3. COMPETENCY?
• A Competency is an underlying
characteristic of a person which enables
him /her to deliver superior performance
in a given job, role or a situation.
4. COMPETENCY?
• Competencies are seen mainly as inputs.
They consist of clusters of knowledge,
attitudes and skills that affect an
individual’s ability to perform.
5. COMPETENCY?
• Hayes (1979) - Competencies are generic
knowledge motive, trait, social role or
a skill of a person linked to superior
performance on the job.
6. COMPETENCY?
• Albanese (1989) - Competencies are
personal characteristics that contribute
to effective managerial performance.
7. COMPETENCY?
• UNIDO (2002)- A Competency is a set of
skills, related knowledge and attributes
that allow an individual to successfully
perform a task or an activity within a
specific function or job
8. What is Common in the definitions?
Competencies
• underlying characteristic
of a person
• inputs.
• clusters of knowledge,
attitudes and skills
• generic knowledge
motive, trait, social role or
a skill
• personal characteristics
• set of skills, related
knowledge and attributes
Job
• superior performance in a
given job, role or a
situation
• individual’s ability to
perform.
• linked to superior
performance on the job.
• contribute to effective
managerial performance
• successfully perform a
task or an activity within a
specific function or job
9. Set of SKILLS
Relates to the
ability to do,
Physical
domain
Attribute
Relates to
qualitative
aspects
personal
Characteristics
or traits
KNOWLEDGE
Relates to
information
Cognitive Domain
COMPETENCY
Outstanding
Performance of tasks
or activities
10. Behaviour Indicators
• A Competency is described in terms of key
behaviours that enables recognition of that
competency at the work place.
• These behaviors are demonstrated by
excellent performers on-the-job much more
consistently than average or poor
performers. These characteristics generally
follow the 80-20 rule in that they include
the key behaviors that primarily drive
excellent performance.
12. Analytical Thinking
• The ability to break problems into
component parts and consider or organize
parts in a systematic way; the process of
looking for underlying causes or thinking
through the consequence of different
courses of action.
13. Key Behaviour Indicators
• Independently researches for information and solutions to
issues
• Ability to know what needs to be done or find out
(research) and take steps to get it done
• Ask questions when not sure of what the problem is or to
gain more information
• Able to identify the underlying or main problem
• Shows willingness to experiment with new things
• Develops a list of decision making guidelines to help arrive
at logical solutions
15. Competency Model
• A competency model is a valid, observable,
and measurable list of the knowledge, skills,
and attributes demonstrated through
behavior that results in outstanding
performance in a particular work context.
• Typically A competency model includes
– Competency titles
– Definitions of those titles
– Key Behaviour indicators
16. Competency - Broad Categories
• Generic Competencies
– Competencies which are considered essential
for all employees regardless of their function or
level. - Communication, initiative, listening etc.
• Managerial Competencies
– Competencies which are considered essential
for employees with managerial or supervisory
responsibility in any functional area including
directors and senior posts.
17. Competency - Broad Categories
• Technical / Functional
– Specific competencies which are considered
essential to perform any job in the organisation
within a defined technical or functional area of
work. E.g.: Finance, environmental
management,etc
18. • COMPETENCY MODELING BEGINS
THE PROCESS OF BUILDING TOOLS
TO LINK EMPLOYEE PERFORMANCE
TO THE MISSION AND GOALS OF THE
ORGANISATION
20. Traditional Job Analysis Vs
Competency Approach
Job Analysis leads to
• long lists of tasks and the
skills / knowledge
required to perform each
of those tasks
• Data generation
fromsubject matter
experts; job incumbents
• Effective Performance
Competency model leads to
• a Distilled set of underlying
personal characteristics
• Data generation from
outstanding performers in
addition to subject matter
experts and other job
incumbents
• Outstanding Performance
21. Distinguish Superior From Merely
Satisfactory Performance
• The approach allows executives and
managers to make a distinction between a
person's ability to do specific tasks at the
minimum acceptable level and the ability to
do the whole job in an outstanding fashion
22. Behaviour Indicators Based upon what
outstanding individuals actually do
• The competency definitions are based upon
outstanding current performance in the
organization. These competencies do not
reflect someone's management theory or an
academic idea of what it takes to do the job
well, but rather are based on what works
within the organization and most directly
contributes to top performance.
23. The Competencies are Behaviour
Specific
• It is one thing, for example, to ask whether
an employee "takes initiative," a very
general concept, open to interpretation, but
it is quite another to ask, "Was it typical of
this manager to carry out tasks without your
having to request that they be done?," a
question which has only two answers, "Yes"
and "No".
24. Holistic Application
• Competencies
– help companies ‘raise the Bar’ of performance
expectations
– help teams and individuals align their
behaviours with key organisational strategy
– each employee understand how to achieve
expectations
26. Competency based recruitment
• Competency based interviews reduce the
risk of making a costly hiring mistake and
increase the likelihood of identifying and
selecting the right person for the right job
27. Competency based Performance
Appraisal
• Competencies enable
– establishment of clear high performance
standards
– Collection and proper analysis of factual data
against the set standards.
– Conduct of objective feedback meetings
– direction with regard to specific areas of
improvement
28. Competency based Training
• Competency based appraisal process
leading to effective identification of training
needs
• Opportunity to identify/ develop specific
training programmes - Focused training
investment
• Focused Training enabling improvement in
specific technical and managerial
competencies
29. Competency based Development
• Competencies
– contribute to the understanding of what
development really mean, giving the individual
the tools to take responsibility for their own
development
– give the line managers a tool to empower them
to develop people
30. Competency based Pay
• Provide an incentive for employees to grow
and enhance their capabilities
32. Steps in Model Building
• Background information about the organisation
• Decide on the Occupation / Job Position(s) that
require competency Model(s)
• Discuss the application of the competency model
• Select a data collection method and plan the
approach
• Organize Data collected
• Identify main themes or patterns
• Build the model - Defining specific behaviour
Indicators
• Review the model
33. Data Collection Methods
• Resource / Expert Panels
– Structured process to get the participants (Job
holders, managers HR / training staff) to think
systematically about the job, skills and personal
characteristics needed for success.
• Critical Event Interviews
– Structured interviews with superior performers
which involves in-depth probing of a large
number of events and experiences.
34. Data Collection Methods
• Generic competency Dictionaries
– Conceptual frameworks of commonly
encountered competencies and behaviour
indicators
– Serve as a starting point to the model building
team
– Can be used in resource panel by asking the
participants to select a set of generic
competencies related to the job and rate the
importance
36. A Detailed Approach
• Info about the company
• Decision on the job position(s)
• Discussion on the CM application
• Basic data collection on the job
responsibilities(using customized menu)
• Focus group
– Review job description
– understand performance criteria
– Discuss specific behaviours
– List top ten competencies
37. A Detailed Approach
• Critical incident technique - interviewing top
performers
– incidents that lead to effective performance
– incidents that lead to in effective performance
– Discuss specific behaviours
– List behaviours
– List competencies
38. A Detailed Approach
• Content Analysis
– Group behaviours
– Match behaviours to competencies using competency
dictionary as a guideline
– Evolve new set of competencies if any
– Match behaviour indicators identified through CIT to
the top 10 competencies identified by the focus group
– Review the model and make corrections
