Professional Documents
Culture Documents
Chandramowly
[Type the abstract of the document here. The abstract is typically a short summary of the
contents of the document. Type the abstract of the document here. The abstract is typically a
short summary of the contents of the document.]
“I am happy to tell you that I have finished reading the MS office manual”
“I see” “Can you enter this data using excel and pull it a pie chart on a power point?”
“Yes, I could do that. But it may take some more time. I haven’t used the on line help demos
yet. By next week I will be certainly ready to do it”
“Don’t bother Gopal, I just need it now. Here goes John. Hi John, will you help me with the
charts and presentation? I know you do that quickly”
“Look! I am just coming out of the meeting with boss. I am terribly upset. You have Ramesh
in your department right? Why can’t you get that done from him? I am sorry I can not help
you now…”
“OK John, relax. Ramesh wont be able help me you know. He complains about work load
and if I still insist, he takes the work and that goes to the wheel of procrastination”. Let me
see what I can do. Yes. I would approach Brinda, she may help me.” Our Manager runs to
Brinda, the Secretary to VP-Finance. When approach, Brinda says, “Sir, it would my
pleasure to do that. But I am sorry, I need to complete this minutes of the board meeting.
Please understand. Moreover, it would affect my incentive plan if I don’t pass this on to the
members by the end of the day”
Results occur when knowledge, skill and experience are driven by right attitude. McClelland
calls it as “underlying characteristics”. If you can know the underlying characteristics of a
person, you can predict what he could do. Underlying characteristics means what lies
beneath the ‘iceberg’ of human personality. In the above story, Gopal had the knowledge but
not Skill. John had both and not a willing attitude. Ramesh has all but suffers from his known
attribute of procrastination. Brinda, though willing to do, is not motivated to take up this job. If
you examine further, you will detect that motivation is actually connected to the hidden
values of an individual.
The combination of Knowledge, Skill, Experience, Attitude, Attribute, Motive and Values that
promote higher performance in individual and organisations is called ‘COMPETENCIES’
Vinayak and Vishwesh were collage mates and both come out in high ranks. They also got
into a good organisation on their successful campus selection. The scenario after 12years is
different. Vishwesh is a Country Head, managing multiple projects in the same mullti-
national organisation where as Vinayak continues to work as senior programmer.
Kareem Bhai and Yusuf graduated from the same law school with almost matching
credentials. They took up different jobs. Yusuf became an advocate and Kareem Joined a
Bank. Yusuf today is one of the senior members of judiciary and he was not too happy to
meet his friend Kareem after a long gap of 12 years. It was an irony that he had to pass a
judgment of guilt against Kareem in a bank fraud.
2
Excellence is always confined to few but mediocre cases are many.
Some people are effective than others. They approach their goals differently than
average people. There can unknown Mother Elisa who is also serving humanity but
can not be compared to Mother Theresa. How do you differentiate between Harilal
Gandhi and Mahatma Gandhi who are a comparison like mole and mountain? How
different are successful people from others who are not.
Competency models work well as unifying frameworks for variety HRM applications.
More than 50% of fortune 500 companies have competency based practices which
are built using Resource Panels, Critical Event Interviews or by applying Generic
Competency Models or by combining all the three methods. Besides McClelland, the
UK NQ movement in 1991 and AT&T sponsored studies opened up the Competency
Era.
3
What is a
COMPETENCY?
Observable and
measurable
TYPES OF COMPETENCIES
Knowledge, Skill
and Attitudes,
Attributes, Values
and Motives that CORE COMPETENCIES
must be applied to Required by an organisation
achieve results to meet its mission, vision,
values and strategic plan.
Applicable to all positions of
an organisation
Your Functional
Competencies gets you
Competencies are more hired.
intangible and difficult ESSENTIAL COMPETENCIES
to define. We can say Your Behavioural
that It describes a set Generic competencies
Competencies takes you up
of behavioiurs that required
or pull you level
for a down.
irrespective of the functions.
produces outstanding Attitude,in
not Activity that
Defined band levels
A Competency
performance in a job. decides the Altitude
Is “an underlying
DEFINING FUNCTIONAL
Characteristic of an
COMPETENCIES COMPETENCIES
Individual that is
causally related to Specific to particular
criterion referenced to functional positions. Defined
effective and/or superior
performance in a job
situation.
David McClelland
4
COMPETENCY CONNECTION
GOALS are mile stones we set. TASKS are activities to reach Goals
5
COMPETENT
Qualified to perform to standards of the Job processes
COMPETENCE
The condition or state of being competent
COMPETENCY
Cluster of Knowledge, Skills and Attributes resulting in Superior
performance
COMPETENCY MODEL
Listed collection of competencies and standards of performance
establishing behavioral indicators for specific job positions
ATTITUDE
The mindset that underpins the way a person feels, thinks and acts
BEHAVIOIUR
The way a person feels thinks and acts. It is the key word in
Competency context. Behaviour is observable through set of actions
demonstrating a competency.
TRAIT
A distinguishing characteristic of personality, behavioral style or
tendency
KNOWLEDGE
Intellectual and information capital which includes facts, data,
procedures and experiences collective organizations
SKILL
Doing and performing an activity, demonstrating competency to
6
KEY DRIVERS OF LEADERSHIP SUCCESS
DRIVERS OF
LEADERSHIP SUCCESS
A research conducted by CCL
(Centre for Creative Leadership) by
surveying senior managers and
Leaders, to know what drives
leadership success. There were
four findings: Strategic
Management, Personal Character,
Process Management and People
Management. The research found
that the degree of responses was:
13%, 35%, 12% and 49%
respectively.
7
What is not competency?
Competency is not performance. Competency is that which bring out performance.
Workmen can not perform to standards without competencies. But competencies
stated cannot guarantee that workers will perform adequately. Zero defect production
run is not a competency. It is result of manufacturing process. The competency of
operational expertise must be used to achieve zero defect. Competency has cause
and effect relationship with results and it should not be confused as process output.
However, the results indicate the project failure. Why? The combination of the above
three aspects are not competencies. To display behaviour of competency he must
Can’t Do Can Do
Motivation is the
‘intent’ which
drives the
Knowledge, Skill Motivation
and Attitude to Will Do emerges from
perform an action underlying
displaying characteristics of
behaviours Won’t Do a person
8
Can’t Do/ Will Do indicate competency gap and development/training is the
key.
Can Do / Won’t Do indicates presence of skills but not motivated which calls
of counselling.
Can’t Do / Won’t Do case, has deficiency in both skills and motivation
resulting in Job-in-jeopardy situation.
What is Competency?
Competencies encompass
Hire for academic skills has become an old adage. The crusade now is to hire right
people with right behaviour. Since excellence is always confined to few, it is big
challenge to find out who is effective and who is not. The best way is to observe
superior performers and achievers. How they perceive, behave and act upon
challenges brings out the indicators of competencies.
Long term Job success and uninterrupted performance excellence doesn’t result
without right motives and values of the ‘underlying characteristics’. Some people are
more effective than others. Competency is the key factor that distinguishes success
and failure or superior performance and average performance. The same is true with
organisations as well. Most organisations have great plans and strategies and the
research shows that over 70% of the reason for Organisational failure is not
deficiency of strategy or technical know- how, but it is lack of competencies to
implement strategies, to execute goals.
Competent people add value and the incompetents destroy value. People with
developed competencies maximize return on investment since they understand the
task and do things with commitment to win.
9
Knowledge and Skills are visibly displayed in a situation or an interaction. Those are
easy to learn and assess. The one layer of underlying characteristics is what one
thinks about one-self, the confidence or motivation to do things. Beneath this lies,
what this the persona of how this person has responded to similar situation or
information. Is he able to see the whole picture in the mind’s eye? The ‘intent’ drives
knowledge and skill to perform. The ‘intent’ cannot be seen but one can observe that
in a displayed behaviour. So, which behaviour results final event is the central focus.
Competency Elements
10
Application of competencies will raise the bar of organisational performance. They
provide stable measures of success of career path. Also helps to define
empowerment, accountability, and succession planning and performance standards.
Competency model represent the engine that drives integrated performance
management system.
Continuous learning, Initiative and risk taking, honesty and integrity, flexibility, self-
confidence (Personal Competencies), Judgment and problem solving, team work,
creativity / innovation / change (Team competencies), Responsiveness to
internal/external customers, planning and organizing and quality results orientation
(operational). The 14 competencies are in 3 groups of Personal, Team and
Operations. In the same way, competency models are built for organisation based on
what competencies they need to achieve their long-term objectives.
Each competency reflects three intrinsic elements that are integrated. It shoots up
form the ‘Motive’, there is an ‘action’ and finally ends with a ‘result’. The following
diagram indicates these intrinsic elements relate in case of a competency: Empathy
Empathy is a competency. It is about understanding and entering into another's
feelings. Empathy is felt and seen as a person with this competency used it. It is an
outcome of a competency used. It is known from the behaviour where one shows
concern and listens well. That is the behaviour and action part of the competency.
This action and behaviour emanates from the underlying experience of a person in
dealing with people and his ability to sense perceptions of others. The action and
behaviour demonstrating the competency is connected to the intention and motive of
persons.
11
Competency
Outcome Empathy Display/Visibility
Shows Concern ,
Listens well
Action Behaviour
Experience in dealing with
people, sensing perceptions of others
Level of emotional
involvement, anxiety/Comfort
level towards others
12
Different Types and Levels of Competencies
Each also must have some competencies that differ from the others. The CT must
have ‘efficiency’ to ‘fix’ the computer by solving the problem as quickly as possible.
The repairs should involve a minimum loss of computer functioning time, minimum
time spent and a minimum replacement of parts. CT can also take moderate risks in
attempting solutions, maximizing effort at the repair based on the needs of the
computer user. Each use a different body of knowledge
The NS must take minimum amount of time during the surgery but cannot take
moderate risks and seek shortcuts that might work as a means to desired results.
Neither the NS nor the patient can afford experimentation. Though efficiency is
important, NS cannot afford to take risks. NS must have efficiency to work with team.
The key difference: Risk orientation and ability to manage work of others.
How do competencies differ from skills and knowledge?
BEHAVIOURAL INDICATORS
The most important evidence of competency is behaviours. Behaviours can be physical
actions or verbal statements. Behaviours are directly observable from the actions of
Competent people. Outstanding people display their behaviours more often, in more
situations and derive better results.
13
Behaviour impacts three aspects. Context, Action and Outcome. Context of an actions
takes in the people associated, resources available, technology complexity, deadlines and
such variables. Deep understanding of context is necessary to decide to executive action.
What action taken or not taken decides the consequences of result. Behaviour indicators will
show us the impact of action on the result and also how it influenced and affected the given
context.
“I was in a rush to meet the dead lines of despatch and missed out a small item” (Action exists
but did not affect the context and the outcome is negative)
CAREER DERAILORS
Certain behaviours or personal characteristics will cause obstruction to career and make
people to fail moving up.
14
Competency Based Interview or Behavioral Interview
Competency based interview is a structured interview that is used to collect
15
Step 1: General Guidelines
Put the candidate at ease. Create a relaxed, friendly atmosphere and use a
conversational rather than interrogative tone.
Listen actively. Communicate interest and attentiveness both verbally and non-
verbally.
Use open-ended questions that will allow the person to really, tell you something
about themselves.
Avoid snap judgments and try to maintain objectivity about the interviewee’s ability to
do the job.
The interviewee should feel that he or she is being treated with consideration,
fairness and professionalism.
Review the Job Description and the candidate's resume. Carry required Interview materials
i.e, JD, Competencies, Assessment Form etc.
Figure out how much time you will devote to probing for competencies. Best
Practice is to probe for 2-3 competencies, allowing about 10 minutes per Competency.
Prioritize the competencies. Pick the 2-3 competencies that seem most relevant to the
position you are interviewing for, and rank them in terms of importance.
16
with those?
Ask for an overview of the event so you can get a sense of what to follow up on. Get
the background before you get into the details. What was the context of this event?
How did you become involved? What was the end point? How did it turn out? The
event may be a single meeting, a project spanning several months, or anything in
between.
Examples:
If it is not clear to you what you should follow up on, ask the candidate to tell you what part
was significant. For example: “Is there some part of that project that stands out for you as
significant—a milestone or decision point that you were involved in?”
Ask for events within the past two years, if possible, in which the candidate played an
active part. More recent is better, so the candidate can remember details. Give the
candidate time to think of an event or situation that addresses your question.
Be patient and supportive. Most people are not used to this style of interviewing and
it can be awkward
Examples:
Ask for dialogue. If the person can’t remember, say “Give me a sense of the conversation.
(”If you are getting generalities, philosophizing or hypothetical actions (e.g. "Well, the way
we used to approach it was to…."), bring the candidate back to the specifics (e.g. "What did
you do in this case?”).
17
Keep the focus on relevant stories. If the candidate starts into a story that clearly will
not provide evidence of the competency you are interested in, remind him or her of
the starting question, and restart with the same question (or an alternative starting
question, if there is one). For example: Remember that we are interested in a time
that you needed to convince someone to change his or her mind. In the situation you
started to tell about, it sounds like you weren’t directly involved in the convincing. Is
that right? Can you tell me about another time you did that?
After focusing on each event or part of an event, follow up with probing questions to
get more information about the candidate’s behavior in that event.
Take brief notes. If more than one person is conducting the interview, it can be
helpful to have one person do the probing and another person do the note taking.
If the candidate is talking about what “we” did, ask, “What was your role in that?”
If you are still not getting clear information about what the candidate did, stop him or her and
say, "I'd like you to stay with what you yourself actually did."
Examples:
Questions about feelings or reactions can provide a lot of information about what a
candidate values or is motivated by.
In order to make the best use of time, say no more than necessary to keep the candidate on
track. It's fine to be reassuring if the candidate seems uncomfortable, but try to avoid
verbalizing your own reactions (e.g. agreeing or disagreeing, expressing surprise or
approval, telling related stories, etc.). You don't want the candidate to know your feelings or
reactions to what they are saying. Instead, focus on learning more about the candidate's
behavior in the event.
Refrain from asking “leading questions” - questions that point a candidate towards a
18
Leading Questions Better Questions
Keep an eye on your budgeted time. If you are not getting any useful information, you can
stop probing about a given event and either ask for a new story to address the question, or
move to another starting question.
At the end of the interview, give the candidate a chance to ask any questions or add
anything else relevant about his or her experience or qualifications.
Immediately after each interview, review your notes or confer with your colleagues about the
following:
What evidence did you hear for each competency that you specifically probed for?
What were the actions, thoughts or feelings that you think provided evidence
of each competency? How strongly did you hear that competency (i.e. did you hear some
ambiguous evidence once, or clear evidence several times)? Remember that listening for
competencies in this sort of interview is as much art as science.
There will very likely be some evidence that you can't clearly match up with a competency,
or is ambiguous or unclear. That's okay. If something seems significant anyway, take note of
it.
What other competencies from the specified Job Competencies did you hear evidence of?
19
Sometimes you might hear more about a competency you weren't specifically looking for
than about the competency that your question was aimed at. That's fine, and can be
important information in itself.
Within the stories that the candidate told, there will likely be information about skills, abilities
or expertise that may be relevant to the position.
particular candidate may have difficulty remembering relevant stories, or may have difficulty
giving good, concrete, first-person information from which you can infer competencies. If that
happens, you can't necessarily conclude that the candidate does not demonstrate those
competencies. The best you can do is to say that you are not sure, and to rely on other
sources of information.
Definition
Ability to work with others to accomplish desired team outcome. Developing team
members by providing opportunities to effectively work and contribute. Capability to
recognise team stregth, value of diversity, opportunity to build and capture potential
to achieve best results.
Behavioural Descriptors
is able to work in and lead a range of different teams to achieve a desired outcome;
recognises the opportunity for team working and building teams;
develops individuals as team members, identifying team strengths and weaknesses;
able to work with others to ensure cumulative contributions and enable teams to
manage themselves effectively;
acts as an advisor to teams, often mentoring the team leader if required;
recognises the value of the diversity within teams and how that can be captured to
achieve best results.
20
• Please give me a best example of working cooperatively as a team member to
accomplish an important goal. What was the goal or objective? What was your role in
achieving this objective? To what extent did you interact with others on this project?
• Tell me about a time when your coworkers gave you feedback about your actions.
How did you respond? What changes did you make?
• Describe a project you were responsible for that required a lot of interaction with
people over a long period of time.
• How have you recognized and rewarded a team player in the past? What was the
situation?
• Tell me about a course, work experience, or extracurricular activity where you had to
work closely with others. How did it go? How did you overcome any difficulties?
• Describe a problem you had in your life when someone else’s help was very
important to you
Definition
humanbeings and sharing for orgnisational adaption, survival and core competence.
Behavioural Descriptors
Makes effort in acquiring new knowledge and shares job related information
Applies new knowledge and shares with team
Uses strategies to increase knowledge base of team members
Anticipates need for new knowledge and skills and takes intiative to learn
Seeks new knowledge from multiple sources and seamelessly adapts and helps
others to apply new knowledge and skills in all job areas
21
• KM can be defined as an effort to make the 'know how' in people’s heads and to
make sure that it is accessible and available to the entire organization. In this context
can you share your own experience by citing a situation?
• What methods you recommend for knowledge storage and safety? What systems
you believe in to follow?
•
• Considering the general knowledge flow restrictions such as ‘no time to share’ or ‘not
willing to share’ etc., how do you ensure that knowledge transfer ‘happens’ in your
area of work
• What methods or systems you suggest, or believe in to ensure consistent acquisition
of knowledge?
• What is the effective way to ensure that knowledge acquired is applied at work?
• How do you ensure that the juniors are groomed to learn? What measures do you
take to ensure that?
E mployee ’s Guide to
Competency
Development
22
W i t h c o m p e t e n t – i n c o m p e t e n t – o ve r d r i v e n i n d i c a t o r s
23
• ....... competency model has a bifocal vision of enhancing
Bifocal people effectiveness by addressing individual competency
gaps/developing new competencies and achieving
Vision of organizational effectiveness continuum. ....... leaders and
the Model managers must constantly make effort to have right people
with right competencies in right places to help ....... to
achieve its mission and vision by using its values and
business strategies. The ....... leadership competencies are
developed following the competency research guidelines,
by interacting with selected executives and employees
representing all the key functions from each of the units.
24
• The responsibility for executing a development plan lies
with the manager who would set clear time frames for all
the PMS activities.
• Amar and Zameer are at the age of 26, have the same
IQ, skills and say 100 units of behavioral and functional
competencies. Both of them are graduates and hold a
Story of postgraduate diploma in fashion technology. Both of them
Amar and had joined different organizations and were paid almost
similar compensation as supervisors in the year 2001.
Zameer During 2003 both have moved up in their salary and
position. Amar sits back feels happy proud and
comfortable with his progress and achievement at the
same time Zameer's fire is flaming up within him. He
becomes more attentive and watches all the changes
around him and within him. He decides to build on new
skills and widens his shoulder to take on more
responsibilities. He is excited about multitasking and
enjoys sharing his thoughts with others influencing them
to move as well. In the process he is more thrilled about
the vast opportunities and breadth and depth of ocean of
learning.
Process
of 25
Learning
• Technological changes constantly demand us to learn new
things to catch up with the day-to-day work process.
Developing a new competency is driven by a natural
process. It is not easy because what needs to be learnt is
sometimes unlearning. This demands a change in certain
behaviors and revalidating our approach to change
management. It is a natural process in the time sense of
sowing and reaping, learning algebra before calculus or
crawl and learn to stand before walking.
Experienc
26
e
Compone
• The experience component is something, which has to
be acquired and get proper exposures to learn the
lessons of success and failures. Decision-making,
integrity and ethics draws in experience component
more than other components. One way to develop
such competencies is to provide part time
assignments.
Developme 27
nt Plan
between where I am and where I want to be is the
competency gap, which should be addressed by a
developmental plan.
What
• Before proceeding on a development plan managers
Accounts for secure awareness and acceptance of an employee on
his or her development needs. Once an employee
Personal understands and accepts a developmental need and
honestly aspires to change, half of the problem is
solved.
29
• Reflecting on the global practices and research 70% of
the successful companies invest resources on
developmental actions by providing work assignments
whereas that of average companies is 10%. The % of
Research investment on training courses is in the ratio of 3:7 in
data on respect of successful and average companies. But
spending resources on coaching, mentoring and
Developme feedback is almost of similar magnitude in both the
cases. The key factor that triggers learning is the
ntal willingness to learn. Willingness to learn generates
positive thoughts, which helps an employee to develop
faster yielding better results.
30
1. Team Work
Composition
Ideal Team work is a combined effort of individual accomplishments. “Together Everyone
Achieve More” is the key message. Those organisations who only reward individuals would
fail to develop a team culture. Team work is the best way to integrate different tasks for a
common goal by cutting across boundaries. Succcess of team building lies in identifying job
roles, challenges and rewards with a team than with individuals.
Competence concept
Ability to work with others to accomplish desired team outcome. Developing team
members by providing opportunities to effectively work and contribute. Capability to
recognise team stregth, value of diversity, opportunity to build and capture potential
to achieve best results.
Incompetence Image
Comfortable with with one-on-one and not with groups or teams. Avoids holding team
meetings or team participation. Do not create team challenges to energise team.
Instead of trusting a team, prefers to control and move on to individual actions.
Overdriven Competence
Takes only team approach and underplays individual values and trust. Over
democratic and waits for overal team inputs and deliberaions. Fails to develop
pipeline leaders and may not retain best talents. In the process of holding on to team
work individuals may be distressed.
T ip s t o d e v e lo p t h i s C o m p e t e n c y
As a manager, keep the focus of Performance Management Process in mind
since you are more responsible for team/division/departmental output than
managing one individual.
People work better when goals and defined and alingned and would liketo
measure how they are progressing. The starting point is to focus on team
objectives and then define individual goals. On deciding the
team/division/departemental objective creat a plan and encourage team
members to draw individual plans in alignment
Enrich people with challenging work and teams with challenging tasks.
Different folks need diiffrent strokes ! Deal with individual focus but remember
to be fair to all.
31
Normaly people judge before understanding. Learn the Habit 5 ‘Seek first to
understand, Then to be understood’. Understanding is not necessarity
aggreeing. It is imiportant to empathize and interpret what the team or a
member desires and help them to learn, know more by investing your own
time.
If you face conflicting goals from individual members, focus on common
goals, priorities and problem of the team objectives and oveal business
objecive.
Learn to display sense of joy and humour and create opporunties for the team
to have fun celebrating success and wins.
Compensatory Competencies and Reading
Focus on Dr. Covey’s 1st and 5th Habit. Read Tom Peter’s ‘Thriving on Chaos’ or
Robert Bolton’s ‘People Skills’
32