidate during feedback Experienced People Manager •Must look of evidences out of observed behaviors and will evaluate accordingly Focus on evidence
Designing the AC Key Points 1. Each competency measured by at least two tools 2. No tool measures more than three competencies 3. All elements should be measured by at least one tool 4. The assessor assesse ratio should be 1:2 Competencies ONE TO SELF TOOLS ONE TO ONE TOOLS ONE TO MANY TOOLS In-basket Role Play Competency Based Interview (CBI) Case Presentation Group Discussion Interpersonal Competencies Team Orientation Influencing Customer Orientation Cognitive Competencies Planning & Organizing Result Orientation Creativity
One day AC Day 0 6:00 pm : Venue check in Day 1 8.30 am : Breakfast 9:00 am : Context Setting & Introduction to AC Process 9:30 am – Exercise 1 (In basket/GD/Role Play/ Presentation/CBI) 10:30 am : Tea break 10:45 am : Exercise 2 (In basket/GD/Role Play/ Presentation/CBI) 12:15 pm – Lunch Break 1:00 pm – Exercise 3 (In basket/GD/Role Play/ Presentation/CBI) 2:00 pm – Exercise 4 (In basket/GD/Role Play/ Presentation/CBI) 3:00 pm – Tea Break 3:15 pm – Exercise 5 (In basket/GD/Role Play/ Presentation/CBI) 4:30 pm – Debriefing Day 2 •8:30 am – Assessor Integration •9:30 am – One on one feedback & draft IDP creating •12:30 pm – End of process Schedule document
Feedback Process •Feedback is a process where participants are made aware of the observed behavior in controlled circumstances and how they measure up to a set of competencies, which are relevant to the organization and to their role Definition •Covers Strength and Development areas •Examples of behavior are highlighted •Alternate or corrective behavior can be suggested to work upon the indicated focus areas. •The confidentiality about the participant results is maintained. Methodology
Further Reading  The Handbook of Competency Mapping, 2007, Second Edition Understanding, designing and implementing competency models in organizations – Seema Sanghi  The Competencies Handbook, 2005, Steve Whiddett & Sarah Hollyforde, Jaico Publishing House  The Psychology of Assessment Centres, 2013, Duncan Jackson, Charles Lance, Brian Hoffman
Thank You

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Competency Mapping and Assessment

  • 1.
  • 2.
    Methodology  Interactive ConceptSessions  Exercises  Case Study  Experience Sharing  Discussion
  • 3.
    What will becovered today  Conceptual Framework of Competency Approach  Defining Competencies & Identifying Behavioral Indicators  Developing Competency Models  Applications of Competency Mapping
  • 5.
  • 6.
    What makes AmitabhBachchan the Best Host of KBC? The answer to this lies in the word “Competency’
  • 7.
    Introduction to theconcept of Competencies
  • 8.
    What is Competency? Competency is an underlying characteristic of an individual that results in effective and/or superior performance on the job or in any given situation (Klemp 1980).  Competencies are coachable, observable, measurable and critical to the success of individual performance.
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    What is Competency? Somemore definitions widely used:  United Nations Industrial Development Organization (2002) – Is a set of skills, knowledge and attributes that allow an individual to successfully perform a task or an activity within a specific function or job.  Spencer & Spencer (1993) – An underlying characteristic of an individual that is casually related to criterion-referenced effecting and/or superior performance in a job situation.
  • 11.
    Analysis of theDefinition Competency is a characteristic of an individual. Competencies lead to the demonstration of skills & abilities. Competencies lead to effective performance. Competencies embodies the capacity to transfer skills & abilities from one area to another.
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    Knowledge • Awareness/ Information/Understanding of facts, rules & principles, concepts, theories or processes. • Knowledge may be concrete and measurable or sometimes may also be abstract and difficult to assess. • Knowledge is acquired through learning & experience,
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    Skills • Capacity toperform a mental or physical task. • Skill is essential to get a specific result/outcome. • Skill is usually mastered by practice.
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    Attitudes - Qualities - Values -Personality Traits - Manners/Etiquettes - Body Language - Habits • Attitudes are acquired through upbringing, learning and experience.
  • 16.
    In the late1960’s, the Occupational Competence movement was initiated by Dr. David McClelland who was a Professor of Psychology at Harvard Business School McClelland found that traditional tests such as academic aptitude and knowledge tests, did not predict success in the job Since this find and even during the early 70’s, leading organizations have been using competencies to help recruit, select and manage their outstanding performers A supporting research conducted by McClelland found that students, who did poor in Universities, as long as they passed, did just as well in life as the top students Through this McClelland proved that superior performance is not always measured by test scores but rather related to hidden traits and qualitative behaviours History of Competency
  • 17.
    Characteristics of Competency Competency Skills Knowledge Self-ConceptTraits Motives Theability to perform simple physical or mental task Information an individual has in specific content areas An individual’s attitudes, values or self image Physical characteristics and consistent responses to situations or information Things about which a person consistently thinks about or wants and that which causes action
  • 18.
    The Ice BergModel An iceberg has just 10% of its volume above water and the rest 90% remains beneath the surface in the sea. Similarly, a competency also has some components which are visible like knowledge and skills but other behavioural components like Self- Concept, Trait & Motive are hidden, “deeper” and central to personality. Knowledge Skills Self-Concept Trait Motive
  • 19.
    The Ice BergModel Knowledge Skills Self-Concept Trait Motive Has a degree in Computer Science Is proficient in MS Office Shows confidence Is calm by nature Likes achieving goals
  • 20.
    Components of theIce Berg Model Surface/Skill Competencies are relatively easy to develop. Core Motive/Trait Competencies are more difficult to assess and develop.
  • 21.
    Importance of IceBerg Model It is important to understand that there is a relation between the competencies which are above the surface and those which lie beneath in an iceberg. The aspects of competencies which lie below the surface like Self-Concept, Motives & Traits directly influence the usage of knowledge and skills to complete a job effectively.
  • 22.
    Types of Competencies Basic Competencies Professional CompetenciesCompetencies Basic Competencies – They are existent in all individuals but only their degree of existence differs. Professional Competencies – They are job related and are above the basic competencies.
  • 23.
    Types of BasicCompetencies •Those wherein the employee needs to know what is required to perform the functions of the job. Includes industry knowledge, background and expertise. Intellectual Competencies •Those which determine the level of motivation within an individual. Focuses upon the engagement level of an individual. Motivational Competencies •Those which determine the Emotional Quotient of an individual. The capability of an individual to recognize their emotions and use them effectively to achieve one’s goals Emotional Competencies •Those which determine the behaviors that are essential for social adaptation. Social Competencies
  • 24.
    Types of ProfessionalCompetencies GenericCompetencies •They are those which are considered essential for all staff, regardless of their function or level. These competencies include broad success factors not tied to a specific work function or industry. They usually focus on leadership or emotional intelligence behaviours. ManagerialCompetencies •They are those which are considered essential for staff with managerial or supervisory responsibility in any service or program. Functional/TechnicalCompetencies •These are specific competencies which are considered essential to perform any job in the organization within a defined technical or functional area of work.
  • 25.
    1. Superior performerdisplay in a substantial degree 2. Average performer display in varying degree Threshold Competencies Differentiating Competencies COMPETENCIES Interpersonal Cognitive 1. Doesn’t distinguish average from superior 2. Features any job holder should have Source: Spencer and Lyle(1992) ,Competence at Work Categories of Competencies
  • 26.
    Common examples ofcompetencies required at all levels. Common examples of Competencies Teamwork Creativity Communication SkillsPlanning & Organizing Result Orientation Decision Making
  • 27.
    Who identifies Competencies? Competenciescan be identified by one of more of the following category of people: • Subject Matter Experts • HR Specialists • Job analysts • Psychologists • Industrial Engineers etc. • In consultation with: Line Managers, Current & Past Role holders, Supervising Seniors, Reporting and Reviewing Officers, Internal Customers, Subordinates of the role holders
  • 28.
    Advantages of CompetencyBased Approach Tool to meet business results Set performance expectations Establishing common criteria for hiring, training, measuring and rewarding people with right capabilities to help company gain competitive advantage Reward the individual Identify gaps between current capabilities and future requirements Focus training and development efforts on areas with greatest need and /or impact Facilitate organizational change and building desired culture
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    Competency Mapping  CompetencyMapping is the process of identification of the competencies required to perform successfully in a given job or role/a set of tasks at a given point of time  It consists of breaking a given role or job into its constituent tasks or activities and identifying the competencies (technical, managerial, behavioral, conceptual knowledge and attitude and skills, etc.) needed to perform the same successfully
  • 31.
    Competency Mapping  Derivingat a Competency Map – A competency map is a list of individual’s competencies that represent the factors that are crucial to success in given job role, department or organization in alignment with individual’s career goals  Carrying out the Competency Mapping exercise – Competency mapping is a process of identifying and describing most specific competencies that are critical to success  Creating a Competency Profile – Process of identifying the knowledge, skills and abilities within each competency resulting into effective performance in a particular situation/profession. Competency profiling is business/company specific.
  • 32.
    Objectives of CompetencyMapping Growth Plans
  • 33.
    Organization Business I Business II OperationsOperations Sales & Marketing Accounts & Finance Sales & Marketing Accounts & Finance HR & Admin HR & Admin SCM Project Management Business Development Advertising Accountant Recruitment Specialist Facility Manager Financial Controller Defining the level for Competency Mapping
  • 34.
    Steps in CompetencyMapping Personal Information Questionnaire (PIQ) is used to gather inputs on the key behaviors essential to perform their respective work. A 360 degree view is also taken into account. Making use of the results of Job Analysis, a competency based job description is created. This is then reviewed by HR and is developed further by transforming it to standard competencies. Once the competency based description is in place, the process of competency mapping begins. The set may have a combination of both, Behavioral (emerge out of Attitudes) as well as Functional (emerge out of Knowledge & Skills) Competencies.
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    Competency Elements 1. Title/Label/Name 2.Brief Description/Definition 3. Behavioral Indicators 4. Proficiency Levels/Competency Scales
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    Competency Elements 1. Title 2.Definition 3. Indicators 4. Proficiency Levels
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    Competency Model/Framework 1. Listof competencies 2. Specific behaviors under each competency 3. Proficiency Levels under each competency 4. Target job/role considered or Organizational brief
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    Guiding principles forCompetency Framework Aligned with Organization’s strategies, culture and modernization efforts Integrated into HR Processes Built & validated with inputs from Organizational leaders Competency Model Development Principles •The competency model should be aligned with organization’s objectives & culture •The model should be developed through research and should be validated by SME’s and top management •The competency model should lend itself to multiple HR programs •The competency model should be clear and compelling, and easy to communicate
  • 42.
    Design Principle Use ofpre-set list of common, standard competencies and the customize it to the specific needs of role/organization Seek help of consultants to develop the framework for you, if required Involve all the relevant stakeholders into the process – HR and Business experts to gain organization wide understanding Work towards deriving at a uniform framework across organization
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    Development of Framework Preparation Data Collection Buildingthe framework Implement • State the objectives of developing the framework Define the purpose • Involve Professionals from all areas of business that will use the framework. Create diverse groups Involvement & Communication
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    Direct observation Preparation Data Collection Building the framework Implement •Observe the employees directly while they are performing their critical job tasks • Naturalistic observations has the advantage of capturing non-verbal aspects • The observed behaviours are noted down and then converted into categories
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    Expert Panel Preparation Data Collection Building the framework Implement •Are individuals who are knowledgeable about the job – outstanding job holders, customers, HR specialists and line managers • Panel brainstorms the competencies needed to do the job in outstanding way
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    Surveys Preparation Data Collection Building the framework Implement • Atool to gather data • An instrument with good reliability and validity can help build consensus • Help to cover all number of employees
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    Benchmarking Preparation Data Collection Building the framework Implement • Choosingan organization that is known for its superior performance for the given practice • Obtaining information on the Competency Framework • Incorporating in an appropriate way in one’s own Competency Framework
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    Job Analysis Preparation Data Collection Building the framework Implement Asystematic study of jobs to determine : • The activities (tasks) and responsibilities they include • The qualifications necessary for performance of the jobs • The conditions under which work is performed • The report structure of the jobs Job Analysis helps you to define the critical duties and functions of a position
  • 50.
    Behavioral Event Interviewing(BEI) Preparation Data Collection Building the framework Implement The best predictor of future performance is past performance Principle: It is necessary to understand what behaviors in the past were performed in a particular situation Real behavior of an individual in a specific incident is more important than his intentions BEI goes deeper into find out the above
  • 51.
    Behavioral Event Interviewing(BEI) Preparation Data Collection Building the framework Implement A thorough, planned & systematic way to gather and evaluate information about what behaviors have taken place in the past to understand how they could be used effectively in the future • Based on competencies & behaviors critical for success in a particular situation • It is objective, helps in eliminating unintentional biases • It is structured, with a set of questions that are delivered to every candidate, in the same wording, in the same order and scored in the same way • Focuses less of specific tasks and more on the approaches used in doing them. Therefore effective even for individuals with little or no experience
  • 52.
    STAR METHOD &Question Development Preparation Data Collection Building the framework Implement S (Situation) T (Task) A (Action) R (Result) S T A R Situation: What was the situation the candidate was in? Task: What was the task the candidate needed to accomplish? Action: What were the actions the candidate took to accomplish this task? Results: What were the results of these actions?
  • 53.
    STAR METHOD –Example Preparation Data Collection Building the framework Implement Situation (S) : Tell me about a time when you had to organize a large event “In my last role as Personal Assistant (PA), I had to organize a conference for our Senior Management Team” Task (T) : What all activities were involved in executing the task? “This required highest level of, attention, focus and planning, from finding the venue to organizing speakers, catering and accommodation, overseeing the budget and communicating with stakeholders.” Action (A) : How did you go about doing it? “The key for me was detailed forward planning and documentation – I listed down all actions required with timelines, created checklists and running sheet, recorded all quotes and also happen to set up daily reminders for some tasks. This helped me to keep everything on track and ensured that there were no slip ups.” Result (R) :What was the end outcome? “The conference went smoothly and the feedback I received from attendees was overwhelmingly positive. Because of this success, I was asked to help plan other company events and my role was expanded to encompass this added responsibility.” Planning & Organizing
  • 54.
    Building the CompetencyFramework Preparation Data Collection Build the framework Implement • Group the data – Read through the collected behavioral information and group them into piles. For larger categories, define the subgroups further. • Identify and name the Competencies – Definitions should be clear and should address the following:  Are the competency definitions easily understood by all?  Can they be observed?  Can they be measured?  Can they be improved by training, coaching/other methods of development? • Decide how the framework will be used – E.g. Recruitment, performance management, training etc. • Test the framework in each of its applications and Finalize
  • 55.
    Implementing the Framework Preparation Data Collection Buildthe framework Implement • Link to Business Objectives – Make connections between the competencies and organizational goals and values as much as possible • Reward the Competencies – Check that your policies and practices support and reward the competencies identified • Provide Coaching & Training – Ensure that coaching and training is implemented for the development of competencies • Keep it simple • Communicate – Treat the implementation as the change initiative. The more open and honest you are throughout the process, the better would be the end result and so would be the chances of the project achieving your objectives
  • 56.
    Drivers for IntroducingCompetencies •Provides employees with clear direction on how they can contribute •Reinforces behaviors that are consistent with organization’s mission and goals Sets Clear Expectations •Provides employees with a roadmap for building strengths and closing development gaps •Ties to career growth and becoming a ‘Learning Organization’ Identifies Training & Development Actions •Improves consistency in recruiting and selection, training, performance management and succession planning •Streamlines and simplifies HR operations Integrates HR Programs
  • 57.
    Needs addressed byCompetency Model • Hiring the best available employees • Aligning behavior with Organizational Strategies and Values • Giving people clear objectives • Measuring their achievements and delivering unbiased feedback • Maximizing productivity • Adapting to Change
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  • 59.
    Competencies help integrateHR programs Competency Mapping Recruitment & Selection Compensation Performance Management System Training & Development “…all that separates you from your competitors are the skills, knowledge and abilities of people who work with you”
  • 60.
    Competency Based Recruitment& Selection Key Requirements:  A validated competency model that predicts success on the job  A set of interview questions  Interviewers with the training & experience to evaluate  Forms to record results & help compare & evaluate candidates • Competency Based Job Description • Competency Based Application Form “Please tell us about a time when you worked in a team. Give a short description of the team and its goals; your role in the team; how you realized that other team members needed motivation; what exactly you did and what was the result” • Sifting Competency Based Application Forms Typical Sifting Rules “A” ratings: Strong evidence o The answer is clear and in line with the questions asked o The answer contains most of the indicators “B” ratings: Acceptable evidence o The answer gives an indication that evidence is present, but it is a little vague and needs to be explored more during the interview o The answer contains some indicators “C” ratings: Lack of evidence o The answer does not relate to the question
  • 61.
    Competency Based Compensation Rewardingthe individual’s abilities and behaviors that are critically important to the organization. The primary objective is to maximize employee motivation so that it could further lead into competent employee retention. • Helps to motivate employees to perform better and contribute to the company • Results into loyalty on part of employee’s • Enables employees to step out of their comfort zone as they feel they can earn more basis their competencies • Subordinates can also earn more as compared to seniors based on competency levels
  • 62.
    Competency Based PMS PerformanceManagement Performanceresults – Quantitative aspects Competencies – Qualitative aspects Overall Individual Performance Outcome Supports the provision of feedback to employees not only on ‘what’ they have accomplished (i.e. performance goals) but also on ‘how’ the work was performed.  Links results, expectations and behavioral objectives to the business plan  Provides managers with guidelines & resources  Provides employees with clear understanding of the behaviors & skills to use in accomplishing results  Enables conducting of objective feedback meetings  Provides direction with regards to specific areas of improvement
  • 63.
    Competency Based Training& Development  Captures the gap between current skill set of the workforce & required skill set  Provides opportunity to identify/develop specific training programs by mapping them to competency gaps – identifies where the company should spend its training budget to achieve the greatest impact  Puts development ownership on employee  Gives the line managers a tool to empower them to develop employees
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    What is anAssessment Centre (AC)? A structured approach that involves various tools/techniques to assess an individual on his/her competencies for development purpose The assessment comprises of a group of individuals undergoing series of exercises/simulations with the help of standard tools The AC process is characterized by: • Multiple Participants • Multiple Tools • Multiple Assessors • Aligned to Competencies • Behaviorally based The outcome: • Reports detailing a participant’s competencies as they related to job requirements • One to one sessions examining the reports
  • 67.
    Types of AC Selection Centre Diagnostic Centre Development Centre Recruitments &Appraisals Training Need Identification & Fulfillment Career & Succession Planning
  • 68.
    A typical AC Seriesof exercises simulating on the job situations Trained assessors carefully observe and document the behaviors displayed by the participants Each assessor observes each participant at least once Assessors integrate the data through a consensus discussion process to arrive at a final rating Each participant receives objective performance information from one of the assessors
  • 69.
    Essential elements ofAC Predefined set of competencies Realistic simulations of skills required to take up the target role Fair and unbiased assessment Standardized recording behavior Team Orientation Influencing Skills Customer Orientation Planning & Organizing Result Orientation Creativity List of typical Competencies for AC
  • 70.
    Validity findings ofdifferent Assessment Methods Assessment Method Predictive Validity Assessment Centre's (multiple tools) .65 Behavioral Interviews .4 – .6 Work-sample Tests .54 Ability Tests .53 Modern Personality Tests .39 Biographical data .38 References .23 Traditional Interviews .05 – .19
  • 71.
    Historical Snapshot ofAssessment Centres The Emergence Application • Germans first developed the Germany Military Assessment Program for selection of officers during World War II in 1938. • Was used during the set up of The British War Office Selection Boards for identifying potential officers for British Army in 1942. • Was later adopted by United States for the selection of agents & operatives. • The first industry application took place in American Telephone & Telegraph Company (AT & T) in 1956. Assessment Centre Methodology is known to have been used or recommended at least 1500 years ago in India as mentioned in Kautilya’s Arthashastra covering various assessment methods like observation, performance appraisal, interviewing & other forms of testing. * Rao & Juneja, 2007: Is Past Performance a Good Predictor of Future Potential?
  • 72.
    The journey fromthen to now 1960 1969 1973 TODAY 1966 1970 1975 ACs by Standard Oil, IBM, Sears Roebuck, General Electric and Caterpillar tractors Bray & Grant published a research in ACs in Psychological Monograph journal in US Conferences held in US on Assessment Centre Methodology 1st Business article on ACs in Harvard Business Review by William Byham 1st International conference on AC methods; DDI Established by William Byham AC guidelines published Hundreds of studies, Thousands of ACs conducted, Millions assessed
  • 73.
    Companies known forbest Assessment Centre practices * Aon Hewitt, 2015 : Top Companies for Leaders, Research Highlights
  • 74.
    Assessment Techniques usedby Top Companies Competency Based Business Simulations 360-degree Feedback Psychometric Assessments Leadership Style Inventories Cognitive Assessments * Aon Hewitt, 2015 : Top Companies for Leaders, Research Highlights
  • 75.
    Assessment Centre Tools In-Basket RolePlay CBI Case Presentat ion Group Discussio n
  • 76.
    In-Basket •Most frequently usedtool •Individual exercise •Simulates administrative aspects of the job What? • Participants are given a file containing several emails •Each email corresponds to a competency •Participant has to prioritize, assess and provide solutions to the problems in limited time •Evaluated against a bar scale developed on ideal solutions How?
  • 77.
    Role Play •Tool toevaluate reaction/response while dealing with on the spot conflict Definition •Participant receives a case study describing a relatively complex situation. The participant then analyses the problem and develops a strategy to solve the problem. Methodology •One on one interaction Context
  • 78.
    Competency Based Interview(CBI) CBI’s is a structured method of interviewing that makes use of meaningful questions that relate directly to the essential criteria or competencies that have been identified as a key for participant’s next role Questions about behaviors targeting the defined set of competencies Questions are behavioral and situational in nature Participants to answer with concrete examples relating to their work experience Are framed using STAR technique
  • 79.
    Case Presentation •Tool tosimulate the presentational aspects of a senior managerial role Definition •The participant is provided with a case brief. The task is to analyze the information and present logical recommendations on the way forward on the issues within the case Methodology •One on one interaction Context
  • 80.
    Group Discussion Tool tomeasure competencies that are exhibited in a group situation Allows assessors to observe how candidates might behave in meetings or how effective they are when working in the team Broken down into assigned roles or non assigned roles Participants are instructed to present their decisions or recommendations
  • 81.
    Some more Tools FactFinding Exercise •Tool to evaluate the decision making ability basis partial information provided •Participants may think about the additional information that is required and may ask the assessor during interaction Game Simulation •Tool that engages participants in game playing and gives them an opportunity to exhibit team skills while having fun Scheduling Exercise •Tool to measure resource planning & utilization based on the series of constraints encountered during scheduling a task/event •An individual activity but outputs from the same are considered
  • 82.
    Psychometric Testing Psycho =mind (Greek – ‘psyche’) Metric = measurement Psychometric testing is an objective resource for identifying & measuring qualities in individuals in order to make informed decisions • Measures – attributes like intelligence, aptitude & personality • Used for – Assessing ability & potential • Derived through – Rigorous scientific & statistical methods • Administered – Paper pencil/Online Ability = Can do Attitude – Wants to Skills – Has done
  • 83.
    Common Forms ofPsychometric Tests Aptitude/Ability Tests Personality Profiles
  • 84.
    Why use PsychometricTests for competency assessment? •Reduces biasObjectivity •Robust framework to fit with other HR toolsClarity •Travel, time, mistakes, administration etcReduced Costs •Standardized, transparencyFairness •Increased likelihood to be able to predict future performancePredictive Validity •From selection through developmentConsistency •With job criteria/competenciesFit •Through word of competenciesCommon Language
  • 85.
    The role ofan Assessor •Have undergone a formal training/certification on the tools and psychometric test to conduct assessments Trained on the competency tool kit •Well versed with the job description •Prefer somebody with first hand knowledge of the target job Familiar with target job •Should be at least 2 levels above participants •Will help in building credibility and acceptance Higher Levels •Should be a good listener and not just an interpreter Good Listening Skills •Must behave the same with all candidates •Should suspend their judgment until the appropriate time Fair & Objective •Will be conscious of the needs of the candidate during feedback Experienced People Manager •Must look of evidences out of observed behaviors and will evaluate accordingly Focus on evidence
  • 86.
    Designing the AC KeyPoints 1. Each competency measured by at least two tools 2. No tool measures more than three competencies 3. All elements should be measured by at least one tool 4. The assessor assesse ratio should be 1:2 Competencies ONE TO SELF TOOLS ONE TO ONE TOOLS ONE TO MANY TOOLS In-basket Role Play Competency Based Interview (CBI) Case Presentation Group Discussion Interpersonal Competencies Team Orientation Influencing Customer Orientation Cognitive Competencies Planning & Organizing Result Orientation Creativity
  • 87.
    One day AC Day0 6:00 pm : Venue check in Day 1 8.30 am : Breakfast 9:00 am : Context Setting & Introduction to AC Process 9:30 am – Exercise 1 (In basket/GD/Role Play/ Presentation/CBI) 10:30 am : Tea break 10:45 am : Exercise 2 (In basket/GD/Role Play/ Presentation/CBI) 12:15 pm – Lunch Break 1:00 pm – Exercise 3 (In basket/GD/Role Play/ Presentation/CBI) 2:00 pm – Exercise 4 (In basket/GD/Role Play/ Presentation/CBI) 3:00 pm – Tea Break 3:15 pm – Exercise 5 (In basket/GD/Role Play/ Presentation/CBI) 4:30 pm – Debriefing Day 2 •8:30 am – Assessor Integration •9:30 am – One on one feedback & draft IDP creating •12:30 pm – End of process Schedule document
  • 88.
    Feedback Process •Feedback isa process where participants are made aware of the observed behavior in controlled circumstances and how they measure up to a set of competencies, which are relevant to the organization and to their role Definition •Covers Strength and Development areas •Examples of behavior are highlighted •Alternate or corrective behavior can be suggested to work upon the indicated focus areas. •The confidentiality about the participant results is maintained. Methodology
  • 89.
    Further Reading  TheHandbook of Competency Mapping, 2007, Second Edition Understanding, designing and implementing competency models in organizations – Seema Sanghi  The Competencies Handbook, 2005, Steve Whiddett & Sarah Hollyforde, Jaico Publishing House  The Psychology of Assessment Centres, 2013, Duncan Jackson, Charles Lance, Brian Hoffman
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