1. Dr. Chandrima Banerjee

2. Competency is an underlying characteristic of an individual that is causally related to criterion referenced effective and / or superior performance in a job or situation Observable Measurable Consistent  Threshold competencies  Differentiating competencies

3. History of Competency Pioneers : 1) David McClelland, the famous Harvard Psychologist: Article in 1973 in American Psychologist highlighting the importance of job related competencies over IQ & academic scores 2) Douglas Brey and Associates at AT & T gave the concept of assessment centres for predicting on the job success Later McBer, a consulting firm founded by David McClelland & David Berlew specialised in mapping the competencies and use of behaviour event Interviewing (BEI) These two researches popularised the competency concept.

4. Competency may take the following forms:  Motive  Trait  Attitude  Value  Self concept  Knowledge  Skill

5. Competency Knowledge Content knowledge/information in field of work, - from education and experience - from education and experience Skill Ability to do something well; most easily trained on - e.g. technical skills to use knowledge Social Role How people perceive me; how I present myself - e.g. a loyal employee, a leader Self-ConceptHow people see/view themselves; identity; worth - e.g. an expert, a teacher TraitsHabitual / enduring characteristics - e.g. flexibility, self-control, good listener Motives Unconscious drives that predict behavior - e.g. achievement, influence/power, affiliation

9.  Technical or Functional Competencies  Managerial Competencies  Human Competencies  Conceptual Competencies

10. Generic & Functional Competencies Generic competencies are managerial and cognitive competencies required in small or large measure across functions. E.g. analytical skills, customer focus, etc. Functional competencies are those which are required in small or large measure within specific functions. E.g. knowledge of products, labor laws, etc.

11. Threshold & Differentiating Competencies Threshold competencies are the characteristics which any job holder needs to have to do the job effectively – but do not distinguish the average from superior performer. E.g. language skills, computer skills etc. Differentiating competencies are those characteristics which superior performers have but are not present in the average performers. E.g. empathy, ability to scan the environment for opportunities, ambiguity tolerance etc.

12. Documented combination of competencies and their description in a language specific to an organisation, its functions and levels. It often also describes each competency in behavioral terms at different levels of proficiency, like Basic, Advanced and Expert

13. 1. Communication Written, verbal, Presentation, Listening, Negotiation, Non-verbal, Body Language, Listening to the unsaid, with holding giving concepts, concerns in communication, Put forth own proposal / point of view so that it do not gets turned down. COMPETENCYDESCRIPTION 2. Analytical Ability Ability to analyze the situation in the context of business 3. Decision Making Ability to take good decision considering the alternatives.

14. Generic Competencies common to the Managers 4. Creative Thinking Out of the box thinking/ability to challenge appreciate status quo being challenged. COMPETENCYDESCRIPTION 5. Customer focus Focus on internal as well as external customers with a view to meet their changing expectations. 6.

17.  Competency models represent the most critical knowledge, skills and behaviors that drive successful performance with respect to a particular type of job or occupation. They describe competencies in behavioral terms, using behavioral indicators, so employees can recognize the competencies when demonstrated.

18. CriticalDesirableEssential Negotiation Skill Relationship building skill Logistics Management Information gathering skill Knowledge about the industry & market Systems orientation Decision making Subordinate development skill Team Skill

19.  BIs make competencies observable and measurable by others  They are “competencies in action”  They are the results of research into specific jobs and generally describe the precise way high performers in that job demonstrate a competency

20. CompetencyBehavioral Indicators Negotiation skill Negotiates prices with various suppliers to ensure that the Company gets the best deal Is perseverant in dealing even as negotiations extend over a long period of time Used trend analysis and the benchmarking data generated to design innovative techniques of negotiation Is able to do convince competitors on pricing issues and prevents them affecting price fluctuations

21.  The ability to express and presents thoughts and complex ideas clearly, succinctly and in an understandable manner individually and in groups including adjusting language or terminology to the characteristics and need of the audience

22.  Speaks frankly and clearly and ensures that others understand the meaning of what is being communicated  Listens to and responds to the ideas of others  Is direct and to the point in communication delivery.  Listens to questions; anticipates impact of decision before providing a factual answer or recommended options  Balances courtesy with being firm  Demonstrates effective nonverbal communication  Makes the subject as interesting as possible to the audience

24.  Competency Mapping is a time consuming and research based process. This time and effort to be put in will depend on several factors  Criticality of the role  Multiplicity of the role  Extent of change in the role  Mergers, acquisition, organisation restructuring warrant detailed competency mapping

25. Level-wise Competencies  Defined by hierarchy. Example: Top Management, Senior Managers, Middle Management, HODs etc.  Distinction is made by levels  These are normally in addition to the functional competencies Level of Competencies  Sometimes distinction is made among the same competency which is supposed to be suitable to different levels of employees

26. Definition: Level 1 – Junior Management  Manages own time and personal activities  Breaks complex activities into manageable tasks  Identifies possible obstacles to planned achievements Definition: Level 2 – Middle Management  Produces contingency plans for possible future occurrences  Estimates in advance the resources and time scales needed to meet objectives  Co-ordinates team activities to make the best use of individual skills

27. Definition: Level 3 – Senior Management  Identifies longer term operational implications of business plans  Effectively plans utilizing all resources

28. BeginningElementaryIntermediateAdvancedExpert Provides timely solutions to a problem Diagnoses the problem complexity and analyses thoroughly Explores implementability and possibility of solutions. Encourages challenges to conventional approaches. Builds reliable knowledge base around the problem and solutions developed. Identifies root cause of problem Uses/ accesses information from multiple sources for analysis Documents solutions for future use and reference. Develops an environment that nurtures creative thinking, questioning and experimentation Coaches and trains others in problem solving.

29. A. Intensity and Completeness of Achievement- Motivated Action B. Achievement Impact C. Degree Of Innovation

30.  No- standard of excellence of Work  Focused on the Task  Wants to do the Job Well  Works to Meet Others’ Standard  Creates Own Measure of Excellence  Improves Performance  Sets Challenging Goals  Makes Cost- Benefit Analysis  Takes Calculated Entrepreneurial Risks  Persists in Entrepreneurial Efforts

31.  Individual Performance Only  Affects One or Two Others  Affects a Work Group (4- 15 people)  Affects a Department (more than 15 people)  Affects an Entire Mid-Sized Firm  Affects an Entire Major- Sized Firm  Affects an Entire Industry

32.  Does Not Do New Things  New to the Job or Work Unit  New to the Organization  New to the Industry  Transformation

33.  Identification of competencies required to perform successfully a given job or role or a set of tasks at a given point of time  Break a role or job into its constituent task or activities and identify the competencies needed to perform the same

34.  Competencies are contextual  Competency mapping should be based on past experiences and future expectations  Competency mapping should be based on multiple inputs and multiple methods  Competency mapping should be based on job analysis

35. Competency models can be for different groups  Units / Organizations  Professions / Occupations  Functions  Departments  Locations  Roles  Individuals

37. Competency Assessment Evaluation of the extent to which a given individual or a set of individuals possess these competencies required by a given role or set of roles or levels of jobs.

38.  Interviews  Questionnaires / Surveys  Behavior Event Interview  Expert Panel / Task Force  Observation  Performance Appraisal  Psychometric Test  360 Degree Feedback  Assessment Centres

40. Origin of Assessment Centres The War Office Selection Board of the British Army during the 1940s and US office of strategic services used the method to select spies After WW II many military psychologists and officers joined private companies, where they started small scale assessment centres In 1956, AT & T was the first to use the method on a large scale to test managerial potential First used by German military psychologists during World War II to select officers

41. Assessment Centres Use multiple methods and multiple assessors to enhance objectivity. Use psychometric tests, stimulation exercises, presentations, in basket exercises, interviews, role plays, group discussions etc. Methods used depend on nature of competencies Competencies can be identified by experts, HR specialists, job analysts, psychologists etc.. in consultation with line managers, current and past role holders, supervisors, internal customers and subordinates.

42.  Who should be hired or promoted?  Who should be assigned to a cross functional team?  How much a merit increase should a person receive?  How should the training budget be spent?  Did the money spent on training have an impact?

43.  Understand what constitutes superior performance  Provide a framework for continuous improvement  Focus performance management on what is critical for success  Link selection, training and development and compensation to business strategy  Recruit and select more effectively  Drive organizational change  Establish measurement that makes difference  Improve individual performance  Support corporate values and change

44.  Once the competencies are mapped for an individual, function and the organization they can be linked for building a competency based organization

45.  To recruit more effective, competent and potential workforce to meet challenges of the business  This enables high degree of objectivity and accuracy in measuring level of performance and potential of the employees  As we move from traditional approach to the strategic and business driven HR, the need to integrate competencies with HR systems become more imperative

46.  Conventional PMS is said to be quantitative, short term and historic in nature  Competency based PMS focuses on how things to be done. The assessment is based on “observable behaviour”  It provides a shared understanding of what will be measured and monitored  Facilitates PMS process by giving a strategic direction to the whole process  It ensures a certain degree of objectivity in the appraisal process