Competency Framework 3G:Competency Framework 3G:The vocabulary of job performanceThe vocabulary of job performance

Los Angeles County Office of EducationLos Angeles County Office of Education

PERSONNEL COMMISSIONPERSONNEL COMMISSION

OutlineOutline

1.1. Competencies and competency modelingCompetencies and competency modeling

2.2. Competencies as a common language for Competencies as a common language for transformational HR and ODtransformational HR and OD

3.3. The LACOE methodology (and example)The LACOE methodology (and example)

4.4. Historical background and professional Historical background and professional opinionsopinions

5.5. LACOE Competency Framework 3G as a LACOE Competency Framework 3G as a modeling framework for job performance and modeling framework for job performance and personnel assessmentpersonnel assessment

6.6. DiscussionDiscussion2

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What is a Competency?What is a Competency?

A hypothetical A hypothetical constructconstruct

A A category, characteristic, or label category, characteristic, or label of related work of related work behaviors behaviors

EnactEnact the strategies, goals, values, culture of the the strategies, goals, values, culture of the organization organization

Account for substantial Account for substantial variabilityvariability in job performance in job performance

ObservableObservable, measurable, and malleable (can develop or , measurable, and malleable (can develop or atrophy)atrophy)

Transferable across a Transferable across a wide rangewide range of occupations and of occupations and organizational levels organizational levels

Often explicated in a “Often explicated in a “dictionarydictionary” or “model” tailored to the ” or “model” tailored to the organizationorganization

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Competencies are…Competencies are…

PrescriptivePrescriptive of desired/expected behavior rather than of desired/expected behavior rather than descriptive of established ways of working.descriptive of established ways of working.

Defining of Defining of excellenceexcellence in performance rather than typical in performance rather than typical performance.performance.

Focused on the job holders role and contribution in the larger Focused on the job holders role and contribution in the larger organization or the organization or the systemsystem rather than the job in isolation. rather than the job in isolation.

Enablers of Enablers of organizational effectiveness, organizational effectiveness, development, and development, and change rather than maintenance of the status quochange rather than maintenance of the status quo

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Competency ModelingCompetency Modeling

Systematic Systematic approach to approach to

identifying the identifying the competencies competencies

that enable that enable goalgoal

achievementachievement

LEVELS OF ANALYSISLEVELS OF ANALYSIS

Organization Organization • strategic workforce planning strategic workforce planning

and change managementand change management

Job/Role Job/Role • performance expectations performance expectations

and performance and performance managementmanagement

IndividualIndividual • career developmentcareer development

So, what problems do So, what problems do Competencies and Competencies and

Competency Modeling Competency Modeling

help solve?help solve?

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ProblemProblem::

Traditional HR Functional SilosTraditional HR Functional Silos

Classification and CompensationClassification and Compensation Employee Selection ProceduresEmployee Selection Procedures Performance Appraisal and FeedbackPerformance Appraisal and Feedback Training Needs Analysis and Program Training Needs Analysis and Program

DevelopmentDevelopment Leadership DevelopmentLeadership Development Succession PlanningSuccession Planning Career PlanningCareer Planning Workforce PlanningWorkforce Planning

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High Variability in Terminology High Variability in Terminology

Across FunctionsAcross Functions Worker requirements in Worker requirements in

job descriptionsjob descriptions Abilities and other Abilities and other

characteristics in characteristics in selection analysis selection analysis

Factors and dimensions Factors and dimensions assessed with ratings assessed with ratings (interviews, performance (interviews, performance appraisals, 360 feedback, appraisals, 360 feedback, performance tests)performance tests)

Training areas in training Training areas in training needs analysisneeds analysis

Across OccasionsAcross Occasions Across job classifications Across job classifications Within job classifications Within job classifications

over timeover time Among analysts within the Among analysts within the

same functionssame functions With the same analyst With the same analyst

from analysis to analysisfrom analysis to analysis

Are we reinventing thesame constructs over

and over?

Confusing those we “serve?”

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Why Competencies?Why Competencies?

Recruitm entand Selection

C lassificationand

Com pensation

Perform anceM anagem ent

Developm ent

COMPETENCIESThe Common

Language

Workforce Needed To Meet Organizational Objectives

(now and for the future)

TJA vs CMTJA vs CM

Traditional Job Analysis Competency Modeling

Task level breakdown (100+) Duty/Job Component breakdown (10+/-)

Micro-KSA listing (100+) Macro-level competency selection (10+/-)

KSAs specifically defined for job Competencies pre-defined

Task and KSA groupings for manageability

Task and KSA specifics drilled down later as need

Huge linkage matrix (1000 cells) Manageable matrix (100 cells)

SME – driven (JA amateur) Analyst-SME collaborative

Varying levels of abstraction Controlled levels of abstraction

Low reproducibility High reproducibility

Jobs studied in isolation (Industrial Psychology)

Jobs studied as part of a system and organizational culture (Organizational Development)

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What is LACOE “Competency Modeling”What is LACOE “Competency Modeling”

1.1. Identifying the essentially duties and objectives Identifying the essentially duties and objectives of a job classificationof a job classification

2.2. Identification of a parsimonious set of Identification of a parsimonious set of competencies that drive performance competencies that drive performance

3.3. Linking the competencies to the duties and Linking the competencies to the duties and objectives of the jobobjectives of the job

4.4. Weighting the competencies in proportion to Weighting the competencies in proportion to their contribution to overall performancetheir contribution to overall performance

The end result is the “competency model”The end result is the “competency model”11

Benjamin Franklin Benjamin Franklin (only slightly paraphrased)(only slightly paraphrased)

Tell me and I’ll forget.Tell me and I’ll forget.

Show me and I’ll remember.Show me and I’ll remember.

Involve me and I’ll understand.Involve me and I’ll understand.

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Ocean Lifeguard DutiesOcean Lifeguard Duties

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CRIT FREQ POJ

Monitor beach activity for unsafe or illegal activity 3 3 26%

Administer first aid to public 3 2 18%

Identify and remove or isolate hazards 2 3 18%

Coordinate safety and law enforcement activities with local law enforcement agencies, fire protection, and coast guard

2 2 12%

Provide public with information related to beach activities, resources, and weather/surf conditions

2 2 12%

Rescue swimmers in distress 3 1 9%

Maintain watchtower and rescue equipment 1 2 6%

Let’s do it!Let’s do it!

Pick a “dealer”Pick a “dealer” Shuffle cards and deal them outShuffle cards and deal them out Evaluate your handEvaluate your hand Play your best cardPlay your best card Decide as a group which is the “high” cardDecide as a group which is the “high” card Put it aside and do another roundPut it aside and do another round Stop at 5 roundsStop at 5 rounds

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Where did competency models come from?Where did competency models come from?

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Understood for some time…Understood for some time…

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Modern Roots (50’s – 90’s):Modern Roots (50’s – 90’s):

Early worker-oriented job analytic methods: PAQ, Fleishman Early worker-oriented job analytic methods: PAQ, Fleishman Taxonomy, Synthetic/Job Component ValidationTaxonomy, Synthetic/Job Component Validation

McClelland, David (1973). Testing for competence rather McClelland, David (1973). Testing for competence rather than for intelligence. than for intelligence. American PsychologistAmerican Psychologist..

McClelland, D.C. & Boyatzis, R.E. (1982). Leadership motive McClelland, D.C. & Boyatzis, R.E. (1982). Leadership motive pattern and long term success in management. pattern and long term success in management. Journal of Journal of Applied PsychologyApplied Psychology, ,

Prahalad, C.K and Hamel, G. (1990) The Core Prahalad, C.K and Hamel, G. (1990) The Core Competencies of the Corporation. Competencies of the Corporation. Harvard Business Review.Harvard Business Review.

Goleman, Daniel, (1995)Goleman, Daniel, (1995) Emotional Intelligence Emotional Intelligence

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Zeitgeist of the 90’sZeitgeist of the 90’s

80’s - 90’s: Propelled by several trends such as TQM, 80’s - 90’s: Propelled by several trends such as TQM, BPRE, SHRM, EIQ, “End of the Job,” “War for Talent,” core BPRE, SHRM, EIQ, “End of the Job,” “War for Talent,” core competencies of the corporation, 360 feedback, competencies of the corporation, 360 feedback, assessment centers, etc. assessment centers, etc.

O-NET: Replaced O-NET: Replaced Dictionary of Occupational Titles Dictionary of Occupational Titles with with “Worker-oriented” rather than “task-oriented” job analysis -- “Worker-oriented” rather than “task-oriented” job analysis -- “behavioral dimensions”“behavioral dimensions”

Adopted by consulting firms (e.g., PDI, DDI, AON, Hay, Adopted by consulting firms (e.g., PDI, DDI, AON, Hay, CCL, Mercer) as an alternative to more labor intensive duty CCL, Mercer) as an alternative to more labor intensive duty & task based analysis – linkages to business strategies& task based analysis – linkages to business strategies

Going strong and evolving in 2000’s – several SIOP & IPAC Going strong and evolving in 2000’s – several SIOP & IPAC presentations include CM.presentations include CM.

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SIOP Task Force Findings SIOP Task Force Findings (Pearlman,1997, SIOP Symposium)(Pearlman,1997, SIOP Symposium)

Somewhat sceptical viewSomewhat sceptical view Term competency has no widely recognized Term competency has no widely recognized

definition. Varies by whoever is deploying a definition. Varies by whoever is deploying a framework.framework.

Traditional job analysis is likely to be more rigorous Traditional job analysis is likely to be more rigorous on 9/10 variables that can impact the quality of the on 9/10 variables that can impact the quality of the resulting information.resulting information.

But…But… Competency modeling has stronger links with Competency modeling has stronger links with

business goals and strategiesbusiness goals and strategies

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SIOP Task Force follow-up SIOP Task Force follow-up (Schippmann,et al 2000, (Schippmann,et al 2000, Personnel PsychologyPersonnel Psychology))

““What the future might hold is a blurring of borders What the future might hold is a blurring of borders as the competency modeling and job analysis as the competency modeling and job analysis approaches evolve over time. Thus the next approaches evolve over time. Thus the next generation of approaches in each case may generation of approaches in each case may result in a blending of best practices such that result in a blending of best practices such that there are more similarities than the differences there are more similarities than the differences that exist today.”that exist today.”

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2004 SIOP Principles (4th Edition2004 SIOP Principles (4th Edition))

““Organizations that experience rapid changes… may find traditional Organizations that experience rapid changes… may find traditional jobs no longer exist. In such cases, considering the jobs no longer exist. In such cases, considering the competenciescompetencies or broad requirements for a wider range or type of work activity may or broad requirements for a wider range or type of work activity may be appropriate. When [competency models] are intended to support be appropriate. When [competency models] are intended to support the underlying validity or use of a selection procedure these the underlying validity or use of a selection procedure these PrinciplesPrinciples apply.” apply.”

““The focus for conducting an analysis of work may include different The focus for conducting an analysis of work may include different dimensions or characteristics of work including work complexity, work dimensions or characteristics of work including work complexity, work environment, work context, work tasks, behaviors and activities environment, work context, work tasks, behaviors and activities performed, or worker requirements …[KSAO’s]”performed, or worker requirements …[KSAO’s]”

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Themes In the Professional LiteratureThemes In the Professional Literature

““Despite all the hype surrounding the practice of competency Despite all the hype surrounding the practice of competency modeling…it appears to be a form of worker-oriented job analysis that modeling…it appears to be a form of worker-oriented job analysis that focuses on the broader characteristics of individuals and on using focuses on the broader characteristics of individuals and on using these characteristics to inform HR practice.” (Sackett and Laczo, these characteristics to inform HR practice.” (Sackett and Laczo, 2003)2003)

““Blending competency modeling efforts and task-related information Blending competency modeling efforts and task-related information increased both inter-rater reliability among SMEs and their ability to increased both inter-rater reliability among SMEs and their ability to discriminate among jobs” (Lievens, et al., 2004)discriminate among jobs” (Lievens, et al., 2004)

““A competency model must be developed from a job analysis and a A competency model must be developed from a job analysis and a content validation process based on an organization’s strategic goals content validation process based on an organization’s strategic goals with the competencies defined at the behavioral level and including with the competencies defined at the behavioral level and including criteria for differentiating between different levels of expertise” criteria for differentiating between different levels of expertise” (Catano, et al, 2007)(Catano, et al, 2007)

Themes In the Professional LiteratureThemes In the Professional Literature

Sanchez & Levine, 2009Sanchez & Levine, 2009““Contrary to the claim that CM does not achieve anything that Contrary to the claim that CM does not achieve anything that TJA cannot accomplish, we believe that CM is much better TJA cannot accomplish, we believe that CM is much better suited to the task of influencing employee behavior along suited to the task of influencing employee behavior along strategic lines than TJA is.strategic lines than TJA is.

““Competency models should be easy to understand and Competency models should be easy to understand and communicate to anyone in the organization, regardless of job communicate to anyone in the organization, regardless of job title. In contrast. TJA is usually burdened with long lists of title. In contrast. TJA is usually burdened with long lists of tasks and psychologically-worded…KSAOs”tasks and psychologically-worded…KSAOs”

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Professional ConsensusProfessional Consensus

Competency modeling is a legitimate alternative Competency modeling is a legitimate alternative or supplement to traditional job analysis.or supplement to traditional job analysis.

To be professionally defensible, the basic To be professionally defensible, the basic conditions of the conditions of the Uniform Guidelines on Uniform Guidelines on Employee Selection Procedures Employee Selection Procedures and the SIOP and the SIOP Principles for the Validation and Use of Principles for the Validation and Use of Employee Selection Procedures Employee Selection Procedures must still be must still be met.met.

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How we startedHow we started

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A “Roughly Right” Competency SetA “Roughly Right” Competency Set

LAUSD was the starting place.LAUSD was the starting place. Project Team of 5 I/O psychologistsProject Team of 5 I/O psychologists

Selected the “Best of the Breed” Selected the “Best of the Breed” Conceptual clarity and distinctivenessConceptual clarity and distinctiveness Relevance to the organizationRelevance to the organization ComprehensiveComprehensive

Paraphrased/restated for relevanceParaphrased/restated for relevance Developed descriptive behavioral statementsDeveloped descriptive behavioral statements Reviewed by PC analysts for relevance and Reviewed by PC analysts for relevance and

practicalitypracticality Use -> Feedback -> Improvement CycleUse -> Feedback -> Improvement Cycle

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Source Material and Best PracticesSource Material and Best Practices

For Example…For Example…

Competency Architect Card Set (Lominger LTD., Inc.)Competency Architect Card Set (Lominger LTD., Inc.)

Polaris Competency Card Set (OSI)Polaris Competency Card Set (OSI)

Profilor (Personnel Decisions Inc.)Profilor (Personnel Decisions Inc.)

Hay Group Competencies FrameworkHay Group Competencies Framework

Assessment Center Dimensions (e.g., DDI)Assessment Center Dimensions (e.g., DDI)

SCANS (Department of Labor)SCANS (Department of Labor)

O-NETO-NET

State of GeorgiaState of Georgia

State of MontanaState of Montana

Sempra EnergySempra Energy

Numerous 360 degree feedback models (Upward Feedback Forum)Numerous 360 degree feedback models (Upward Feedback Forum)

LAUSD Job Analysis/Exam Plan Folders, Class Descriptions, Etc.LAUSD Job Analysis/Exam Plan Folders, Class Descriptions, Etc.

Evolution Through Continuous ImprovementEvolution Through Continuous Improvement

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2003“Roughly Right” Version 1.0

2003“Roughly Right” Version 1.0

2007Behavior and Task Levels

2007Behavior and Task Levels

2010Version 2.0

2010Version 2.0

2014Version 3G

2014Version 3G

Where we are now:Where we are now:

3G3G

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54 Competencies in 7 Groupings54 Competencies in 7 Groupings

1.1. INFORMATIONALINFORMATIONAL: Competencies that enable the use of : Competencies that enable the use of information, data, or stimuli to make a response suitable to an information, data, or stimuli to make a response suitable to an objective, problem, or situationobjective, problem, or situation

2.2. OCCUPATIONALOCCUPATIONAL: The knowledge and skills of an occupational : The knowledge and skills of an occupational group acquired through education, training, and experiencegroup acquired through education, training, and experience

3.3. PERSONAL EFFECTIVENESSPERSONAL EFFECTIVENESS: Competencies that enable the : Competencies that enable the effective application of one’s skills and abilitieseffective application of one’s skills and abilities

4.4. COMMUNICATIONCOMMUNICATION: Competencies that facilitate the exchange of : Competencies that facilitate the exchange of informationinformation

5.5. INTERPERSONALINTERPERSONAL: Competencies that establish and maintain : Competencies that establish and maintain effective working relationshipseffective working relationships

6.6. GROUPGROUP: Competencies that facilitate group effectiveness and : Competencies that facilitate group effectiveness and contribute to teams and workgroup performancecontribute to teams and workgroup performance

7.7. ORGANIZATIONALORGANIZATIONAL: Competencies that help make whole : Competencies that help make whole organizations and systems effectiveorganizations and systems effective

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Competency List Competency List (3rd generation)(3rd generation)

Informational (7)Informational (7)

Analyzing and Analyzing and Interpreting DataInterpreting Data

Critical ThinkingCritical Thinking

Decision MakingDecision Making

Fact FindingFact Finding

Mathematical FacilityMathematical Facility

Mechanical InsightMechanical Insight

Reading ComprehensionReading Comprehension

Occupational (9)Occupational (9)

Design SenseDesign Sense

Environmental Exposure Environmental Exposure ToleranceTolerance

General Physical AbilityGeneral Physical Ability

Industry AwarenessIndustry Awareness

Legal and Regulatory Legal and Regulatory NavigationNavigation

Manual DexterityManual Dexterity

Professional/Technical Professional/Technical ExpertiseExpertise

Using TechnologyUsing Technology

Safety FocusSafety Focus

Personal Personal Effectiveness (8)Effectiveness (8)

Action & Results Action & Results FocusFocus

Adaptability Adaptability

Attention to DetailAttention to Detail

Handling StressHandling Stress

InnovationInnovation

Integrity and EthicsIntegrity and Ethics

Learning AgilityLearning Agility

Self ManagementSelf Management

Communication (6)Communication (6)

Bilingual FacilityBilingual Facility

InformingInforming

ListeningListening

Oral CommunicationOral Communication

Presentation SkillPresentation Skill

WritingWriting

Interpersonal (7)Interpersonal (7)

Customer FocusCustomer Focus

Handling ConflictHandling Conflict

InfluencingInfluencing

Involving OthersInvolving Others

NegotiatingNegotiating

Professional ImpactProfessional Impact

Relationship BuildingRelationship Building

Group (8)Group (8)

Assessing TalentAssessing Talent

DelegatingDelegating

Developing OthersDeveloping Others

Group FacilitationGroup Facilitation

LeadershipLeadership

Managing PerformanceManaging Performance

TeamworkTeamwork

Valuing DiversityValuing Diversity

Organizational (9)Organizational (9)

Allocating ResourcesAllocating Resources

Leveraging TechnologyLeveraging Technology

Managing ChangeManaging Change

Organizational DesignOrganizational Design

Organizational SavvyOrganizational Savvy

Org. Systems ThinkingOrg. Systems Thinking

Business Process Business Process AnalysisAnalysis

Project ManagementProject Management

Strategic ViewStrategic View

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““Pyramid” HierarchyPyramid” Hierarchy

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Pyramid “Theory”Pyramid “Theory”

Widening Scope of ImpactWidening Scope of Impact: Vertical position : Vertical position represent broader scope of direct and indirect represent broader scope of direct and indirect effect.effect.

CumulativeCumulative: Foundation competencies are : Foundation competencies are implicated in upper ones. (built on lower tier implicated in upper ones. (built on lower tier elements – “Informational” is the cornerstone)elements – “Informational” is the cornerstone)

Structural IntegrityStructural Integrity: Strength, degree, : Strength, degree, complexity of foundation competencies complexity of foundation competencies increases to support the higher onesincreases to support the higher ones

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Structure of a Competency Structure of a Competency

GroupGroup: : Personal EffectivenessPersonal Effectiveness

NameName: : Attention to DetailAttention to Detail

TagTag: : Focusing on the details of work content, work Focusing on the details of work content, work steps, and final work productssteps, and final work products

EffectiveEffective: : Shows a high level of care and thoroughness in handling the Shows a high level of care and thoroughness in handling the details of the job. Selects critical details to focus on. Checks work to ensure details of the job. Selects critical details to focus on. Checks work to ensure completeness and accuracy. Makes few, if any, errors. Maintains focus and quality completeness and accuracy. Makes few, if any, errors. Maintains focus and quality under distracting working conditions, high workload, or opportunities to take shortcuts. under distracting working conditions, high workload, or opportunities to take shortcuts. Detects and addresses errors and omissions in others' work or team projects. Detects and addresses errors and omissions in others' work or team projects.

IneffectiveIneffective: : May be careless, making numerous mistakes when working. May be careless, making numerous mistakes when working. May not check work before passing it on to others. May be overwhelmed with trivial May not check work before passing it on to others. May be overwhelmed with trivial details. Work may need to be regularly reviewed for accuracy and completeness. May details. Work may need to be regularly reviewed for accuracy and completeness. May not detect errors, flaws, or omissions in the work of others when reviewing or not detect errors, flaws, or omissions in the work of others when reviewing or observing it. May struggle to maintain attention to one's work. May show ridged observing it. May struggle to maintain attention to one's work. May show ridged perfectionism sacrificing timeliness for excessive checking and review.perfectionism sacrificing timeliness for excessive checking and review.

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Competency LevelsCompetency Levels

BEHAVIOR LEVELBEHAVIOR LEVEL Action – Something one doesAction – Something one does Instance of the competencyInstance of the competency What may be learned, trained, What may be learned, trained,

or practicedor practiced Upper levels required mastery Upper levels required mastery

of lower levelsof lower levels

4Ds4Ds Discipline & DevelopmentDiscipline & Development Discernment & DiscretionDiscernment & Discretion

TASK LEVELTASK LEVEL A characteristic of the A characteristic of the

subject matter, situation or subject matter, situation or people involved. people involved.

What one has to deal with, What one has to deal with, act upon, or respond toact upon, or respond to

Span of influence or scope of Span of influence or scope of impactimpact

Job evaluation indicatorsJob evaluation indicators

4Ss4Ss Subject Matter & StimuliSubject Matter & Stimuli Situation & ScopeSituation & Scope

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Dimensionality of LevelsDimensionality of Levels(Underlying continua)(Underlying continua)

Behavior Processes (4D)Behavior Processes (4D) Task Characteristics (4S)Task Characteristics (4S)

DisciplineDiscipline && DevelopmentDevelopment

Ad-hoc Ad-hoc Mastered, skilled techniques Mastered, skilled techniquesCommon sense Common sense Formal learning Formal learningQuick study Quick study Life-long, cumulative Life-long, cumulative

learninglearningComprehension Comprehension Synthesis, Synthesis,

integrationintegration

Subject Matter Subject Matter && Stimuli Stimuli

Concrete Concrete Abstract AbstractFew stimuli or factors Few stimuli or factors Many factors Many factorsRepetitive/cyclical Repetitive/cyclical Unique/unpredictable Unique/unpredictableSimple, sequential Simple, sequential Complex, simultaneous Complex, simultaneousHomogeneous Homogeneous Diverse DiverseComplete data Complete data Missing, ambiguous data Missing, ambiguous data Closed domain Closed domain Open domain Open domain

Discretion Discretion && Discernment Discernment

Rule-based, rote Rule-based, rote Judgment, weighing Judgment, weighing the oddsthe odds

Linear thinking and action Linear thinking and action Contingency and recursive thought Contingency and recursive thought and actionand action

Externally Regulated Externally Regulated Self-directed Self-directedApplication Application Adapt and create Adapt and createRecognition Recognition Insight/Foresight Insight/ForesightReaction Reaction Anticipation Anticipation

Situation Situation && Scope Scope

Strong behavior cues/structure Strong behavior cues/structure Weak cues Weak cuesStructured Structured Unstructured UnstructuredShort cycle/focus Short cycle/focus Long cycle/sustained focus Long cycle/sustained focusConvergent Convergent Divergent forces Divergent forcesRational/dispassionate Rational/dispassionate Emotional/chaotic Emotional/chaotic

forces forces Tractable Tractable Entrenched forces Entrenched forcesDirect control Direct control Indirect control (Multi-layered Indirect control (Multi-layered

with accountability through others)with accountability through others)Individual role Individual role Representative role Representative roleMinor impact/consequences Minor impact/consequences Major Major

impact/consequencesimpact/consequences

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Competency LevelsCompetency Levels

1.1. May show ongoing vigilance to review work, May show ongoing vigilance to review work, observe, detect, and correct errors or flaws. observe, detect, and correct errors or flaws. May minimize introducing errors or flaws in May minimize introducing errors or flaws in work.work.

2.2. May show care and thoroughness in adhering May show care and thoroughness in adhering to process and procedures that assure quality. to process and procedures that assure quality. May apply knowledge and skill in recognizing May apply knowledge and skill in recognizing and evaluating details of work.and evaluating details of work.

3.3. May differentiate between important details and May differentiate between important details and trivial ones. May apply judgment and insight in trivial ones. May apply judgment and insight in discerning and evaluating details of work. May discerning and evaluating details of work. May put skilled, artful, or insightful final touches on put skilled, artful, or insightful final touches on products or performances that differentiate fine products or performances that differentiate fine quality from acceptable quality. (Also see quality from acceptable quality. (Also see Design Sense)Design Sense)

1.1. Details may be observed through use of the Details may be observed through use of the senses through comparison to a physical or senses through comparison to a physical or objective standard. Imperfections or errors objective standard. Imperfections or errors may be objective. Material may be structured may be objective. Material may be structured and consistent in type and complexity. and consistent in type and complexity.

2.2. Details may be embedded in complex text, Details may be embedded in complex text, calculations, tables, images, objects, etc. calculations, tables, images, objects, etc. which makes them difficult to discern or which makes them difficult to discern or detect. Materials may show variation in kind, detect. Materials may show variation in kind, size, and complexity. Opportunities for error size, and complexity. Opportunities for error may be numerous and varied. Context of may be numerous and varied. Context of details may involve tight deadlines, high details may involve tight deadlines, high workload, distractions, multi-tasking, or workload, distractions, multi-tasking, or interruptions.interruptions.

3.3. Details may show subtle variation and Details may show subtle variation and nuance. There may be no physical or nuance. There may be no physical or objective standard for determining errors or objective standard for determining errors or imperfections. The quality of final products imperfections. The quality of final products may on the basis of impact, utility, or overall may on the basis of impact, utility, or overall aesthetics rather than absence of errors. aesthetics rather than absence of errors. Context may be continuously multi-tasking Context may be continuously multi-tasking with interruptions, very high pressure and with interruptions, very high pressure and consequence.consequence.

Behavior Levels Task Levels

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Lens Model OF Work Behavior: Lens Model OF Work Behavior: (Stimulus ->Process -> Response)(Stimulus ->Process -> Response)

Situation or Scope

Subject or Stimuli

Discipline or Development

Discretion or Discernment

INPUTTask Level

OUTPUTResult

PROCESSBehavior Level

Ineffective

Effective

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9 Possible Combinations of Levels9 Possible Combinations of Levels

Behavior RequirementsBehavior Requirements

3-Higher3-Higher 33 66 Level 9Level 9

2-Middle2-Middle 22 44 66

1-Lower1-Lower Level 1Level 1 22 33

1-Lower1-Lower 2-Middle2-Middle 3-Higher3-Higher

  Task DemandsTask Demands

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May Peak at Various Career/Organizational Levels May Peak at Various Career/Organizational Levels

Competency Level

Carreer/Organizational Level

Strategic View

Managing Performance

Prof/Tech Expertise

Exam DevelopmentExam Development

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Enhances Exam DevelopmentEnhances Exam Development

Interview question databaseInterview question databaseSearchable by competencySearchable by competency

Pre-set forms and instructions (Rater App)Pre-set forms and instructions (Rater App) Framework for developing parallel formsFramework for developing parallel forms

• ““Deep structure”Deep structure”

Theory for Situational Judgment and Theory for Situational Judgment and Performance test development. Performance test development.

• Performance variation in situations is in the application Performance variation in situations is in the application of the wrong competency or the wrong level.of the wrong competency or the wrong level.

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Extended Applicability Extended Applicability

Class & Comp:Class & Comp:• Listed in our Class Specifications (Name and Tag)Listed in our Class Specifications (Name and Tag)• Complementary data for Factor Evaluation SystemComplementary data for Factor Evaluation System• Benchmark levels with prototypical jobs or benchmark jobs in Benchmark levels with prototypical jobs or benchmark jobs in

occupational hierarchiesoccupational hierarchies

Performance Management:Performance Management:• Link Competencies to DutiesLink Competencies to Duties• Evaluate Duty Performance directlyEvaluate Duty Performance directly• But use competencies to “diagnose” poor performance, explicate But use competencies to “diagnose” poor performance, explicate

performance expectations, and coach for excellent performanceperformance expectations, and coach for excellent performance• Enable capacity-building feedbackEnable capacity-building feedback• Focus for development objectives and development opportunitiesFocus for development objectives and development opportunities

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Training and Development:Training and Development:• Top-level level learning objectives for needs analysis and Top-level level learning objectives for needs analysis and

instructional designinstructional design• Benchmark levels with existing and future coursesBenchmark levels with existing and future courses• Career planningCareer planning• Succession planningSuccession planning

Leadership Development:Leadership Development:• Leadership profilesLeadership profiles• Succession PlanningSuccession Planning• CoachingCoaching• Lessons from experience (target competencies and task levels)Lessons from experience (target competencies and task levels)• Culture development; e.g., safety-focus culture (Exxon); Culture development; e.g., safety-focus culture (Exxon);

customer-focused culture (Ritz-Carlton); innovation culture (3M)customer-focused culture (Ritz-Carlton); innovation culture (3M)

Applicability Applicability

Here to stay? Here to stay?

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Table TalkTable Talk

1.1. What are you now doing in What are you now doing in this area? this area?

2.2. What are the possibilities?What are the possibilities?

3.3. What are the obstacles or What are the obstacles or critical issues?critical issues?

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