Competency Mapping
by-Ms. Aparna Kaushik
Objectives Defining Competencies & behavioral indicators. Conceptual framework of Competency mapping. Competency Assessment using psychometric test
Competency
'Competencies are the characteristics of a manager that lead to the demonstration of skills and abilities, which result in effective performance within an occupational area.-Hogg (1993) 'Cluster of related knowledge, skills and attitude that affects major part of one's job (role), that correlates with performance on the job, that can be measured against well accepted standards and that can be improved via training and development'. –Parry, 1996 Capacity to transfer skills and abilities from one area to another area. Competence is skills that leads to performance at job whereas behaviour that leads to this performance is competency.
Competency v/s Competence
‘competence’ means a skill and the standard of performance reached, while ‘competency’ refers to the behaviour by which it is achieved. Competence Skill Based
Standard attained What is measured
Competency Behaviour based Manner of behaviour How the standard is achieved
The Interface between Competence and Competency
Competence refers to the range of skills which are satisfactorily performed, while competencies refers to the behaviour adopted in competent performance.
Competencies ... Competencies.... – lead to effective performance. – also embodies the capacity to transfer skills and abilities from one area to another.
Behavioural and Functional Competencies – Behavioural Competencies: • include broad success factor, “soft” attributes like adaptability, stress tolerance, intellectual capacity, sensitivity.. – Functional Competencies: • include “hard” or functional/technical attributes, within the given work function, like numerical interpretation.
What are competencies? Observable Behaviour
Knowledge: Job Related
Skill: Communicates well
Trait: Team player, confident, demonstrate initiatives, handle stress
Motive: Self development, focuses on client success, personal integrity
Competency Mapping
A process of identifying key competencies for an organisation/job and incorporating those competencies throughout the various processes such as job evaluation, training, recruitment etc.. Can also be described as process an individual uses to identify and describe competencies that are most critical to success in a work. It consists of breaking a given role or job into its constituent tasks or activities and identifying the competencies. Competency mapping model describes the combination of knowledge, skills and characteristics needed to effectively perform a role in an organisation.
Need for Competency Mapping
Address employee needs What am I on skills? − What are the gaps? How to improve on skills − What is expected of my role? − What are possible future roles? People have to know about competencies which help them deliver better to customers −
Address organizational / business needs − − −
High performance Expectation management on career and promotions Higher productivity with improved skills
Need for Competency Mapping
CRITERIA TO MEASURE COMPETENCY & PERFORMANCE Competency
Superior Performance
Effective Performance
Performance
Threshold Competencies
Differentiating Competencies
Approaches to Competency Mapping Top Down Approach Bottom Up Approach Hybrid Approach
Top Down Approach Competencies needed for effective performance
or superior performance are identified by expert groups consisting of job incumbents, superiors or subordinates often analyzing organizational objectives
Bottom Up Approach The knowledge, skills, motives, attitudes, traits, self concept
and other attributes of consistently high performing employees are studied using techniques like: 1. Case analysis 2. Critical Incidents 3. Behavioral Events Interview 4. Participant Observation 5. Performance Record 6. Verification 7. Repository Grid etc
And benchmarked them for developing in other employees in the organization
Hybrid Approach Involves developing a competency model based
on theoretical knowledge and intuition by experts/ HR professionals
Competency Model
A competency model describes the combination of knowledge, skills and characteristics needed to effectively perform a role in an organization and is used as a human resource tool for selection, training and development, appraisal and succession planning. A competency model includes both innate and acquired aspects. It is essentially a pyramid built on the foundation of inherent talents, incorporating the types of skills and knowledge that can be acquired through learning effort and experience. At the top of the pyramid is a specific set of behaviours that are the manifestation of all innate and acquired abilities.
Typically A competency model includes
Competency titles
Definitions of those titles
Key Behaviour indicators
Competency (Pyramid) Model
Includes
Competency titles, Definitions of those titles Key Behaviour indicators
Tool for
Recruitment/Selection Training & Development Appraisal & Succession Planning
Behaviour
Skills Knowledge
Aptitude Important Factors to consider: Role and Context
Personal Characteristics
A competency model describes the combination of knowledge, skills and characteristics needed to effectively perform a role in an organization.
The Lancaster (Burgoyne) Model of Managerial Competencies
LEVEL 1
LEVEL 2
LEVEL 3
Competency Model for Sales Associates Personality Assertiveness
Ability to take command during the face to face situations while displaying appropiate tact and diplomacy
Self Sufficiency
Ability to work independently and maintain one's motivation
High Emotional Stamina
Ability to maintain focus & effectiveness under stressful & frustrating situations
Ability Quantitative Reasoning
Ability to reason with, analyse and draw conclusion from members
Divergent Thinking
Ability to see and think beyond the obvious formulate original solutions
Knowledge Computer Literacy
Basic computer skills
Product Knowledge
Expertise related to company's product & services, as well as other crucial aspects of the business.
Financial Analysis
Understanding the financial im[pact of decisions on the customer, customer satisfaction and company
Skills Basic Selling Skills
Establishing rapport, determining customer needs, relating benefits to product features.
Problem Solving Skills
Anticipating problem-inviting ideas, distinguishes symptoms from causes, modifying proposals and implementin solutions.
Presentation Skills
Ability to communicate to large & small groups, establish rapport, articluate delivery of ideas, use visal aids effectively.
Planning to Develop a Competency Model
4 Steps
1. Determine the objectives and scope: why are we doing it? What jobs, functions, business unit will target?
Methods use to develop model −
Start from scratch: Suitable for developing model for a job, function or role in the organisation
−
Strating with a Validated Competency Model.: Best suited for leadership/managerial roles that cut across functions & position.
2. Clarify implementation goals and standards:Implementation standards should be quality, quantity and timings.
3. Action plan: Should comprise of action steps broken into work that needs to be
done, deliverables into tasks and activities for carrying out each step, schedule with start and end date, resources required, with people and money etc.
4. Identification of individual performance against established performance criteria: Identify people with various performance level, identify what is successful performance and differentitate the behaviour of successful performer with others less effective (set performance criteria) through different methods. Help in identifying competencies.
Design of Competency Mapping Map Competencies
Map skills, personal attributes and training for a given job specify the required performance level. Rank order, finalize, validate and benchmark attributes. This will act as a checklist for subsequent performance planning of employees
Identify Competencies
Conduct competency test (psychometric tools) at the time of recruitment of new employees and skill matrix audit for existing employees
Analyse Competency Gap
Measure the current performance level against standard or desired performance level and note down the gap
Decide
– If the current performance is more than required level then subsequent decision regarding recruitment/selection or compensation – If the current performance is less than the required performance level then subsequent decision regarding recruitment/selection or training or development programme is to be undertaken
Lay down a proposed performance level an benchmark
Competency Mapping 1. Study the Job Description/Specification or 2. Use Questionnaires/Interviews 3. Identify competency critical for outstanding performance vis a vis role 4. Define competencies in terms of behavioural indicators 5. Develop measurement criteria for each competency
STEPS
METHOD
Identifying the Competencies
Preparation for competency identification:
Identification −
For Whom—level or positions.
−
What purpose.
Locate successful people who can define what behaviours lead to success in the organisation. Also who are the average people who follow the role definition but meet only moderate success. Interview −
Smallest details of the behaviour which brings success to job. Situation based interview.
−
Distinguish between preferred and effective behaviour.Routine and repetitive behaviour is not included in the final competency description. Note every behaviour described by the respondents.
−
After all interviews noting sheets to be analysed. Classify behaviour by competency separately for superior and average performers. Draft competency definitions. Analyse for frequency of occurance and strength of behaviour.
−
Behavioural Indicators: Describes actions or behaviours that one can observe of an individual taking or using that signify appropriate application of competency in a specific performance setting.
Refer: Sample Behaviour Noting Sheet
Example
Competency:Conflict Management
Definition: Anticipates or seek to resolve confrontrations, disagreements or complaints in a constructive manner. Behavioural Indicators: − − −
Recognise root cause of conflicts or disagreements. Resolves confrontations in constructive manner. Address formal and informal complaints from employees or from person other than employees i.e. customer or suppliers.
Job Descriptions Behavioral Event Interviews Surveys Literature Review Critical Incidents Focus Groups, Observations
Tools for Data Collection
Validate and Measure Competencies
Process −
Questionnaire method: Convert the competency definition and associated behaviours in a questionnaire and administer the same.
−
II method: Present competency definition and associated behaviour to management and representative sample of population. The competency dictionary then is opened for discussion. Brainstorimg method to be followed which eventually help in noting all suggestions made and incorporated accordingly.
−
Data from both methods to be analysed in order to determine the degree of acceptance of competency definition.
Measure −
Frequency: Consistent, Fairly or Never
−
Quality of Behaviour: Person may display a few but not all the behaviours associated with a competency.
Linking Competencies to 16PF Traits 1.
Determine key elements of the job.
Determine functional and behavioural competences important for effective job performance.
1.
Done by: Job description, Interviews, Experience shared by high performing employees.
Determine Job Model for effective Job Performance:
Critical attributes evolved for each position is mapped against personality traits.
Ideal Range Dimensional Importance: Low, Moderate, High Fitment to the Role: Good Fit, Moderate Fit, Poor Fit Overall Job Model Similarity
Linking Competencies to Psychometric Test – 16PF Factors Warmth Reasoning Emotional Stability Dominance Liveliness Rule Consciousness Social Boldness Sensitivity Vigilance Abstractedness Privateness Apprehension Openness to Change Self Reliance Perfectionism Tension
• • • • • • •
Score Left Meaning and Right Meaning. 1-3 = ‘Low’; 8-10 = ‘High’. 1 & 10 = ‘Extreme scores’. 5, 6 = ‘Exact average’. 4 = 'Low Average' 7 = ‘High average’.
Bipolar Scale 1
2
3
4
5
6
7
8
9
10
16PF TEST SCORING SHEET Low score description Factor
Range
High score description
Low Avg High 1,2,3,4 5,6 7,8,9,10
A
Reserved
*
Outgoing
B
Concrete Thinking
*
Abstract Thinking
C
Affected by Feelings
E
Humble
F
Sober
G
Expedient
*
Conscientious
H
Shy
*
Venturesome
I
Tough Minded
*
Tender Minded
L
Trusting
*
Hard to Fool
M
Practical
N
Forthright
O
Self Assured
*
Apprehensive
Q1 Conservative
*
Experimenting
*
Emotionally Mature *
Assertive *
*
Happy Go Lucky
Imaginative
*
Socially Aware
Q2 Group Dependent
*
Q3 Follows own urges
*
Self Sufficient Controlled
SAMPLE PROFILE MAPPING Sample Position Mapping Traits
Dimensional Imp
Ideal Range Obtained Score
Fit
Warmth
M
5-7
6
G
Reasoning
H
6-9
8
G
Emotional Stability
H
5-7
7
G
Dominance
M
6-8
3
P
Liveliness
M
5-7
4
M
Rule Consciousness
M
5-7
6
G
Social Boldness
H
6-8
7
G
Sensitivity
L
2-5
3
G
Vigilance
M
5-7
9
P
Abstractedness
M
5-7
7
G
Privateness
M
4-6
6
G
Apprehension
L
2-4
1
M
Openness to Change
H
6-9
7
G
Self Reliance
H
5-7
5
G
Perfectionism
M
5-7
7
G
Tension
L
4-6
4
G
Position Fulfilment
Competencies should be well defined with no ambiguities and clear ratings. To have list of interview questions with competency rating sheet to elicit information about the behaviour.
Competency Based Interviews Team working: co-operates enthusiastically with others in own team and in other formal and informal teams Leve1
Level 2
Level 3
Level 4
Works effectively as a member of a team. Takes responsibility for getting things done as part of a team.
Contributes to team development, seeking and testing improvements to the team’s outputs/service
Leads aspects of team work,seeking and implementing improvements to the team’s outputs/service and developing colleagues within the team. Challenges colleagues.
Recognises and develops opportunities for team working at crossUniversity level, driving improvements to the teams’ outputs/service and developing colleagues within the teams.
Question Example Describe a time when you exceeded a customer’s expectations • How did you know you had exceeded? • What did your actions achieve? Describe a situation where you had to deal with a dissatisfied customer • How did the customer respond to the actions you took? • What did you do to ensure that the situation did not occur again with other customers? • What was the outcome?
Activity From the given job descriptions: – Identify the required set of competencies. – Identify the behavioural indicators. – Classify them as threshold and differentiating compentencies. – Identify the suitable rating scale. –Draw the complete competency model with respect to the specified job descriptions.
Example: Competencies with Definitions and Ratings
Rating scale
(1)Unsatisfactory: Consistently fails to meet the expectations
(2) Satisfactory: Does not meet expectations consistently.
(3) Good: Consistently meet expectations
(4) Very Good: Consistently meets or exceeds expectations
(5) Exceptional: Consistently exceeds expectations
Competencies
Team working: co-operates enthusiastically with others in own team and in other formal and informal teams. 12345
Selection Interview Questions Example Describe a time when you exceeded a customer’s expectations • How did you know you had exceeded? • What did your actions achieve? Describe a situation where you had to deal with a dissatisfied customer • How did the customer respond to the actions you took? • What did you do to ensure that the situation did not occur again with other customers? • What was the outcome?
Competency Behavioral Indicators
Definition
Position-specific Tasks and Duties Defining Elements
Type Core Behavioural Technical
Importance
Proficiency Level
Training
Essential
Necessary At Entry
Advanced
Exceeds Expectations
Performance Differentiating
Learned on job
Intermediate
Meets Expectations
Basic
Does Not Meet Expectations
Theshold Differentiating
Performance Level
Competency Road Map
Alignment of HR systems
t en n tm ti o i ru lec c e Re s
ce an nt rm m e rfo ge Pe ana M
d n a
Co m p e ns a tio n
& nt g n me i n p ai elo r T ev D
Competency Model
Competency based Performance Appraisal
Competencies enable
establishment of clear high performance standards Collection and proper analysis of factual data against the set standards. Conduct of objective feedback meetings Direction with regard to specific areas of improvement
Performance Management
Measurement: people driven process, essential to have measurement of workplace competencies. Development: development activities are relative and are received while on the job. Designed to support the continuous improvement of workplace competencies. For performance management: necessary to have a list of behaviour description for skill improvement along with checklist of specific behaviour example.
What is an Assessment Center? AT&T developed the well known approach to AC evaluation in
1956, called Management Progress Study to investigate the changes in personal characteristics as managers moved through their careers.
Technique which is used to measure certain dimensions of
person's competency.
Consists of a mix of separate techniques for measuring
psychological dimensions such as traits, qualities or competencies.
Assessment Center is a standardized
selection/assessment/evaluation method that uses a variety of different techniques including:
Tests, Interviews, Simulations, Personality instruments, Role plays, Case studies.
What Assessment Centres are Not!
Multiple-interview processes. Psychometric Test Batteries (paper and pencil tests)
Individual assessments of all sorts.
Work sample tests.
A building labelled “Assessment Centre”.
Characteristics of Assessment Centre
It must measure multiple factors (qualities or competencies).
It must use multiple techqniues.
It must have multiple assessors or observers.
Used for
Selection of employees
Placement
Potential appriasal
Promotion
Career and Succession Planning
Estimation of training needs
Development Centers
Development centres are intended to identify the strengths and development areas of employees proactively, to identify the star performers in a system and to provide developmental inputs to these high performers so that they are prepared to take up higher responsibilities in the future.
They are increasingly being seen as an objective and impartial way for assessment, bringing more credibility to the assessment system.
Differences between Assessment & Development Center ASSESSMENT CENTER
DEVELOPMENT CENTER
Used for selection of people
Used for development of people
Focus on what the candidate is now
Focus on how the employees can be developed for the future
The target group could be employee looking for promotion or an outsider seeking a job
Normally employees seeking to develop their career
Involves pass/fail criteria
Does not involve pass/fail criteria
Aimed at meeting the organization’s need
Meets organization’s performance need as well as individual’s development need
Feedback may not be given
Feedback is given
Results may not be disclosed
Results are shared with the candidates
Self appraisal have no value
Self-appraisals are important
Line managers are best assessors
Behavioral scientists, HR Managers and line managers are a right combination
Reasonably brief
Detailed
Candidate may be prone to anxiety due to pass/fail criteria
Candidates are comfortable since the results are used only for developmental purposes
Some Examples of Companies using these Ranbaxy
Escorts
Wipro
Norton
Tisco
Shell
Mahindra & Mahindra
BILT
Glaxo Smith Kline
Vysya Bank
HLL
HSBC
GE
J.K Corporation
ICICI
Colgate
ABB
Seagram Industries
Simens
RPG Group
Gujrat Heavy Chemicals
Eicher
Tata Administrative Services
Goodyear Tyres
Cadburys
Castrol
Motorola
Tata Steel
Johnson & Johnson
Wackhart
AT & T
Citibank
Bharti Telecom
Cannon
Matrix to Identify how the Person Specification will be Assessed During the Recruitment Process Sources of Information
Application
Test
In-Tray
Panel Interview
Knowledge Thorough knowledge of cataloguing standards
*
Experience of Classification of stock using internationally recognized classification scheme
*
*
Qualification Professional Library/Information Science qualification at first degree level or above
*
Competencies Communicating & Influencing – Level 2 Communicates information effectively to a wide range of diverse stakeholders, influencing events.
*
Organisation and delivery – Level 1 Plans time effectively to achieve results in day to day work. Is organised and prioritises work appropriately.
*
Team working – Level 1 Works effectively as a member of a team. Takes responsibility for getting things done as part of a team.
*
*
* *
Assessment Centre Exercises Analytical ability
Decision Making
Planning and Organisati on
Strategic Thinking
Commun Team ication work
Ice breaker In-basket Exercise
*
Business Game
*
*
*
*
*
*
* *
Role Play Analysis Exercise Personal Interview
* *
*
*
* *
*
*
Thank You
