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ADVESH CONSULTANCY SERVICES

COMPETENCY MAPPING

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Knowing is not enough; we must apply.

Willing is not enough we must do.

- Goethe

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Brief History:

A Precursor of Competency

Modeling

1950s: John Flanagan

1954 established Critical Incidents Technique as aprecursor to the key methodology used in rigorous

competency studies

significant behavioral events that distinguish betweenaverage and superior performers.

It is Flanagans critical incidents technique that sixteen

years later inspires David McClelland to discover and

develop the term of competency

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Brief History:

The Concept of Competency

1970s: Testing for Competence Rather than Intelligence(McClelland, 1973)

Competency: an underlying characteristic of a person

which enables them to deliver superior performance in a

given job, role, or situation. Not biased

Can be learned and developed over time

Implication: If competencies are made visible and training

is accessible, individuals can understand and develop the

required level of performance

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Brief History:

Competency Modeling

Matures

1980s:

Certain characteristics or abilities of the person

enable him or her to demonstrate the appropriate

specific actions. (Boyatzis,Richard E. The Competent

Manager: A Model for Effective Performance. New York:Wiley, 1982, p. 12).

the first empirically-based and fully-researched book on

competency model developments

specific behavior and clearly defined performance

outcomes

like Flanagan, stressed importance of systematic analysis

in

collecting and analyzing examples of the actual

performance of individuals doing the work

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34 years after the first

competency model, more than

half of the Fortune 500companies are using competency

modeling.

TODAY!

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COMPETENCY Vs. COMPETENCE

Competency:

A person- related concept that refers to the dimensions of

behaviour 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.

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CONCEPT OF COMPETENCY

Skill:

Ability accomplish

Talent:

Inherent ability

Competency:

Underline characteristics that give rise to skill

accomplishmentKnowledge, skill and attitude

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DEFINITION

First popularized by Boyatzis (1982) with Research result onclusters of competencies:

A capacity

that exists in a person

that leads to behaviourthat meets the job demands

within parameters of organizational environment,

and that, in turn

brings about desired results

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Competencies are generic knowledge, motive,trait, social role or a skill of a person linked to

superior performance on the job.

Hayes 1979

Competencies are personal characteristics that

contribute to effective managerial performance.

Albanese 1989

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WHAT IS COMPETENCY?

A competency is defined

as a behavior or set of behaviors

that describesexcellent performance

in a particular work context

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THE ICEBERG

ONLY 10% OF ANY

ICEBERG IS VISIBLE.

THE REMAINING 90%

IS BELOW SEA LEVEL.

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THE ICEBERG

SEA LEVEL

VISIBLE

ABOVE SEA LEVEL

INVISIBLE

BELOW SEA LEVEL

90 %

10 %

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THE ICEBERG

The Iceberg phenomena

Is

also applicable

on

human beings

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THE ICEBERG

SEA LEVEL

KNOWLEDGE

&

SKILLS

ATTITUDE

UNKNOWN

TO OTHERS

KNOWN

TO OTHERS

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THE ICEBERG

SEA LEVEL

BEHAVIOR

VALUES STANDARDS JUDGMENTS

ATTITUDEMOTIVES ETHICS - BELIEFS

KNOWN

TO OTHERS

UNKNOWN

TO OTHERS

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A competency is

an underlying characteristic

of

a personwhich enables him/her

to deliver

superior performancein a given job, role or situation.

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Competencies are

INPUTS

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They consist of clusters of

knowledge, skills, and personal

attributes

that AFFECT anindividuals ability to PERFORM

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How do competencies differ from

skills and knowledge?

Competencies only include behaviors thatdemonstrate excellent performance.

Therefore, they do not include knowledge, but do

include "applied" knowledge or the behavioral

application of knowledge that produces success.

In addition, competencies do include skills, but

only the manifestation of skills that produce

success.

Finally, competencies are not work motives, but

do include observable behaviors related to

motives.

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Components of

Competency

Skillcapabilities acquired through practice.

Knowledge

understanding acquired through learning.

Personal attributes

inherent characteristics which are brought to thejob

Behavior

The observable demonstration of somecompetency,

skill, knowledge and personal attributes attributedto

excellent performance

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COMPETENCIES

KNOWLEDGE

PERSONALMOTIVES

SKILL

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Does he use his knowledge ?

Does he use his skill?

Does he use his attitude/motive?

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JOB AND COMPETENCY

COMPETENCY JOB

Underlyingcharacteristic of apersons inputs.

Cluster of knowledge,attitude and skill.

Genericknowledge,motive,trait,r

ole or a skill. Personal

charcteristics,set ofskills,related knowledge

and attributes.

Superior performance ina given job , role orsituation.

Individuals ability toperform

Linked to superiorperformance on the job

Contribute to effectivemanagerial performance

Succeddfully perform atask or an activity within

a specific function or job

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WHY DO WE NEED COMPETENCIES WHEN WE

ALREADY HAVE JOB DESCRIPOTIONS?

In contrast to a job description, which typicallylists the tasks or functions and responsibilities for

a particular role, a set of competencies (or

competency profile) lists the abilities needed to

conduct those tasks or functions.

Too often job descriptions are not worded in a

manner that enables an employee's performance

to be effectively measured. Competencies on theother hand are described in terms such that they

can be observed, measured and rated against

criteria that are standardized and required to do

the job effectively

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COMPETENCY

SET OF SKILLS

RELATES TO THEABILITY TO DO.

PHYSICAL DOMAIN

KNOWLEDGE

RELATED TOINFORMATION

COGNITIVE DOMAIN

ATTRIBUTE

RELATES TOQUALITATIVEASPECTS ,PERSONAL

CHARACTERISTICSOR TRAITS

OUTSTANDING PERFORMANCE OF TASKS ORACTIVITIES

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Competencies

Distinguish

Exemplary Performers

from

Average Performers

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EXERCISE 1

KNOWLEDGE SKILL

Labour law Submission of returns

Maintenance of

registers

Interpretation of law

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TYPES OF COMPETENCIES

Generic or specific: Threshold or performance:

Basic competencies required to do the job, which do not differentiate

between high and low performers

Performance competencies are those that differentiate between highand low performers

Differentiating Competencies: Behavioral characteristics that high performers display

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COMPERTENCIES DEALING WITH

PEOPLE

LEADING OTHERSINFLUENCING ANDCOMMUNICATING

Establishing focus

Providing motivation

Fostering Teamwork

Empowering others

Manage change

Develop others Managing

performance

Fostering Diversity

Attention tocommunication

Oral communication Written

communication

Persuasive

communication Interpersonal

awareness

Influencing others

Building collaborative

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COMPETENCIES DEALING WITH

BUSINESS

PREVENTING ANDSOLVING PROBLEM ACHIEVING RESULTS

Diagnostic information

gathering

Analytical thinking

Forward thinking

Coceptual thinking

Strategic thinking Technical expertise

Initiative

Enterpreneurial

orientation Fostering innovation

Result orientation

Thoroughness

Decisiveness

Business acumen

Global prospective

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COMPETENCIES DEALING WITH

SELF MANAGEMENT

Self confidence Stress Management

Personal Credibility

Flexibility

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DAY 2

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What is a competency model?

A competency model is a set of success factors, oftencalled competencies that include the key behaviorsrequired for excellent performance in a particular role.Excellent performers on-the-job demonstrate thesebehaviors much more consistently than average orpoor performers. These characteristics generallyfollow the 80-20 rule in that they include the keybehaviors that primarily drive excellent performance.They are generally presented with a definition and keybehavioral indicators.

In contrast, competencies do not include "baseline"skills and knowledge (i.e., commonly expectedperformance characteristics such as finishingassigned work, answering the telephone, writingfollow-up letters, etc.), job tasks, or unusual oridiosyncratic behaviors that may contribute to a singleindividual's success.

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Competency Model Framework

Vision&Mission

Core capabilities

CompetencyRequirements

Skill

Knpwledge

Attributes

SuccessFactors

Behaviours

Business Strategy

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Competency mapping is a process of

identifying

key competencies

for a particular position in anorganisation, and then

using it for job-evaluation, recruitment,

training and development, performance

management, succession planning, etc.

COMPETENCY MAPPING

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What is a global competency

dictionary?

A Competency Dictionary comprises of keyCompetencies, Competency definitions,

Competency types, Competency levels and

appropriate supporting behavioral indicators.

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ESTABLISHING FOCUS

The ability to develop and communicate goals in

support of the business mission.

a) Acts to align own units goals with the strategic

direction of the business b) Ensures that people in the unit understand how

their work relates to the businesss mission

c) Ensures that everyone understands and identifies

with the units mission d) Ensures that the unit develops goals and a plan to

help fulfill the businesss mission

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PROVIDING MOTIVATIONAL SUPPORT

Skill at enhancing others commitment to their work. a) Recognizes and rewards people for their

achievements

b) Acknowledges and thanks people for their

contributions c) Expresses pride in the group and encourages

people to feel good about their accomplishments

d) Finds creative ways to make peoples work

rewarding e) Signals own commitment to a process by being

personally present and involved at key events

f) Identifies and promptly tackles morale problems

g) Gives talks or presentations that energize groups

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ORAL COMMUNICATION

Expressing oneself clearly in conversations and interactions withothers.

1. Speaks clearly and can be easily understood

2. Tailors the content of speech to the level and experience of the

audience

3. Uses appropriate grammar and choice of words in 0ral speech

4. Organizes ideas clearly in oral speech

5. Expresses ideas concisely in oral speech

6. Maintains eye contact when speaking with others

7. Summarizes or paraphrases his/her understanding of what

others have said to verify understanding and prevent

miscommunication

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LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

LISTENS

CAREFULLYAND PRESENTS

INFORMATION

FOSTERS

TWO WAYCOMMUNIC

ATION

ADAPTS

COMMUNICATION TO OTHERS

COMMUNICATES

COMPLEXMESSAGES

COMMUNICATES

STRATEGICALLY

LISTEN

ACTIVELY

WITHOUTINTRUPTING

ELICIT

COMMENTS/

FEEDBACKON WHAT

HAS BEEN

SAID

ADAPTS

CONTENT AND

TONE TO SUITTHE TARGET

AUDIENCE

HANDLES ON THE

SPOT COMPLEX

QUESTIONS

COMMUNICATES

STRATEGICALLY

CHECKS OWN

UNDERSTNDIN

G OF OTHERS

OPENLY

DISCUSS

DIFFERENT

PERSPECTI

VES

ANTICIPATE

REACTIONS

DELIVERS

DIFFICULT

MESSAGES WITH

CLARITY, TACT

AND DIPLOMACY

IDENTIFIES AND

IMPLEMENT

POLICIES

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LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

PLANS TASKS

AND

ORGANISES

OWN WORK

APPLIES

PLANNING

PRICIPLES TP

ACHIEVE WORK

GOALS

DEVELOPS

PLAN FOR THE

BUSINESS UNIT

INTEGRATE

AND EVALUATE

PLANS TO

ACHIEVE

BUSINESSGOALS

PLANS AND

ORGANISES AT

A STRATEGIC

LEVEL

IDENTIFIES

REQUIREMENT

S AND USES

AVAILABLE

RESOURCES

ORGANISES

WORK

ACCORDING TO

PROJECT AND

TIMEMANAGEMENT

PRICIPLES

CONSIDERS A

RANGE OF

FACTORS IN

PLANNING

PROCESS

ESTABLISHES

ALTERNATIVE

COURSES OF

ACTION

ENSURESRESOURCES

ARE AVAILABLE

TO ACHIEVE

SET

OBJECTIVES

COMPLETES

TASK IN

ACCORDANCEWITH PLANS

PRACTICES

AND PLANS

FORCONTINGENTS

IDENTIFIES

ACTIVITIES

THAT WILLRESULT IN

OVERALL

IMPROVEMENT.

ENSURES THAT

SYSTEMS ARE

IN PLACE

SETS AND

COMMUNICATE

S PRIORITIESWITHIN THE

BROADER

ORGANISATION

S f C C l

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Stages of Competency Catalogue

Development

Stage1

Conductingcompetencyworkshop

Stage 2

Identifyingcompetencycomponents

Stage 3

Developingcompetencycatalogue

Stage 4

Developingcompetency

profile

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Introduce the concept of competency

Deciding the scope of competency project

Stage1Conducting

competency workshop

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Stage 2a: Identifying Employee Core Competencies

possessed by all employees regardless of their functions.

Review business vision and strategy Identify Employee Core Competencies (behaviors) to achieve strategy

Stage 2b: Identifying Job Relevant Competencies

Relevant to each existing function/job/role.

Determine and understand the nature of the job/role/position to be

analyzed. Conduct focus group discussion

Stage 2 Identifyingcompetencycomponents

H th t i id tifi d

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How are the competencies identified

for each job?

The competencies are derived primarily from atask analysis. This involves identifying the critical

task of the job together with the jobholder and the

immediate superior.

It is important that only the critical tasks areconsidered, as these are the ones that enable the

jobholder to perform.

The critical tasks are then recorded as

competency requirements.

How are the competencies

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How are the competencies

identified for each job?

In addition, the Performance Criteria to which thejobholder must satisfy are described.

The Performance Criteria are the standards to

which the jobholder must demonstrate when

carrying out the tasks.

For e.g. a Welder when joining two metal sheets

together must ensure that the workplace is safe

for him to carry out the task. He must also ensure

that the weld that he produces meets the qualitystandards and that he welds within the specified

time frame

How are the competencies

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How are the competencies

identified for each job?

The identified competencies, the Performance

Criteria and the Required Competency Level

are then

validated by the Head of Departmentto ensure that it reflects

the current competency requirement of the

jobholder

and

standards

set by the Company on the Performance Criteria.

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Conduct behavioral event interview to identify

behavior indicators.

Define the competency with a description which

includes the previously identified behavior indicators

Scale each identified behavior indicator from lower to

higher levels of performance.

Validate and confirm the matrix of competency

catalogue with key stakeholders

Stage 3 Developingcompetencycatalogue

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Define number of positions to be reviewed

Identify roles and responsibilities of each

position(JD or JA)

Establish competency matrix: match the

roles and responsibilities with the

competencies Analyze the weight of the roles and

responsibilities as a basis to decide the level

of proficiencies

Stage 4 Developingcompetency profile

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COMPETENCY FRAMEWORK

Core competencies (Organization wide

Business competencies (SBU specific)

Team Competencies (project driven)

Role competencies (Role wise)

COMPETENCY IDENTIFICATION

Identification process (4 steps)

Consolidation of checklist

Rank Order and finalizationValidation and Benchmark

COMPETENCY ASSESSMENTPsycho-metric tool

360 Degree approach

COMPETENCY MAPPING

Strategy-Structure CongruenceStructure Role Congruence

Vertical & horizontal Role linkages

Positioning to bring in competitive advantage

INTEGRATION OF HRFUNCTION

PMS 5. R&S

CP & CD 6. RS

SP & SD

T&D

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ROLE COMPETENCIES

A set of competencies required to perform agiven role

Each competency has a skill set

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IDENTIFICATION OF ROLE

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IDENTIFICATION OF ROLE

COMPETENCIES

Structure and list of roles

Definition of roles

Job description

Competency requirement

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STRUCTURE AND LIST OF

ROLES: STEPS

Organizational structure study and examination

List all the roles in the structure

Identify redundant and overlapping roles

Final list of roles

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DEFINITION OF ROLE: STEPS

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DEFINITION OF ROLE: STEPS

Identify KPAs of the role

Link the KPAs with Dept. and Organizational

goals

State the content of the above in one or two

sentences

Position the role in perspective with that of others

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JOB DESCRIPTION: STEPS

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JOB DESCRIPTION: STEPS

List down all the activities/tasks small and big

Routine and Creative

Categorize activities under major heads

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STEPS

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STEPS

Identify against each activity the following: Role holder interview and listing

Day in the Life of Study

Internal/External customer interview and listing

Star performer interview and listing Role holder critical incident analysis

Management Climate Study

Benchmarking

Consolidate the above and make a checklist of

competencies Rank- order and finalize on 5/6 competencies critical

to the role

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COMPETENCY IDENTIFICATION

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COMPETENCY IDENTIFICATION

TOOLS

Attitude Management Climate & Attitudinal Study Set of Questions measuring 8 characteristics of Attitudinal Capability

Measures & identifies gaps

Management Style System Orientation

Organisation Culture/Decision Making Quality Customer Service

Change Communication Accountability

Also looks at perceived performance & opportunities for improvement

Benchmarking against other capable organizations

Outcomes : Organizational, Team & Individual Gaps

COMPETENCY IDENTIFICATION

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COMPETENCY IDENTIFICATION

TOOLS

Behaviour & Skills- Day in the Life of Outlet Manager Snapshot of Productivity & Effectiveness of Key Managers

4 -8 Hours observation of critical skills, behaviour & attitude to succeed

Measurement ofAS-IS, DESIRED & SHOULD-BE

Outcomes : Organizational, Team & Individual Gaps

Behaviour & Skills- Top Performer Survey 20 top performers of Caf Coffee Day and let them calibrate and rank

the necessary competencies for superior performance

Outcomes : Organizational, Team & Individual Requirements

Values : Top management interviews Outcomes : Key Values to Uphold

St d

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Study

67%

15%

69% 68%

100%

PREPARATION BUILDING THE

RELATIONSHIP

IDENTIFYING THE NEEDS

AND OBJECTIONS

C LOS ING T HE DE AL ADM INIS TRAT ION

Complied Not Complied

Pre-meeting, Meeting & Post-meeting issues analyzed on

Preparation, Building relationship, Identifying needs & objections, closing &

administration

Diagnosis of sales mans selling effectiveness & alignment to business needs

COMPETENCY ASESSMENT

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COMPETENCY ASESSMENT

Following methods are used: Assessment/Development Centre

360 Degree feedback

Role plays

Case study

Structured Experiences

Simulations

Business Games

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COMPETENCY MAPPING

Strategy structure congruence

Structure Role congruence Each role to be unique

Non-Repetitive

Value adding

Vertical and horizontal role congruence

Ensure non repetitive tasks in two different roles

Ensure core competencies for each task

Link all the above and position to bring incompetitive advantage

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COMPETENCIES

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COMPETENCIES

APPLICATIONS

Competency frameworks: Define the competencyrequirements that cover all the key jobs in anorganization. This consists of genericcompetencies.

Competency maps: Describe the different aspectsof competent behaviour in an occupation againstcompetency dimensions such as strategiccapability, resource management and quality.

Competency profiles: A set of competencies thatare require to perform a specified role.

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LUNCH

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Competency Flow Model

JOB PERFORMANCE

OBSERVABLE BEHAVIOURS

PERSONAL ATTRIBUTES/MOTIVESKNOWLEDGE

SKILL

COMPETENCY

Competencies are to performance what DNA is to people

Job Description vs

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Job Description vs.

Competency Model

Job description looks at what.elements of the jobs and defines thejob intosequences of tasks necessary to perform the job

Competency model focuses on how.

studies the people who do the job well (STARs),and defines the job in terms ofthe characteristicsand behaviors of these people.

SAMPLE CORE IDEOLOGIES OF

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SAMPLE CORE IDEOLOGIES OF

SELECTED COMPANIES

American Express Co.: customer service, reliability,

The Boeing Co.: pioneers; product safety andquality

Citicorp: autonomy , aggressiveness and self-

confidence General Electric Co.: technology ,balance among

stakeholders,

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Procter & Gamble Co.: honesty and

fairness,respect for individual

3M Corp.: innovation, initiative and personal

growth,

Wal-Mart Stores Inc.: commitment, enthusiasm;

Walt Disney Co.: creativity, dreams,

imagination

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WHY USE COMPETENCIES? When done correctly, implementing competencies within your

organization gives you the means to: Translate the organizations visionand goals into expected employee behavior

Implement more effective and legally defensible recruitment, selectionand assessment methods

Reduce hiring costs and absenteeism / turnover rates

Identify areas for employee development that are directly linked to

desired outcomes and organizational objectives Target training dollars in areas that are will realize the most return on

investment

Set more effective (and valid) criteria for developing and evaluatingperformance

Identify gap between present skill sets and future requirements

And if downsizing is required, ensure retention of the essentialcompetencies for the success of the organization.

Furthermore, by communicating these competencies to employees,organizations empower employees to take charge of their careers,direct their own personal development, and continually self-evaluateand improve.

What are Roles?

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What are the benefits of implementing a competency-based

approach to developing professionals?

For the Associates, competency-based practices:Identify the success criteria (i.e., behavioralstandards of performance excellence) required tobe successful in their role.

Provide a more specific and objectiveassessment of their strengths and specifytargeted areas for professional development.

Provide development tools and methods forenhancing their skills.

Provide the basis for a more objective dialoguewith their manager or team about performance,development, and career related issues.

For The Company,

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For The Company,

competency-based practices: Reinforce corporate strategy,culture, and vision.

Establish expectations for performance excellence, resulting in asystematic approach to professional development, improved jobsatisfaction, and better employee retention.

Increase the effectiveness of training and professionaldevelopment programs by linking them to the success criteria(i.e., behavioral standards of excellence).

Provide data on development needs that emerge from groupand/or organizational composites that are an outcome of multi-rater assessments.

Provide a common framework and language for discussing how

to implement and communicate key strategies. Provide a common understanding of the scope and requirementsof a specific role

Provide common, organization-wide standards for career levelsthat enable employees to move across business boundaries.

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For Managers

Identify performance criteria to improve theaccuracy and ease of the hiring and selection

process.

Provide more objective performance standards.

Clarify standards of excellence for easiercommunication of performance expectations to

direct reports.

Provide a clear foundation for dialogue to occur

between the manager and employee about

performance, development, and career-related

issues

S ifi I t R l t d t U i

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Specific Improvements Related to Using

Competency-Based Systems

5-10% in rate of hiring successful candidates. 15-20% in retention of desired employees.

15-25% in morale as measured in employee

surveys.

20% in goal completion by individuals and teams

H ill C D l t F k

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How will Career Development Framework

benefit the company in terms of training?

Training and development will be more focused,as it will address specific gaps in competencies. It

will no longer be based on qualitative

justifications. Though in the initial period, training

expenditure may increase, depending on thenumber of competency gaps, in the long term, the

return on training expenditure may is justifiable

when competencies gaps are addressed and

employees perform to expectations.

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How do I use the Competency Dictionary?

The Competency Dictionary can be used formany Human Resource Management purposes,

such as: A guide in creating job descriptions

A guide for hiring managers during behavior-

based job interviews. A self-assessment tool for employees and

managers

A performance management guide for

managers/supervisors

A training evaluation tool

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THANK YOU