MAPAC Workshop Presentation - Best Practices in Competency Modeling

22nd Annual SIOP Conference New York, NY Spring 2008 MAPAC Conference Baltimore, MD

MAPAC 2008

Best Practices in Competency Modeling

MID-ATLANTIC PERSONNEL ASSESSMENT CONSORTIUM(MAPAC)

Wednesday, April 23, 2008

Brian J. Ruggeberg Ph.D., Aon Consulting


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Workshop Overview• Competency Modeling Defined

– What are competencies and competency models?– What is new and better about competency modeling?

• 20 Best Practices and Guidance– Analyzing Competency Information– Organizing and Presenting Competency Information– Using Competency Information

• Format– Describe practice– Illustrate– Questions, examples, and discussion from audience

• Unique Perspective– External consultant with organizational and academic foundation


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Competency Modeling Defined

• Competencies are collections of knowledge, skills, abilities, and other characteristics (KSAOs) that are needed for effective performance in the jobs in question.

• The individual KSAOs or combinations of KSAOs are the competencies, and the set of competencies are typically referred to as the competency model.


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What is New and Better about Competency Modeling?

1. Intended to distinguish top performers from average performers

2. Describe a progression of how the competency builds with proficiency or job level

3. Linked to business objectives and strategies (or clearly linked to the work itself)

4. Sometimes consider future job requirements either directly or indirectly

5. Presented in a manner that facilitates ease of use (language, visuals, etc.)

6. Define a finite number of competencies and applied across multiple functions or job families

7. Used to Align the HR systems8. Is as much organizational development as research


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Trojan Horse of Job Analysis

• Management pays attention

• Gets job analysis inside of more management decisions


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Silos in HR

Emphasis on programs vs. outcomesEmphasis on discrete vs. integrated approaches

1.1. Disjointed programs and sub-Disjointed programs and sub-optimal employee experience optimal employee experience

• Programs exist in isolation or work at cross purposes

• Each function creates own solutions to problems• Impacts on strategy or change isolated and limited

(Comp2000, the “bench program”).

2. No sustainable way to align and reinforce global strategy and culture change

• A logical, reliable, and consistent framework to improve decisions on talent wherever those decisions are made

• A way to influence the business agenda through better data on talent

• A way to link business strategy and culture change systematically to the talent management system.

Why HR Practice Can’t Drive Change?


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How Talent Management Decisions are Typically MadeHow Talent Management Decisions are Typically Made

Typical Outcomes:(1) Decisions based on irrelevant, incomplete, or biased data

(2) Misalignment/non alignment(3) HR reactive, or irrelevant

Problems:(1) Business strategy built around people, vs. the reverse

(2) No data on what people are capable of(3) HR / talent systems don’t reinforce and sustain strategy

31 2 4


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Common Uses

• Hire new employees by using assessments and other selection procedures that measure the competencies

• Train employees by creating courses aimed at the development of certain competencies

• Evaluate the performance of employees by structuring the appraisal instrument around the competencies

• Promote employees by using the competencies to establish promotion criteria

• Develop employee careers by using the competency models to guide the choice of job assignments and make other career choices

• Manage employee information by using the competency models to record and archive employee skill and job experience information


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Common Uses, continued

• Compensate employees by using the competency model to structure pay differences between jobs or to evaluate employees for pay increases

• Manage retention of critical skills and reduction-in-force activities through the identification and measurement of competencies tied to current and future organizational objectives

• Support organizational change effort through broad systematic support of future-oriented competencies

• Others?


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Recruiting & Hiring

Recruiting & Hiring

PerformanceManagementPerformanceManagementAssessmentAssessment

Promotion Criteria

Promotion Criteria

DevelopmentPlanning (MYCD)

DevelopmentPlanning (MYCD)

Leadership DevelopmentLeadership

DevelopmentSuccession

PlanningSuccession

Planning

Incorporate competencies

into assessments

both for development

and evaluation

Executive hiring criteria and protocol

based on competency

work.Rolling out structured interviews based on

competency models for

all employees.

Link competencies in action to results

and rewards

Executive and partner

promotion readiness linked to

leadership competencies

Forward looking

discussion involving

competency strengths,

weaknesses and

development

Development activities

mapped to leadership

competencies Includes

formal training,

employee movement, and work

assignments

Successors identified and evaluated on

readiness against


Cascading Impact of CompetenciesCascading Impact of Competencies


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Analyzing Competency Information

1. Considering organizational context– Factors include:

• Culture• Life stage• Market• Customers • Employee relations• Presence of a union• Strengths and weaknesses of its management

– Influences:• Which competencies are developed• How they are defined

– Tailoring to the organization is particularly important when using competency libraries


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2. Linking competency models to organizational goals and objectives– Key difference from job analysis– Directs employee attention to organizational goals– Key to senior management interest and commitment– Start with a definition of the organizational goals and objectives, and then

back up into the competencies required to achieve them– “What is the set of KSAOs needed to achieve (insert business goal)?”– Business goals must be defined at an operational level (e.g., not “grow

business 10%” but instead one level below like “seek innovation” or “reduce costs”)

– Organizational goals may also impact details such as the proficiency levels linked to the competencies

– Linkage more direct for higher level jobs– This does not preclude also having some competencies relating to

fundamental requirements


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The Importance of Alignment


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A Framework for Competencies

Organizational Mission, Vision, Values and Strategy

Core Competency Framework (Competency Foundations)

Job Family Competency Models

Technical Competencies Leadership Competencies

Leadership Enablers (Knowledge, Skills, Abilities, Personal

Characteristics)

Behavioral Indicators

Measurable Performance and Metrics

Direct Linkage

Technical Enablers (Technical Knowledge, Technical

Experience, Technical Skills)

Leadership Competencies

Leadership Enablers (Knowledge, Skills, Abilities, Personal

Characteristics)

Technical Enablers (Technical Knowledge, Technical

Experience, Technical Skills)


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3. Starting at the Top – Best to begin competency modeling information collection with top

executives • To get their support • Have insight as to the future direction of the organization• More helpful in ensuring proper organizational language


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4. Using rigorous job analysis methods to develop competencies– SIOP Commission on Competency Modeling– Found that competency modeling is typically far less methodologically

rigorous than job analysis, with greater variance in the level of rigor– One exception -- competency modeling has more rigor with respect to

linking to business goals and strategy– Historical explanation– Great opportunity for value-add by I/O Psychologists– Combination of traditional job analysis and competency modeling methods

can allow for a highly-rigorous approach to competency modeling– More rigorous methodologies:

• Surveys• Sampling• Statistical analysis• Structured focus groups• Clearer construct definitions

• Linkages to theory and literature• Validation against criteria • Advisory boards • Etc.


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Level of Rigor: “Typical” Competency Modelling compared to “Typical” Job Analysis (Schippmann, et al. 2000)


Historically, Job analysis was conducted more rigorously than competency research


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Consequences of Doing it Poorly


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5. Considering future-oriented job requirements– Traditional job analysis focuses solely on current requirements (partly

due to “job relatedness” goal for legal uses), which limits appear to executive suite

– Future orientation enables modeling to drive organizational change– Methods for future-oriented analysis include:

• Interviews and focus groups on the topic of future-oriented requirements. • In-depth analyses of long-range business strategies, and then use SMEs to

identify the key competencies required • Future scenario workshops


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Future Scenario Workshops at the Department of State

• Methodology– Develop alternative scenarios – Workshops with SMEs– Define tasks and competencies– Ratings of competencies– Content and statistical analyses– Define future competencies based on common requirements

• Brief Descriptions of Future Scenarios:1. Asian Way2. Be Careful What You Wish For3. Congagement4. Lockdown5. Profits and Principles


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6. Using additional unique methods– Behavioral Event Interviews– Additional survey ratings:

• Importance of the competency in the future compared to the present• Extent to which the competency distinguishes high performing employees

from average employees• Linkage of the competencies to organizational goals, objectives, or

strategies

– Study contrasting groups (e.g., high versus average performers)– Study new challenges facing organization (e.g., joint ventures, growth,

turnarounds, crises, etc.)


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Organizing and Presenting Competency Information

7. Defining the anatomy of a competency (the language of competencies)– Including several parts:

1. Descriptive label or title

2. Definition (usually behavioral)

3. Description of proficiency levels

– Balancing detail with parsimony is part of art


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Anatomy of a Competency

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1. Competency name

A brief description of the type of

behaviors the competency addresses.

2. Competency definition

Describes the observable behaviors

that represent proficiency in the

competency

3. Proficiency levels

Behavioral descriptions representing

demonstrated level of mastery. They

are additive, building in complexity

across the proficiency levels.


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• Competency Framework: Broad framework for integrating, organizing, and aligning various competency models reflective of the organization’s strategy and vision.

• Competency Model: Collection of competencies that are relevant to performance in a particular job, job family or functional area.

• Competency Dimension/Competency: Cluster of related knowledge, skills abilities and characteristics that affects a major part of one’s job; that correlates with performance on the job; that can be measured against well-accepted standards (Success Factor, Performance Driver)

• Enabler: Specific attributes that facilitate effective work behavior. These can include Knowledge, Skills, Abilities and Personal Characteristics (e.g. Takes Initiative and Ownership)

• Behavioral Indicator: Highly specific, observable action that may be demonstrated on the job which indicates the skill or performance level needed for a job or that a particular person possesses.

– Skill Level: Reflect the level of skill proficiency or expertise that is required to successfully perform in a particular job (e.g. Foundational, Emerging, Proficient, Expert)

– Performance level: Reflect the level of performance that is demonstrated by the individual performing the job and provides clarity on what is expected (e.g. Outstanding, Successful, Development Needed)

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Terminology


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Leadership Lexicon Terminology

Leadership Excellence Profile

Leadership Excellence Profile

Leadership Dimension

Leadership Dimension

EnablerEnabler

Behavioral AnchorBehavioral Anchor

Proficiency Level Required

Proficiency Level Required

Performance Effectiveness Level

Performance Effectiveness Level

A collection of leadership dimensions that are relevant to performance in a particular job, job family or functional area, and are essential to the success of the organization.

A cluster of related knowledge, skills abilities and characteristics that affects a major part of one’s job; that correlates with performance on the job; that can be measured against well-accepted standards; and that can be improved via training and development (Success Factor, Performance Driver).

Specific leadership qualities that facilitate effective work behavior and contribute to broader leadership dimensions. These can include Knowledge, Skills, Abilities and Personal Characteristics.

Highly specific, observable action that may be demonstrated on the job which indicates the skill or performance level needed for a job or that a particular person possesses.

Reflects the level of skill proficiency or expertise that is required to successfully perform in a particular job (e.g. Foundational, Emerging, Proficient, Expert)

Reflects the level of performance that is demonstrated by the individual performing the job and provides clarity on what is expected (e.g. Outstanding, Highly Successful, Successful, Development Needed)


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8. Defining levels of proficiency on competencies – Defined in terms of highly observable behaviors and may include contextual

factors– Levels may reflect:

• Progressive levels of proficiency (e.g., novice, master, and expert)• Job grade levels or hierarchies (e.g., associate engineer, staff engineer, or senior

engineer)• Levels of performance (e.g., marginal, good, and excellent)• Training stages• Others depending on purposes

– Number of levels should depend on the number of levels that can be perceived by the eventual user of the information (typically 3 levels or 5 levels with 1, 3, and 5 defined)

– Key potential contribution of I/O Psychology due to our skill with anchored rating scales

– Makes competencies directly applicable for wide range of HR systems/tools:• Appraisals• Structured interviews• Compensable factors• Training stages• Etc.


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Example of Levels: Machinist

Competency:Junior-Level Senior-Level Expert-Level

Machine set-up 1. Assists/learns machine set up (with supervision)

2. Prepares and warms up machines correctly

3. Performs machine checks

4. Performs model changes

5. Changes jigs, dies, tools

1. Inserts pins2. Makes allowable

adjustments to machines, as appropriate

3. Sets up machines within specified time period with minimal guidance

1. Changes major components necessary for set-up

2. Sets up without supervision or need for follow-up

3. Researches and troubleshoots machine set-up

Operating machines

1. Knows and performs basic operations to keep machine running (1 or more depending on line)

2. Loads/unloads machines correctly

3. Performs machine checks

4. Meets production quota at specific machine

1. Monitors/operates several machines at one time (depending on area)

2. Operates different types of machines at different times

3. Makes minor machine adjustments, as appropriate

4. Performs operations faster/more efficiently

1. Troubleshoots machine operations to reduce errors, increase productivity, increase efficiency, increase quality, etc.

2. Runs all machines in area (at different times)


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Examples of Levels: Foreign Service Officer


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Examples of Levels: Budget Analyst


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Examples of Levels: Production Supervisor


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Enterprise Competency Models

Level Competencies:• Building Trust

• Coaching / Teaching• Continuous Improvement

• Continuous Learning• Contributing to Team

Success

Level Competencies:• Business (Financial) Acumen

• Business (Operational) Acumen• Planning & Organizing• Project Management

• Systems Thinking

Level Competencies:• Cross Functional Partnerships

• Follow Up• Gaining Commitment

• Innovation• Managing Conflict

• Negotiation

ProfessionalsSalaried 1 & 2

Employees

Lead ProfessionalsSalaried 3 & 4

Employees

Senior ProfessionalsSalaried 5 & 6

Employees

Common Technical Competencies:• Analytical Skills

• Company Knowledge• Customer Knowledge

• Handling Proprietary Info• Information Technology Fluency

Common Technical Competencies:• Vendor Agreements

• Operations Processes• Presentation Skills/Techniques

• Process Management Skills• Procurement Processes

Common Technical Competencies:

• Business Case Analysis• Government Laws/Regulations

• Industry Awareness• Project Leadership

Professional, Non-Management (Individual Contributors) Employees

• Adaptability• Build Positive Relationships

• Collaboration• Communication• Customer Focus

• Decision Making• Diversity Awareness

• Initiating Action• Managing Work• Work Standards

Foundational Competencies:


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Example of the Leadership Lexicon – Focus on Levels

• For each enabler, behavioral anchors are color-coded and grouped by one of five proficiency levels, and then organized in order of four levels of performance effectiveness levels + derailers

Foundational

Emerging (Individual Contributors)

Emerging (Supervisors)

Proficient

Expert

Pro

ficie

ncy

Leve

ls

Outstanding Highly Effective Effective Needs

DevelopmentPerformance Levels

Derailers


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9. Using organizational language– Desirable to tailor competency language to each organization. – Includes:

• Expressions• Acronyms• Technology• Job titles• Business unit titles• Products• Etc.

– Enhances communication and ownership– Increases likelihood that organizational members will refer to the

competency model when making HR decisions– Disadvantages:

• More effort to develop the competencies• Lack of consistency across organizations• Colloquial organizational expressions can date quickly• Difficult to communicate to outsiders (e.g., candidates)

– Competency models can also create new organizational language


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Organizational Goals and Strategies

Organizational Goals and Strategies

OperationalExcellence

OperationalExcellence

Learning, Teaching and

Growing

Fostering Teamwork

Using Organizational and Industry Knowledge

Striving for Excellence

Managing Complex Business Activities

Executing the Vision

• Develops Talent

• Coaches for Performance

• Creates Accountability

• Develops Self

• Empowers Others

• Builds and Sustains Relationships

• Demonstrates Team Orientation

• Influences Others

• Leads Teams

• Resolves Conflict

• Analyzes Financial Information

• Exhibits Computer and Technological Proficiency

• Manages Resources

• Leverages Networks

• Demonstrates Cross-Functional Capability

• Demonstrates Business Acumen

• Sets High Standards

• Attends to Critical Detail

• Exhibits Energy

• Displays Integrity

• Takes Initiative and Ownership

• Implements Continuous Improvements

• Analyzes Problems

• Makes Sound Decisions

• Multitasks

• Plans and Organizes

• Prioritizes

• Supports Change

• Behaves Flexibly

• Exhibits Self-Confidence

• Maintains Composure

• Overcomes Barriers

• Promotes the Brand

• Focuses on Customer Service

• Thinks Strategically

• Demonstrates Visionary Perspective/Shares Vision

• Supports Diversity Initiatives

• Demonstrates Cultural Awareness

• Builds a Diverse Team

• Communicates with Impact

• Facilitates Effective Meetings

• Listens Actively

• Writes with Impact

Communicating Effectively

ExceptionalTalent

ExceptionalTalent

Personal Effectiveness

Personal Effectiveness

Creating and Leading Diverse Organizations

Managing Composure

Under Stress

Draft Competency Model that Evolved into Tailored Organizational Model


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10. Including both fundamental (cross-job) and technical (job-specific) competencies

– Some competencies may be common across jobs (e.g., common skills, major work activities, etc.)

– Others may be more unique to specific jobs (e.g., specialized knowledge, tasks, etc.).

– For multiple units of analysis, often necessary to include both common and job-specific competencies


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Foundational, Professional and Manager/Leader Competencies

Professional Competencies

Management Competencies

Leadership Competencies

Foundational Competencies


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11. Using competency libraries– Lists of competencies from which to select when developing a

competency model

– Common offering of consulting firms

– Advantages: • Efficiency

• Learn from other models

• Consistency of competency language

• Ensures that all the potentially relevant competencies are considered

– Disadvantages:• May not be as tailored to the organization

• Organizational members may not be as committed to a competency model if they have not been deeply involved in its development

– Parallel to common language in job analysis (e.g., O*NET)


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Example of the Leadership Lexicon

• For each enabler, behavioral anchors are color-coded and grouped by one of five proficiency levels, and then organized in order of four levels of performance effectiveness levels + derailers

Foundational

Emerging (Individual Contributors)

Emerging (Supervisors)

Proficient

Expert

Pro

ficie

ncy

Leve

ls

Outstanding Highly Effective Effective Needs

DevelopmentPerformance Levels

Derailers


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12. Achieving the proper level of granularity (number of competencies and amount of detail). – Tension between a desire for detail on the one hand and a desire for

simplicity and parsimony on the other. – Detail is helpful for developing HR systems and demonstrating job

relatedness– Parsimony is better for getting organizational members to remember

and actually use the competencies– Number of competencies and amount of detail both matter – Typically better to have fewer and more detailed competencies, than a

large number of brief descriptors as is common in job analysis– One-half to one page – Can use categories and subcategories to simplify larger numbers of

competencies


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Levels of Granularity – 6 competencies, 30 sub-competencies

6 Competencies:

• Leadership Skills

• Managerial Skills

• Interpersonal Skills

• Communication and Foreign Language

Skills

• Intellectual Skills

• Substantive Knowledge

Competency:

Leadership Skills

Subcompetencies:

•Innovation

•Decision Making

•Teamwork

•Openness to Dissent

•Community Service and Institution Building

Each competency is divided into ~ 5 Subcompetencies


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13. Using diagrams, pictures, and heuristics to communicate competency models to employees – Competency models tend to use visuals

• Enhances communication by presenting information in multiple modes• Enhances memorableness• Important for people who think visually

– Guidelines:• Simplicity will enhance memorableness. • Focus on the core idea of the model – not every detail of the model needs to

be included


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Using Visuals

Competencies

The set of behaviors that differentiate outstanding performance

Career Stages

What‘s expected in your current stage and how to get to the next stage on your chosen career path

Experiences

The building blocks for learning and growth


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Deliver measurable impact by leveragingrelationships, client / industry knowledge

and the “Best of Aon” to providedistinctive solutions

Develop and retain unmatched talent and high-performing teams

through continuous learning, honest feedback, rigorous development and

disciplined talent management

Build sustainable, differentiated capabilities through proven solutions,

deep content expertiseand focused innovation

Act with integrity always and work every day in a

way that positively impacts our clients,

colleagues and communities.

Deliver consistent, positive operational results with the best

balance of investmentand efficiency.


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Using Competency Information

14. Using organizational development techniques to ensure competency modeling acceptance and use

– Good organizational development is simply defined here as widespread involvement of organizational employees in the creation of the competency model

– Organizational development is at the core of competency modeling, unlike job analysis where it is usually a peripheral activity

• Better to have a simple and crude model (developed by a group) that people will use, than a highly sophisticated model created by researchers that people may ignore

– Modeling fits definition of OD intervention: behavioral science, adaptive and iterative, stakeholder involvement, includes implementation, and focuses on both employee satisfaction and organizational effectiveness

– Modeling illustrates primary roots of OD:• Action research• Social constructionism

– Opportunities for organizational development exist at all stages of a competency modeling project as illustrated below.

• Planning and initiating the project• Collecting data and diagnosing• Developing and evaluating• Implementing and institutionalizing


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15. Using competencies to develop human resources systems – Competency models are much easier to use for creating HR systems

than normal job analysis information for the following reasons:• Automatically translate into HR systems

– Structured interviews– Performance appraisals– Job evaluations– Measures of promotion readiness– Career development guides– Etc.

• Distinguishing high from moderate or low levels of job performance • Linkage to organizational goals and strategic objectives• Framing in on-the-job behaviors makes their linkage to HR systems much

closer and more obvious• Organizational development techniques that ensure high involvement• Using a finite number of competencies that are present in multiple models


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16. Using competencies to align the human resource systems– Helps align the HR systems in terms of the same set of KSAOs. – Number of competencies is usually relatively small– Level of generality that exists between different HR systems can be

readily seen– Combined with competencies’ relevance and face validity to aid

expansion of competencies beyond HR systems and into the nomenclature of the business at large


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RecruitingRecruiting & Hiring& Hiring

RecruitingRecruiting & Hiring& Hiring

PerformancePerformanceManagementManagementPerformancePerformanceManagementManagementAssessmentAssessmentAssessmentAssessment

Promotion Promotion CriteriaCriteria

Promotion Promotion CriteriaCriteria

DevelopmentDevelopmentPlanning (MYCD)Planning (MYCD)

DevelopmentDevelopmentPlanning (MYCD)Planning (MYCD)

Leadership Leadership DevelopmentDevelopmentLeadership Leadership

DevelopmentDevelopmentSuccessionSuccession

PlanningPlanningSuccessionSuccession

PlanningPlanning

Incorporate competencies

into assessments

both for development

and evaluation

Executive hiring criteria and protocol

based on competency

work.Rolling out structured interviews based on

competency models for

all employees.

Link competencies in action to results

and rewards

Executive and partner

promotion readiness linked to


Forward looking

discussion involving

competency strengths,

weaknesses and

development

Development activities

mapped to leadership

competencies Includes

formal training,

employee movement, and work

assignments

Successors identified and evaluated on

readiness against


Cascading Impact of CompetenciesCascading Impact of Competencies


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Example: Using Competencies for Appraisals


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Example: Structured Interview Rating Scale1 2 3 4 5 6 7 8 9 10

Level 9 Skill Level 11 Skill Level 12 Skill Level 13 Skill Level 14 Skill

Skill in planning and organizing small-scale projects.Skill in coordinating routine projects with supervision.

Skill in independently planning, organizing, and managing routine or small-scale projects.Skill in assisting with planning on large-scale and unique projects.

Skill in planning, organizing, and managing most projects without supervision. Skill in assuming responsibility for projects from beginning to end.

Skill in organizing and planning large-scale, long-range projects.Ability to think strategically and understand long-term implications of planning decisions.

Skill in identifying priorities and optimizing resources and assuming responsibility for overseeing plans.Skill in ensuring that all the important issues are properly handled.Ability to involve other staff in planning.


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Example: Using Competencies for OTJ Assessment for Skill-Based Promotion

Basic Junior-Level TasksKnows and performs basic operations to keep machine running (1 or more, depending on line)Loads/unloads machines correctlyPerforms machine checksMeets production quota at specific machine

Additional Senior-Level TasksMonitors/operates several machines at one time (depending on area)Operates different types of machines at different timesMakes minor machine adjustments, as appropriatePerforms operations faster/more efficiently

Expert-Level TasksTroubleshoots machine operations to reduce errors, increase productivity, increase efficiency, increase quality, etc.Runs all machines in area (at different times)

Responsibility to be Assessed: Operating Machines Test Associate on the Following Workstations/Machines/Lines:

(must be able to perform all of these tasks)Initial Questions and Follow-up QuestionsAsk these questions for this responsibility, focusing on all tasks listed above; ask follow-up questions to fully assess the depth of the associate’s knowledge and skill; take 5-10 minutes for each responsibility; skip questions that do not apply.


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Example: Using Competencies for Role-play Assessment for Selection

4. Communication

4.1 Speaks clearly and concisely

4.2 Uses appropriate language

4.3 Projects enthusiastic tone

4.4 Conveys confidence and conviction

5. Fact Finding/Understanding Customers

5.1 Listens actively

5.2 Probes to obtain needed information

6. Influence/Sales Orientation

6.1 Identifies influencing and sales opportunities

6.2 Persists to overcome objections

6.3 Gains customer commitment and closes sale/negotiation

1.Efficency

1.1. Uses time efficiently

1.2 Controls call

1.3 Recaps

2. Problem Resolution

2.1 Follows policies and procedures

2.2 Provides detailed and thorough information

2.3 Provides accurate information

2.4 Identifies and provides tailored solutions

3. Service Orientation

3.1 Establishes Rapport

3.2 Express empathy

3.3 Maintains composure

3.4 Interacts professionally

3.5 Takes ownership


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Example: Behavioral Indicators Associated with Assessment Model6.2 Persists to overcome objections + Provides benefits of the services or solutions that address customer’s specific needs

(e.g. down jacket more warm and durable)+ Responds to reluctance or resistance by citing additional benefits+ Persists repeatedly (2+ times) with new attempts to influence+ Tailors responses to customer’s objections+ Responds to objections with additional benefits and justifications+ Asked for sale despite lack of interest

A Responds to resistance by restating benefits and/or repeating the request for sale or retention

A Responds to resistance by asking, “Are you sure?” A Made one additional attempt to gain commitment after customer’s initial objectionA Asks for sale or commitment one time, but does not persist when customer declines

- Does not provide benefits in response to customer’s objections- Is unable to support recommendation with any kind of logical statement- Made no additional attempt to sell or gain commitment at first sign of any resistance- Pursued sale after customer turned down offer two or more times (over persists)


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Example: Multi-purpose Leadership Competency Model

II)PEOPLE MANAGEMENT (Leadership Dimension)A) Performance Management and Development (Leadership Competency)Establishes individual and group goals and expectations as well as providing opportunities for growth and development. Motivating, coaching, and supporting individuals to achieve goals and providing balanced feedback related to performance. Recognizes and capitalizes on individual differences, with a full appreciation of the need to manage diversity.

3) Focuses considerable time and effort toward developing the skills and abilities of all staff members. Freely shares all relevant knowledge and experience. Works to groom his/her eventual replacement and to build a solid talent pool within his/her department/unit. Identifies, as well as seeks out, growth opportunities for all staff members. Serves as a role model/mentor in both word and deed. Stands behind staff members and supports them at all appropriate times. Provides clear performance expectations and establishes clear, specific, and challenging goals/objectives for individuals and groups. Provides regular, specific, timely, and balanced feedback regarding performance and offers direction to help ensure goal attainment. Takes action to correct and prevent poor performance. Motivates and encourages staff to succeed through words and actions. Recognizes and rewards good performance as well as performance improvement.

2) Works to develop the skills of all staff members by providing direction and guidance as well as sharing experience and best practices. Supports staff in taking on growth opportunities. Stands behind staff in difficult situations. Sets general performance goals/objectives for individuals and groups. Provides immediate corrective feedback as necessary and often provides positive feedback and encouragement. Recognizes and rewards exemplary performance.

1) Provides direction, guidance, and instruction to build and improve the skill and performance of staff. Supports staff when necessary. Sets general, project-related goals/objectives for individual staff members. Occasionally provides performance feedback (positive and negative).


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17. Using competencies to develop a practical “theory” of effective job performance tailored to the organization – Much more than lists of KSAOs that result from job analysis, but

instead they are more of a theory in the following ways:• Explain why the KSAOs matter in terms of creating effective job

performance, connecting with organizational goals, etc.• Usually include a description of the process as well as the content• Internally consistent in that performance on one competency should not

conflict with performance on another competency• Make predictions in terms of outcomes• Much more provocative and promote thought and discussion about effective

job performance


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18. Using information technology to enhance the usability of competency models– Makes competency models more useable– Single electronic place to store the competency model that is available

electronically to organizational members. – Facilitates the use of the competency model by housing the HR

applications that derive from the model– Helps develop the competency models (e.g., collecting ratings,

providing a lexicon for writing competencies, soliciting reviews and revisions of the model, etc.).

– However:• Don’t forget that it is a tool and not an end in itself• Do not confuse a sophisticated technology application for a useful

competency model• The information technology should always accommodate the competency

model, not the reverse• The technology should not limit or dictate anything about the model


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19. Maintaining the currency of competencies over time– Having a plan for updating is critical – Ideal time for creating the maintenance plan is during the initial

competency modeling and analysis – Frequency of updates will depend on the number and nature of the

roles and the organization involved– A general rule of thumb: at least every 5 years– One approach:

• Long-term executive leadership and skill leader buy-in • Cross-functional team of HR process partners to ensure on-going

integration of competencies • Decision rules for on-going data gathering and analysis • Incorporation of changes into HR systems


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20. Using competency modeling for legal defensibility (e.g., test validation) – Scientifically rigorous competency models can demonstrate job relatedness– three major advantages:

• Linked to organizational goals and objectives, thus their “business necessity” should be more obvious and easier to document

• Observable on-the-job behaviors shows job-relatedness (content validity)• Shorter and broader than individual KSAOs, competencies may be easier to show

linkages to HR systems and be more obvious to laypersons

– Some experts prefer exhaustive lists of tasks and KSAOs for validation purposes, including a clear delineation of fundamental attributes (e.g., reading and math skills), which usually do not result from competency modeling projects. But these can be part of a competency model if necessary (e.g., part of foundational competencies)


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Conclusions

• Is competency modeling really new?• Many of the practices have been around for years• Perhaps the contribution is in bringing them all together in

one integrated program• Potential for impact seems much greater than traditional

job analysis


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Wrap up

Thank you for your participation!

[email protected]

631-391-7025

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MAPAC Workshop Presentation - Best Practices in Competency Modeling

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