Competency Mapping and Assessment Centre

8/13/2019 Competency Mapping and Assessment Centre

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Competency Mapping

by--

Ms. Aparna Kaushik


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Objectives

Defining Competencies & behavioral indicators.

Conceptual framework of Competency mapping.

Competency Assessment using psychometric test


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Competency

'Competencies are the characteristics of a manager that leadto the demonstration of skills and abilities, which result ineffective performance within an occupational area.-Hogg (1993)

'Cluster of related knowledge, skills and attitude that

affects major part of one's job (role), that correlateswith performance on the job, that can be measuredagainst well accepted standards and that can beimproved via training and development'. !arry, "##$

Capacity to transfer skills and abilities from one area to

another area.

Competence is skills that leads to performance at jobwhereas behaviour that leads to this performance iscompetency.


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Competency v/s Competence

%competence& means a skill and the standard ofperformance reached, while %competency& refersto the behaviour by which it is achieved.

Competence Competency

kill ased ehaviour basedtandard attained Manner of behaviour

What is measured How the standard is achievedThe Interface between Competence and Competency

Competence refers to the range of skills which aresatisfactorily performed, while competencies refersto the behaviour adopted in competentperformance.


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Competencies ...

Competencies....

lead to effective performance. also embodies the capacity to transfer skills and abilities

from one area to another.

ehavioural and unctional Competencies

ehavioural Competencies* include broad success factor, +soft attributes like

adaptability, stress tolerance, intellectual capacity,sensitivity..

unctional Competencies*

include +hard or functional-technical attributes, withinthe given work function, like numerical interpretation.


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Motive !elf development" focuses on client success" personalintegrity

#rait #eam player" confident" demonstrate initiatives" handlestress

!kill Communicates well

$nowledge %ob elated

ObservableBehaviour

What arecompetencies


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Competency Mapping

A process of identifying key competencies for anorganisation'job and incorporating those competenciesthroughout the various processes such as job evaluation"training" recruitment etc..

Can also be described as process an individual uses to identifyand describe competencies that are most critical to success ina work. (t consists of breaking a given role or job into itsconstituent tasks or activities and identifying the competencies.

Competency mapping model describes the combination of

knowledge" skills and characteristics needed to effectivelyperform a role in an organisation.


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)eed for Competency Mapping

Address employee needs

*hat am ( on skills+

*hat are the gaps+ ,ow to improve on skills

*hat is e-pected of my role+ *hat are possible future roles+

eople have to know about competencies which help them deliverbetter to customers

Address organi/ational ' business needs

,igh performance

0-pectation management on career and promotions

,igher productivity with improved skills


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)eed for Competency Mapping


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C(#0(A #O M0A!10 COM0#0)C2 &

03OMA)C0

Competency

Effective PerformanceSuperior Performance

Performance

Threshold Competencies Differentiating Competencies


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op /own 0pproach

ottom 1p 0pproach

2ybrid 0pproach

Approaches to Competency Mapping


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Competencies needed for effective performanceor superior performance are identified by e3pertgroups consisting of job incumbents, superiorsor subordinates often analy4ing organi4ational

objectives

Top Down Approach


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he knowledge, skills, motives, attitudes, traits, self conceptand other attributes of consistently high performing employeesare studied using techni5ues like*

". Case analysis

6. Critical 7ncidents

8. ehavioral 9vents 7nterview

:. !articipant ;bservation

erification

?. =epository @rid etc

0nd benchmarked them for developing in other employees in theorgani4ation

Bottom Up Approach


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7nvolves developing a competency model basedon theoretical knowledge and intuition bye3perts- 2= professionals

Hybrid Approach


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Competency Model

A competency model describes the combination of knowledge" skillsand characteristics needed to effectively perform a role in anorgani/ation and is used as a human resource tool for selection"training and development" appraisal and succession planning.

A competency model includes both innate and ac4uired aspects. (t is

essentially a pyramid built on the foundation of inherent talents"incorporating the types of skills and knowledge that can be ac4uiredthrough learning effort and e-perience. At the top of the pyramid is aspecific set of behaviours that are the manifestation of all innate andac4uired abilities.

!picall! " competenc! model includes

#ompetenc! titles

$efinitions of those titles

%e! &ehaviour indicators


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Aptitude !ersona"Characteristics

#ki""sKnow"ed$e

%ehaviour

Competency (Pyramid !odel

'ncludes #ompetenc! titles, $efinitions of those titles %e! &ehaviour indicators

ool for ecruitment*election raining + $evelopment "ppraisal + *uccession

lanning

Important &actors toconsider'(o"e and Conte)t

" competenc! model describes the combination of knowledge, skills and characteristicsneeded to effectivel! perform a role in an organiation.

Th L t (B ) M d l f M i l C t i


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LEVEL 1

LEVEL 2

LEVEL 3

The Lancaster (Burgoyne) Model of Managerial Competencies

C ! d l f S l " i


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Competency !odel for Sales "ssociatesPersonality

Assertiveness Ability to take command during the face to face situations while displayingappropiate tact and diplomacy

!elf !ufficiency Ability to work independently and maintain one5s motivation

,igh 0motional !tamina Ability to maintain focus & effectiveness under stressful & frustrating situations

"bility

6uantitative easoning Ability to reason with" analyse and draw conclusion from members

Divergent #hinking Ability to see and think beyond the obvious formulate original solutions

#no$ledge

Computer 7iteracy 8asic computer skills

roduct $nowledge 0-pertise related to company5s product & services" as well as other crucialaspects of the business.

3inancial Analysis 1nderstanding the financial im9pact of decisions on the customer" customersatisfaction and company

S%ills

8asic !elling !kills 0stablishing rapport" determining customer needs" relating benefits to productfeatures.

roblem !olving !kills Anticipating problem:inviting ideas" distinguishes symptoms from causes"modifying proposals and implementin solutions.

resentation !kills Ability to communicate to large & small groups" establish rapport" articluate

delivery of ideas" use visal aids effectively.

Pl i t D l C t ! d l


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Planning to Develop a Competency !odel

; !teps

*. +etermine the ob,ectives and scope' why are we doing it+ *hat jobs"

functions" business unit will target+ Methods use to develop model

!tart from scratch !uitable for developing model for a job" function or role inthe organisation

!trating with a through different methods. ,elpin identifying competencies.

Design of Competency !apping


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Design of Competency !apping

MapCompetencies

(dentifyCompetencies

AnalyseCompetency ?ap

Decide

Map skills" personal attributes and training for a given job specifythe re4uired performance level. ank order" finali/e" validate andbenchmark attributes. #his will act as a checklist for subse4uent

performance planning of employees

Map skills" personal attributes and training for a given job specifythe re4uired performance level. ank order" finali/e" validate andbenchmark attributes. #his will act as a checklist for subse4uent

performance planning of employees

Conduct competency test =psychometric tools> at the time ofrecruitment of new employees and skill matri- audit for e-istingemployees

Measure the current performance level against standard or desiredperformance level and note down the gap

@ (f the current performance is more than re4uired level thensubse4uent decision regarding recruitment'selection orcompensation

@ (f the current performance is less than the re4uiredperformance level then subse4uent decision regardingrecruitment'selection or training or development programme is tobe undertaken

7ay down a proposed performance level an benchmark


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Competency Mapping

#T/!#

.!tudy the %ob Description'!pecification or

B. 1se 6uestionnaires'(nterviews

. (dentify competency critical for outstanding performance

vis a vis role

;.Define competencies in terms of behavioural indicators

. Develop measurement criteria for each competency

(dentifying the CompetenciesM/TH0+


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(dentifying the Competencies reparation for competenc! identification

(dentification

3or *homElevel or positions.

*hat purpose.

7ocate successful people who can define what behaviours lead to success in theorganisation. Also who are the average people who follow the role definition butmeet only moderate success.

(nterview

!mallest details of the behaviour which brings success to job. !ituation basedinterview.

Distinguish between preferred and effective behaviour.outine and repetitivebehaviour is not included in the final competency description. )ote everybehaviour described by the respondents.

After all interviews noting sheets to be analysed. Classify behaviour bycompetency separately for superior and average performers. Draft competencydefinitions. Analyse for fre4uency of occurance and strength of behaviour.

8ehavioural (ndicators Describes actions or behaviours that one can observe ofan individual taking or using that signify appropriate application of competency ina specific performance setting.

efer *ample &ehaviour /oting *heet

M/TH0+

0 l


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0ample

CompetencyConflict Management

Definition Anticipates or seek to resolve confrontrations"disagreements or complaints in a constructive manner.

8ehavioural (ndicators

ecognise root cause of conflicts or disagreements.

esolves confrontations in constructive manner.

Address formal and informal complaints from employees orfrom person other than employees i.e. customer or suppliers.

%ob Descriptions 8ehavioral 0vent (nterviews !urveys 7iterature eview Critical (ncidents 3ocus ?roups" Observations

ools for $ata #ollection

< lid t d M C t i


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7inking Competencies to F3 #raits

. Determine key elements of the job.

Determine functional and behavioural competencesimportant for effective job performance.

Done by %ob description" (nterviews" 0-perienceshared by high performing employees.

. Determine %ob Model for effective %ob erformance

Critical attributes evolved for each position is mappedagainst personality traits.

(deal ange

Dimensional (mportance 7ow" Moderate" ,igh

3itment to the ole ?ood 3it" Moderate 3it" oor 3it

Overall %ob Model !imilarity

2inking #ompetencies to s!chometric est


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Score

Left Meaning andRight Meaning.

1-3 = Low;

8-10 = High.

1 & 10 = Extreme

!ore. "# $ = Exa!t

a%erage.

= 'Low (%erage'

) = High a%erage.

Factors

*armth

Reaoning

Emotiona+ ,tai+it

/ominan!e

Li%e+ine

R+e on!ione

,o!ia+ 2o+dne

,eniti%it

igi+an!e

(tra!tedne

4ri%atene

(55rehenion

65enne to hange

,e+f Re+ian!e

4erfe!tionim

7enion B ; F G H I J

&ipolar *cale

g p !145

o$ score description )ange *igh score description*1!& T/#T #C0(I23 #H//T


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o$ score description )ange *igh score description

+actor o$ "vg *igh ,-.-&- 0-1 2-3-4-,5

A eserved K Outgoing

8 Concrete #hinking K Abstract #hinking

C Affected by 3eelings K 0motionally Mature

0 ,umble K Assertive

3 !ober K ,appy ?o 7ucky

? 0-pedient K Conscientious

, !hy K


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Sample Position !apping

#raits Dimensional (mp (deal ange Obtained !core 3it

*armth M :G F ?

easoning , F:I H ?

0motional !tability , :G G ?

Dominance M F:H

7iveliness M :G ; M

ule Consciousness M :G F ?

!ocial 8oldness , F:H G ?

!ensitivity 7 B: ?


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osition 3ulfilment

Competencies should be well defined with noambiguities and clear ratings.

#o have list of interview 4uestions withcompetency rating sheet to elicit informationabout the behaviour.

Competency Based 6ntervie$s


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Competency Based 6ntervie$s

#eam working co:operates enthusiastically with others in own team and in other formaland informal teams

7eve 7evel B 7evel 7evel ;

*orkseffectively as amemberof a team.#akesresponsibilityfor getting thingsdone as partof a team.

Contributes toteamdevelopment"seeking andtestingimprovements tothe teamLsoutputs'service

7eads aspects of teamwork"seeking andimplementingimprovements to the teamLsoutputs'service anddeveloping colleagueswithin the team.Challenges colleagues.

ecognises anddevelopsopportunities for teamworking at cross:1niversity level"driving improvementsto the teamsLoutputs'service anddevelopingcolleagues within theteams.

6uestion 0-ample$escribe a time when !ou eceeded a customer6s epectations

,ow did you know you had e-ceeded+ *hat did your actions achieve+$escribe a situation where !ou had to deal with a dissatisfied customer

,ow did the customer respond to the actions you took+

*hat did you do to ensure that the situation did not occur again with other customers+

*hat was the outcome+


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0ample #ompetencies with $efinitions and atings ating scale


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ating scale

=>1nsatisfactory Consistently fails to meet the e-pectations

=B> !atisfactory Does not meet e-pectations consistently.

=> ?ood Consistently meet e-pectations =;> 0-ceptional Consistently e-ceeds e-pectations

Competencies

#eam working co:operates enthusiastically with others in own team and in other formal andinformal teams. 1 7 3 8

!election (nterview 6uestions 0-ample

$escribe a time when !ou eceeded a customer6s epectations

,ow did you know you had e-ceeded+ *hat did your actions achieve+

$escribe a situation where !ou had to deal with a dissatisfied customer

,ow did the customer respond to the actions you took+

*hat did you do to ensure that the situation did not occur again with other customers+

*hat was the outcome+

Competency


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#ompetenc! oad :ap

Defining Elements

DefinitionBehavioral

Indicators

Position-specific

Tasks and Duties

Type Importance TrainingProficiency

evel

Core

Behavioural

Technical

Theshold

Differentiating

Essential

Performance

Differentiating

!ecessary "t Entry

earned on #o$

"dvanced

Intermediate

Basic

Performance

evel

E%ceeds

E%pectations

&eets

E%pectations

Does !ot &eet

E%pectations


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Competency based erformance


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Competency based erformance

Appraisal Competencies enable

establishment of clear high performance

standards

Collection and proper analysis of factual dataagainst the set standards.

Conduct of objective feedback meetings

Direction with regard to specific areas of

improvement


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erformance Management

Measurement people driven process" essential tohave measurement of workplace competencies.

Development development activities are relative andare received while on the job. Designed to support the

continuous improvement of workplace competencies.

3or performance management necessary to have alist of behaviour description for skill improvementalong with checklist of specific behaviour e-ample.

*hat is an Assessment Center+


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*hat is an Assessment Center+(7&7 de%e+o5ed the we++ nown a55roa!h to ( e%a+ation in

19"$# !a++ed Management Progress Study to in%etigate the

!hange in 5erona+ !hara!teriti! a manager mo%ed throgh

their !areer.

7e!hni:e whi!h i ed to meare !ertain dimenion of

5eron' !om5eten!.

onit of a mix of e5arate te!hni:e for mearing

5!ho+ogi!a+ dimenion !h a trait# :a+itie or

!om5eten!ie.

(ement enter i a tandardiede+e!tion


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*hat Assessment Centres are )ot

Multiple:interview processes. sychometric #est 8atteries =paper and pencil

tests>

(ndividual assessments of all sorts. *ork sample tests.

A building labelled NAssessment Centre.

Characteristics of Assessment Centre


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Characteristics of Assessment Centre

(t must measure multiple factors =4ualities or

competencies>.

(t must use multiple tech4niues.

(t must have multiple assessors or observers.

1sed for !election of employees

lacement

otential appriasal

romotion

Career and !uccession lanning

0stimation of training needs

Development Centers


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Development Centers

/evelopment centres are intended to identify thestrengths and development areas of employeesproactively, to identify the star performers in a systemand to provide developmental inputs to these highperformers so that they are prepared to take up higherresponsibilities in the future.

hey are increasingly being seen as an objective and

impartial way for assessment, bringing more credibilityto the assessment system.

Differences between Assessment & Development Center


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Differences between Assessment & Development Center

09M9A C9A9= /9>9B;!M9A C9A9=

1sed for selection of people 1sed for development of people

ocus on what the candidate is now ocus on how the employees can be developedfor the future

he target group could be employee looking forpromotion or an outsider seeking a job

Aormally employees seeking to develop theircareer

7nvolves pass-fail criteria /oes not involve pass-fail criteria

0imed at meeting the organi4ation&s need Meets organi4ation&s performance need as wellas individual&s development need

eedback may not be given eedback is given

=esults may not be disclosed =esults are shared with the candidates

elf appraisal have no value elfappraisals are important

Bine managers are best assessors ehavioral scientists, 2= Managers and linemanagers are a right combination

=easonably brief /etailed

Candidate may be prone to an3iety due topass-fail criteria

Candidates are comfortable since the resultsare used only for developmental purposes

!ome 0-amples of Companies using these


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=anba3y 9scorts

Dipro Aorton

isco hellMahindra E Mahindra 7B

@la3o mith Fline >ysya ank

2BB 2C

@9 G.F Corporation

7C7C7 Colgate

0 eagram 7ndustries

imens =!@ @roup

@ujrat 2eavy Chemicals 9icher

ata 0dministrative ervices @oodyear yresCadburys Castrol

Motorola ata teel

Gohnson E Gohnson Dackhart

0 E Citibank

harti elecom Cannon

:atri to 'dentif! how the erson *pecification will be "ssessed $uring theecruitment rocess


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Sources of 6nformation "pplication Test 6n8Tray Panel6ntervie$

#no$ledge

Thorough knowledge of cataloguing

standards 9E:perience of

Classification of stock using internationallyrecogni/ed classification scheme 9 9;ualification

rofessional 7ibrary'(nformation !cience4ualification at first degree level or above 9Competencies

Communicating & (nfluencing @ 7evel BCommunicates information effectively to awide range of diverse stakeholders"influencing events.

9 9

Organisation and delivery @ 7evel lans time effectively to achieve results in dayto day work. (s organised and prioritises workappropriately.

9 9

#eam working @ 7evel *orks effectively as a member of a team.#akes responsibility for getting things done as

part of a team.

9 9

Assessment Centre 0-ercises


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Analytical

ability

Decision

Making

lanning

andOrganisation

!trategic

#hinking

Commun

ication

#eam

work

(ce breaker

(n:basket

0-ercise K K K K8usiness?ame K K K

ole lay

Analysis

0-ercise K K K Kersonal(nterview K K K K K K


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#hank 2ou

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Competency Mapping and Assessment Centre

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