1. Job Analysis - Competency Modeling
MANA 5322
Dr. Jeanne Michalski 1

2. Competency Models
Competency models identify the knowledge, skills, and abilities necessary to successfully perform critical work functions across an organization, industry, or occupation.
A competency model is a model that describes the requirements and attributes for competent (successful or exemplary) human performance in one or more roles or performance settings. As such, the elements of a competency model communicate, in clear terms, the circumstances and conditions of performance.

3. Competency Example
An example of a competency is "conceptual thinking", defined as: finding effective solutions by taking a holistic, abstract or theoretical perspective. A person demonstrating this competency would probably be able to:
Notice similarities between different and apparently unrelated situations
Quickly identify the central or underlying issues in a complex situation
Create a graphic diagram showing a systems view of a situation
Develop analogies or metaphors to explain a situation
Apply a theoretical framework to understand a specific situation

4. Competency Models
“Core Competencies” for sustainable competitive advantage.
More general descriptions that cut across many categories of jobs.
Integrated with selection, training, and performance management.
Competencies Behavioral indicators Validation
Competency: An observable, measurable set of skills, knowledge, abilities, behaviors, and other characteristics an individual needs to successfully perform work roles or occupational functions. Competencies are typically required at different levels of proficiency depending on the specific work role or occupational function. Competencies can help ensure individual and team performance aligns with the organization's mission and strategic direction.
Competency Gap: The difference between the projected or actual availability of mission-critical competencies and the projected or actual demand for such competencies. Identification of current or future gaps typically addresses the size, composition, and competency proficiency levels of the workforce.
Competency Model: A framework that describes the full range of competencies required to be successful in a particular occupation. These models usually describe the required occupation-specific, or technical, competencies and general cross-occupational competencies (e.g., analytical competencies). Competency models are used to support key human capital programs such as selection, career development, training, and performance management.
Competency-Based Career Development Program: A program that focuses on the development of competencies so that employees acquire the critical skills and knowledge needed to perform their jobs and advance in their careers. Competencies define the clusters of knowledge and skills collectively needed for successful job performance and are directly related to achieving the agency's mission and goals. Through competency-based career development programs, agencies ensure they cultivate the skills and knowledge needed by the workforce to carry out mission requirements.

5. Elements of Competency Model
Depends on Purpose – no agreement, but generally include:
Significance of meeting organization’s strategies (sometimes implied in the development of core competencies)
Expected outputs or results of performance
Competencies for fully successful performance
Competencies that distinguish exemplary performance (if identified)
Behavioral indicators that describe when competence is being used appropriately

6. Developing A Competency Model
Project
Plan
Data
Collection
Analysis
Review with Leaders

7. Steps in Developing Competency Models
Gather Background Information
Catalog and review existing resources
Decide for each job family how to gather data
Comprehensive job analyses
Expert panel
Structured interview
Identify set of generic competencies, if possible
Stage One - Assemble Focus team and create a list of processes. Stage Two - Build behavioral indicators for each process. Stage Three - Categorize the data. Stage Four - Order each category. Stage Five - Validate your competency model.
The first stage in building a Leadership Competency Model is to assemble a Focus Team composed of a cross-functional mix of first-line leaders, middle leaders, and senior leaders. Larger organizations might want to build different models for the upper and lower echelons of leadership. These individuals should be Expert Practitioners. That is, they should be the best-in-class in their fields. Using interviews, surveys, observations (including information on how individuals act, think, and feel while doing their jobs) and other activities, create a list of the major processes and the requirements needed by leaders to carry them out in an exemplary fashion. Ensure that any observations or interviews are performed also performed on Expert Practitioners. Competencies should be based on what an expert does to get his or her job done, NOT what you or someone else might think needs to get done.
To get them started, you might have them think about some good leaders that they have also served with. You can also reverse this by having them list some important competencies missing from bad leaders (bosses) they served with. After they have gone through a complete brainstorming session, you can then show them this list or another of your choosing for comparison. Remind them to cover the entire spectrum of job-relevant abilities, including reasoning and social skills.

8. Steps in Developing Competency Models
Collect and Analyze Data
Identify themes
Develop draft model
Competencies
Clusters
Indicators or levels
In Stage Two, the members of the team identify the major behavioral indicators for each competency that must be performed to produce the desired outputs. Going through each competency, list the major behavioral indicators (Skills, Knowledge, attitudes) needed for superior performance (normally two to four). These behavioral indicators need to be:
Future-focused rather than need or problem-focused as they are creating a powerful tool to guide the organization.
Part of a strategic planning or organizational change process model. The best results are often achieved when built in tandem with other processes.
In Stage Three, you categorize the data. with the behavioral indicators listed for each process.
Stage Four orders each category. Have the team number each competency in its order of importance for each category. Finally, determine if any of the competencies at the bottom of each category can be discarded. The main reason for performing this exercise is that the team probably listed too many competencies to be easily evaluated. Later, this will help them determine a manageable number for a cut-off point. At his point, it is OK if too many competencies are listed. The determining factor for the correct number will come during the field testing of the performance appraisal - can the performance appraisal easily be managed and completed in the specified time period?

9. Steps in Developing Competency Models
Review with sponsors/key leaders
Discuss each competency
Names and definition
Specific behaviors used to describe competency
Elimination of any competency
Additional competencies
Revise model
Communicate Model and Uses
Stage Five validates the instrument (the compiled list of competencies divided into categories and numbered by order of importance). There are a number of ways of performing this:
Duplication: Replicate the original research results. This is done by obtaining another sample of superior performers, conducting interviews, and deriving a competency model. This new model is then compared to the original one. You might also create a competency model based on average performers in order to cross-reference it with the superior performers.
Jury: Independent "jurors" who hold expert knowledge, present their best professional opinion on the model.
Survey: Send a survey to a selected number of individuals throughout the company. Ask them to number each competency by its order of importance. Also leave a few blank areas so they can add their own.
Departmental Focus Group: Each department or a cross representative of departments performs the rankings as a group.
Structured Interviews/Observation: Perform one-on-one interviews and observations with a random number of leaders throughout the organization to determine which competencies they perform and to get their opinions of which ones are the most important for the execution of their job.
Benchmarking: Compare your results with another best-of-class organization that is similar to yours.

10. Anheuser-Busch Competencies
Task force (HR staff and facilitator) identified key business imperatives.
HR Staff and consultants
Company strategy and business objectives
Mission and values
Focus groups of managers reviewed competencies
Narrowed and prioritized list
Confirm or edit 4-5 specific employee behaviors for each competency

11. Anheuser-Busch Competencies
Questionnaires sent to supervisors who were asked to rate the frequency that each behavior was exhibited by:
Top performers – “role models”
Satisfactory or competent employees
Employees who need improvement
Completed competencies integrated with selection and performance management system.

12. I. Achieving Competitiveness
Customer Focus: Aggressively monitors and anticipates customer requirements and responds to them in an appropriate manner.
Business Focus: Strategically monitors business performance and environment to enhance competitive position.
Innovation and Change: Actively seeks out new ideas and displays creativity in adapting to changing conditions.
Results Orientation: Demonstrates the drive and persistence to meet and exceed job goals for self or other.
Analysis and Planning: Uses critical thinking to solve problems and develop effective work plans.
Systems Thinking: Improves and integrates business process to meet organizational strategic goals.
Technical / Functional Expertise: Demonstrates, enhances, and shares job-related knowledge and skills.

13. II. Succeeding Through People
Valuing people: Demonstrates respect for others regardless of personal background.
Commitment to Development: Develop own and others’ capabilities to better meet organizational needs.
Professionalism: Demonstrates candor, composure, and commitment to obligations in work relationships.
Empowerment: Delegates or accepts responsibility to expand own capabilities to take appropriate risks and make decisions.
Influence: Uses appropriate methods to motivate others.
Team orientation: Accepts the team approach and takes necessary action to support its processes and goals.

14. Performance Levels for Persuasion
Persuasion - Influencing the behaviors or actions of others. The changes in behaviors or actions may not be observed immediately.
Influence the actions or behavior of an individual or group, contrary to their strongly held beliefs, concerning a complex matter or situation that requires a long period of time and many contacts in order to produce a desired change or outcome.
Influence the actions or behavior of an individual or group concerning a complex matter or situation that requires a long period of time and many contacts in order to produce a desired change or outcome.
Influence the actions of an individual or group of individuals concerning a matter or situation that requires a moderate amount of time and several contacts in order to produce a desired change or outcome.
Influence the actions of an individual or group of individuals concerning a matter or situation that requires some amount of time or several contacts in order to produce a desired change or outcome.
Influence the actions of an individual concerning a simple matter or situation that requires a short period of time and/or a single contact in order to produce a desired change or outcome.

15. Uses for Competency Models
Selection
Training
Performance Management
Developmental Planning
Career Pathing
Compensation

16. Common Barriers to Success of Competency Models
Lack of expertise in building models
Complexity of some models seems confusing
Limited support by top management
Competing priorities
Lack of resources
Lack of linkage with organizational strategy
Lack of ongoing evaluation
Not integrated with all HR processes

18. Industry-wide Financial Services
Business Operations: Performs activities associated with transaction management and understands the business operations performed by organizations within the financial services industry.
Critical Work Functions:
Exercise appropriate techniques to gather client information.
Examine client’s money management patterns to determine a client’s financial situation.
Describe procedures necessary to execute financial transactions.
Use financial information to manage client records.

19. Industry-wide Financial Services
Business Operations (continued):
Financial Organizations
Understands the roles and activities provided by organizations within the financial services industry, including banks, investment banks, insurance companies, and stock brokerages.
 Transaction Management
Demonstrates the ability to process financial transactions without error;
Resolves cash discrepancies, and maintains accurate records of transactions;
Understands the principles of confidentiality as they relate to transaction management.

20. Class Exercise Break into groups of no more than 6
Review Working together as a team competency and identify performance criteria and examples of evidence
Turn in results with names of all in the group

21. ELEMENTS OF COMPETENCY PERFORMANCE CRITERIA EXAMPLES OF EVIDENCE
Working Together as a Team: Actively participates as a member of the team
toward the completion of team goals.
Contributes effectively in team meetings, informal team gatherings, and other
team settings.
• Develops productive and cooperative relations with other team members.
Integrates new people into the team.
• Demonstrates cooperation among team members; focuses on accomplishing
shared goals. Offers to help when co-workers are facing a deadline.
• Values the opinions of others and is open to knowledge/expertise within
unit/department.
• Expresses disagreement with other members of the team in a constructive manner.
• Acknowledges the contributions of others.
• Shares knowledge, expertise, and resources with team members to effectively
accomplish team goals.
• Commits to the success of the entire team, not simply one’s own success. Stays
focused on team goals.
• Asks for help when necessary. Alerts others early in the process when realizing a
commitment will not be met.
• Speaks positively of team members and team goals.
• Goes beyond daily job responsibilities to help the team succeed.

22. Advantages of competency models
Disadvantages of competency models

23. Advantages of competency models
Flexibility
Integration
Cultural fit
Disadvantages of competency models
Vague
Less defensible
Harder to justify paying someone for what they are capable of doing vs. what they do