Competency Mapping

by-Ms. Aparna Kaushik

Objectives
Defining Competencies & behavioral indicators. Conceptual framework of Competency mapping. Competency Assessment using psychometric test

Competency

'Competencies are the characteristics of a manager that lead to the demonstration of skills and abilities, which result in effective performance within an occupational area.-Hogg (1993) 'Cluster of related knowledge, skills and attitude that affects major part of one's job (role), that correlates with performance on the job, that can be measured against well accepted standards and that can be improved via training and development'. Parry, 1996 Capacity to transfer skills and abilities from one area to another area.

Competence is skills that leads to performance at job whereas behaviour that leads to this performance is competency.

Competency v/s Competence

competence means a skill and the standard of performance reached, while competency refers to the behaviour by which it is achieved.

Competence
Skill Based Standard attained
What is measured

Competency
Behaviour based Manner of behaviour
How the standard is achieved

The Interface between Competence and Competency

Competence refers to the range of skills which are satisfactorily performed, while competencies refers to the behaviour adopted in competent performance.

Competencies ...
Competencies....
lead to effective performance. also embodies the capacity to transfer skills and abilities from one area to another.

Behavioural and Functional Competencies Behavioural Competencies:

include broad success factor, soft attributes like adaptability, stress tolerance, intellectual capacity, sensitivity..
Functional Competencies:

include hard or functional/technical attributes, within the given work function, like numerical interpretation.

What are competencies?

Observable Behaviour

Knowledge: Job Related

Skill: Communicates well

Trait: Team player, confident, demonstrate initiatives, handle stress

Motive: Self development, focuses on client success, personal integrity

Competency Mapping

A process of identifying key competencies for an organisation/job and incorporating those competencies throughout the various processes such as job evaluation, training, recruitment etc..

Can also be described as process an individual uses to identify and describe competencies that are most critical to success in a work. It consists of breaking a given role or job into its constituent tasks or activities and identifying the competencies. Competency mapping model describes the combination of knowledge, skills and characteristics needed to effectively perform a role in an organisation.

Need for Competency Mapping

Address employee needs

What am I on skills? What are the gaps? How to improve on skills What is expected of my role? What are possible future roles?

People have to know about competencies which help them deliver better to customers

Address organizational / business needs

High performance Expectation management on career and promotions

Higher productivity with improved skills

Need for Competency Mapping

CRITERIA TO MEASURE COMPETENCY & PERFORMANCE

Competency

Superior Performance

Effective Performance

Performance

Threshold Competencies

Differentiating Competencies

Approaches to Competency Mapping

Top Down Approach Bottom Up Approach

Hybrid Approach

Top Down Approach

Competencies needed for effective performance or

superior performance are identified by expert groups consisting of job incumbents, superiors or subordinates often analyzing organizational objectives

Bottom Up Approach
The knowledge, skills, motives, attitudes, traits, self concept and other

attributes of consistently high performing employees are studied using techniques like:
1. Case analysis 2. Critical Incidents 3. Behavioral Events Interview

4. Participant Observation
5. Performance Record 6. Verification 7. Repository Grid etc

And benchmarked them for developing in other employees in the organization

Hybrid Approach
Involves developing a competency model based on

theoretical knowledge and intuition by experts/ HR professionals

Competency Model

A competency model describes the combination of knowledge, skills and characteristics needed to effectively perform a role in an organization and is used as a human resource tool for selection, training and development, appraisal and succession planning. A competency model includes both innate and acquired aspects. It is essentially a pyramid built on the foundation of inherent talents, incorporating the types of skills and knowledge that can be acquired through learning effort and experience. At the top of the pyramid is a specific set of behaviours that are the manifestation of all innate and acquired abilities.

Typically A competency model includes

Competency titles Definitions of those titles

Key Behaviour indicators

Competency (Pyramid) Model

Includes

Competency titles, Definitions of those titles Key Behaviour indicators

Behaviour

Tool for

Recruitment/Selection Training & Development Appraisal & Succession Planning

Skills Knowledge

Aptitude
Important Factors to consider: Role and Context

Personal Characteristics

A competency model describes the combination of knowledge, skills and characteristics needed to effectively perform a role in an organization.

The Lancaster (Burgoyne) Model of Managerial Competencies

LEVEL 1

LEVEL 2

LEVEL 3

Competency Model for Sales Associates

Personality
Assertiveness Self Sufficiency High Emotional Stamina Ability Quantitative Reasoning Divergent Thinking Ability to reason with, analyse and draw conclusion from members Ability to see and think beyond the obvious formulate original solutions Ability to take command during the face to face situations while displaying appropiate tact and diplomacy Ability to work independently and maintain one's motivation Ability to maintain focus & effectiveness under stressful & frustrating situations

Knowledge
Computer Literacy Product Knowledge Financial Analysis Skills Basic computer skills Expertise related to company's product & services, as well as other crucial aspects of the business. Understanding the financial im[pact of decisions on the customer, customer satisfaction and company

Basic Selling Skills

Problem Solving Skills Presentation Skills

Establishing rapport, determining customer needs, relating benefits to product features.

Anticipating problem-inviting ideas, distinguishes symptoms from causes, modifying proposals and implementin solutions. Ability to communicate to large & small groups, establish rapport, articluate delivery of ideas, use visal aids effectively.

Planning to Develop a Competency Model

4 Steps 1. Determine the objectives and scope: why are we doing it? What jobs,
functions, business unit will target?

Methods use to develop model

Start from scratch: Suitable for developing model for a job, function or role in the organisation Strating with a Validated Competency Model.: Best suited for leadership/managerial roles that cut across functions & position.

2. Clarify implementation goals and standards:Implementation standards

should be quality, quantity and timings.

3. Action plan: Should comprise of action steps broken into work that needs to be
done, deliverables into tasks and activities for carrying out each step, schedule with start and end date, resources required, with people and money etc.

4. Identification of individual performance against established performance criteria: Identify people with various performance level, identify what is successful
performance and differentitate the behaviour of successful performer with others less effective (set performance criteria) through different methods. Help in identifying competencies.

Design of Competency Mapping

Map Competencies Map skills, personal attributes and training for a given job specify the required performance level. Rank order, finalize, validate and benchmark attributes. This will act as a checklist for subsequent performance planning of employees Conduct competency test (psychometric tools) at the time of recruitment of new employees and skill matrix audit for existing employees Measure the current performance level against standard or desired performance level and note down the gap

Identify Competencies

Analyse Competency Gap

Decide

If the current performance is more than required level then subsequent decision regarding recruitment/selection or compensation
If the current performance is less than the required performance level then subsequent decision regarding recruitment/selection or training or development programme is to be undertaken

Lay down a proposed performance level an benchmark

Competency Mapping
1. Study the Job Description/Specification or 2. Use Questionnaires/Interviews

3. Identify competency critical for outstanding performance vis a vis role

4. Define competencies in terms of behavioural indicators 5. Develop measurement criteria for each competency

STEPS

METHOD

Identifying the Competencies

Preparation for competency identification:

Identification

For Whomlevel or positions. What purpose.

Locate successful people who can define what behaviours lead to success in the organisation. Also who are the average people who follow the role definition but meet only moderate success. Interview

Smallest details of the behaviour which brings success to job. Situation based interview. Distinguish between preferred and effective behaviour.Routine and repetitive behaviour is not included in the final competency description. Note every behaviour described by the respondents. After all interviews noting sheets to be analysed. Classify behaviour by competency separately for superior and average performers. Draft competency definitions. Analyse for frequency of occurance and strength of behaviour. Behavioural Indicators: Describes actions or behaviours that one can observe of an individual taking or using that signify appropriate application of competency in a specific performance setting.

Refer: Sample Behaviour Noting Sheet

Example

Competency:Conflict Management

Definition: Anticipates or seek to resolve confrontrations, disagreements or complaints in a constructive manner. Behavioural Indicators:

Recognise root cause of conflicts or disagreements.

Resolves confrontations in constructive manner. Address formal and informal complaints from employees or from person other than employees i.e. customer or suppliers.

Job Descriptions Behavioral Event Interviews Surveys Literature Review Critical Incidents Focus Groups, Observations

Tools for Data Collection

Validate and Measure Competencies

Process

Questionnaire method: Convert the competency definition and associated behaviours in a questionnaire and administer the same.

II method: Present competency definition and associated behaviour to management and representative sample of population. The competency dictionary then is opened for discussion. Brainstorimg method to be followed which eventually help in noting all suggestions made and incorporated accordingly.
Data from both methods to be analysed in order to determine the degree of acceptance of competency definition.

Measure

Frequency: Consistent, Fairly or Never Quality of Behaviour: Person may display a few but not all the behaviours associated with a competency.

Position Fulfilment

Competencies should be well defined with no ambiguities and clear ratings.

To have list of interview questions with competency rating sheet to elicit information about the behaviour.

Competency Based Interviews

Team working: co-operates enthusiastically with others in own team and in other formal and informal teams Leve1 Works effectively as a member of a team. Takes responsibility for getting things done as part of a team. Level 2 Contributes to team development, seeking and testing improvements to the teams outputs/service Level 3 Leads aspects of team work,seeking and implementing improvements to the teams outputs/service and developing colleagues within the team. Challenges colleagues. Level 4 Recognises and develops opportunities for team working at crossUniversity level, driving improvements to the teams outputs/service and developing colleagues within the teams.

Question Example Describe a time when you exceeded a customers expectations How did you know you had exceeded? What did your actions achieve? Describe a situation where you had to deal with a dissatisfied customer How did the customer respond to the actions you took? What did you do to ensure that the situation did not occur again with other customers? What was the outcome?

Activity
From the given job descriptions: Identify the required set of competencies. Identify the behavioural indicators. Classify them as threshold and differentiating compentencies. Identify the suitable rating scale. Draw the complete competency model with respect to the specified job descriptions.

Example: Competencies with Definitions and Ratings

Rating scale (1)Unsatisfactory: Consistently fails to meet the expectations (2) Satisfactory: Does not meet expectations consistently. (3) Good: Consistently meet expectations

(4) Very Good: Consistently meets or exceeds expectations

(5) Exceptional: Consistently exceeds expectations Competencies Team working: co-operates enthusiastically with others in own team and in other formal and informal teams. 123 45

Selection Interview Questions Example Describe a time when you exceeded a customers expectations How did you know you had exceeded? What did your actions achieve? Describe a situation where you had to deal with a dissatisfied customer How did the customer respond to the actions you took? What did you do to ensure that the situation did not occur again with other customers? What was the outcome?

Competency
Definition Behavioral Indicators Position-specific Tasks and Duties

Defining Elements Proficiency Level Performance Level Exceeds Expectations Meets Expectations Does Not Meet Expectations

Type
Core Behavioural Technical Theshold Differentiating Essential

Importance

Training
Advanced Intermediate Basic

Necessary At Entry

Performance Differentiating

Learned on job

Competency Road Map

Alignment of HR systems

Competency Model

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

Performance Management

Measurement: people driven process, essential to have measurement of workplace competencies.

Development: development activities are relative and are received while on the job. Designed to support the continuous improvement of workplace competencies. For performance management: necessary to have a list of behaviour description for skill improvement along with checklist of specific behaviour example.

What is an Assessment Center?

AT&T developed the well known approach to AC evaluation

in 1956, called Management Progress Study to investigate the changes in personal characteristics as managers moved through their careers.
Technique which is used tomeasure certain dimensions of

person's competency.
Consists of a mix of separate techniques for measuring

psychological dimensions such as traits, qualities or competencies.

Assessment Center is a standardized

selection/assessment/evaluation method that uses a variety of different techniques including:

Tests, Interviews, Simulations, Personality typology

What Assessment Centres are Not!

Multiple-interview processes.

Psychometric Test Batteries (paper and pencil tests)

Individual assessments of all sorts. Work sample tests. Multiple assessment techniques without integration of the data. A building labelled Assessment Centre.

Characteristics of Assessment Centre

It must measure multiple factors (qualities or competencies). It must use multiple techqniues. It must have multiple assessors or observers. Used for

Selection of employees

Placement
Potential appriasal Promotion

Career and Succession Planning

Estimation of training needs

Development Centers

Development centres are intended to identify the strengths and development areas of employees proactively, to identify the star performers in a system and to provide developmental inputs to these high performers so that they are prepared to take up higher responsibilities in the future.

They are increasingly being seen as an objective and impartial way for assessment, bringing more credibility to the assessment system.

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Differences between Assessment & Development CenterASSESSMENT CENTER DEVELOPMENT CENTER

Used for selection of people Focus on what the candidate is now The target group could be employee looking for promotion or an outsider seeking a job Used for development of people Focus on how the employees can be developed for the future Normally employees seeking to develop their career

Involves pass/fail criteria Aimed at meeting the organizations need

Does not involve pass/fail criteria Meets organizations performance need as well as individuals development need
Feedback is given Results are shared with the candidates Self-appraisals are important Behavioral scientists, HR Managers and line managers are a right combination Detailed Candidates are comfortable since the results are used only for developmental purposes

Feedback may not be given Results may not be disclosed Self appraisal have no value Line managers are best assessors

Reasonably brief Candidate may be prone to anxiety due to pass/fail criteria

Some Examples of Companies using these

Ranbaxy Wipro Tisco Mahindra & Mahindra Glaxo Smith Kline HLL GE ICICI ABB Simens Gujrat Heavy Chemicals Tata Administrative Services Cadburys Motorola Johnson & Johnson AT & T Bharti Telecom Escorts Norton Shell BILT Vysya Bank HSBC J.K Corporation Colgate Seagram Industries RPG Group Eicher Goodyear Tyres Castrol Tata Steel Wackhart Citibank Cannon

Matrix to Identify how the Person Specification will be Assessed During the Recruitment Process
Sources of Information Knowledge Thorough knowledge of cataloguing standards Experience of Classification of stock using internationally recognized classification scheme Qualification Application Test In-Tray Panel Interview

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Professional Library/Information Science qualification at first degree level or above

Competencies Communicating & Influencing Level 2 Communicates information effectively to a wide range of diverse stakeholders, influencing events. Organisation and delivery Level 1 Plans time effectively to achieve results in day to day work. Is organised and prioritises work appropriately. Team working Level 1 Works effectively as a member of a team. Takes responsibility for getting things done as part of a team.

Assessment Centre Exercises

Analytical ability Decision Making Planning and Organisati on Strategic Thinking Commun Team work ication

Ice breaker In-basket Exercise Business Game Role Play Analysis Exercise Personal Interview

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Thank You