Program Structure:

Competency Mapping & Performance Management:

+
Module duration: 3 hours each
12 Modules.

Module 1, 2 and 3:
Introduction:

Business context- Learning Organization- changing definition of Performance Management.

Different Models of Managing Performance

Performance Appraisal
Performance Management

Balanced Scorecard

Module 4 & 5:

Balanced Scorecard
HR Scorecard
HR Value Proposition
HR Transformation

Module 6:

• Competency Definition- Causal flow- Criterion Reference- Categories.

• Basic motives underlying competencies.
• Paired Exercise for identifying basic motives.
• Competency Framework

Introduction: Purpose:

1. Why Competencies?
Business Context- learning Organization- new capabilities

2. Competency Framework:
3 levels:

Level One:
• Organizational vision-business landscape.
• Articulation of strategy- core competence -business plan-critical success factors –key
performance indicators.
• Competency Dictionary in line with core competence.
• Define the HR strategy in line with the core competence.
Level Two
• Organizational structure- Roles & responsibilities.
• Employee bands- role and job clusters.
 • Determine the Assessment sets.
Level Three
• Short Term initiative- individual development plans.
• Long Term initiatives-individual development plans.
• Assessment techniques.

3. Historical background:

a. David McClelland story.

b. Research on Competency variables:
Two factors:
i. Use of criterion samples.
ii. Identification of thoughts and behaviours causally related to superior
performance.

• First tests- US State Department FSIO. 1970 Mcbar & Co.

• Findings – Three vital Competencies:
i. Cross cultural interpersonal sensitivity.
ii. Positive expectation of others.
iii. Speed in learning political networks.

1. Definition.

• Definition: “Underlying characteristics of an individual that is causally related to

criterion-referenced effective and /or superior performance in a job or situation.”
• “The employee’s capacity to meet or exceed a job requirement by producing the job
outputs at the expected level of quality within the constraints of the organizations’
internal and external environments.”

• Underlying characteristics: five types:

o Motives.
o Traits
o Self concept
o Knowledge
o Skill

• Introduce the Ice berg. - ‘competencies are like an iceberg with skills and
knowledge forming the tip.’
• The underlying elements of competence are less visible, but they largely
direct and control surface behaviour. Social role and self image exist at a conscious
level; traits and motives exist further below the surface, lying close to the person’s
core.

Definitions:
1. Skill: An individual’s behavioural demonstration of
 proficiency or expertise- the ability to do something well. Examples: effectively interviewing and
selecting the best job applicant; assigning work clearly and effectively.

2. Knowledge: Usable information that an individual has in a

particular area. Examples: understanding the art and science of
management, understanding what motivates other people.
3. Social Role: how one sees himself interacting with others- the
outer self. It reflects a person’s values, including what he or she
believes it is important to do. Examples- being a leader or a
follower, either initiating change or resisting it.
4. Self –image: an individual’s conception of his or her identity,
personality or worth as a person- the inner self. Examples seeing
oneself as a leader, or as a motivator and a developer of people.
5. Trait: relatively enduring characteristics of an individual’s
behaviour- a personal characteristics. Examples- being a good
listener, having a sense of urgency.
6. Motive: thoughts in a particular area- achievement, affiliation,
power- that drive, direct and select an individual’s behaviour.
Example- wanting to achieve, wanting to control others.
“Recurrent concern for a goal state or condition, appearing in
fantasy, which drives, directs and selects behaviour of the
individual.” McClelland.

Competencies exhibited are highly influenced by underlying ‘natural tendencies.’(motives).

Surface Competencies and core competencies. Surface competencies can be easily developed through
training. Selection should be on Core competencies

The three major motives are :( Can be done as an exercise)

Need for achievement:

• Sets challenging goals. Tries to surpass existing standards.
• Finds new and better ways to do things.
• Wants to take personal responsibility.
• Seeks information and changes behaviour on feedback to
optimize performance.
• Chooses experts rather than friends to work with.

Need for affiliation

• Uses friendship as major criteria for how to spend time.
• Keeps in touch with people, through phone calls, visits, and letters.
• Puts people before tasks, chooses friends over experts to work with.
• Works better with small groups than alone.
• Enjoys being cooperative
• Power
Two dimensions: Source or targets.

• Seeks positions of leadership.

 • Influences others in order to accomplish this.
• Will act as a superior mentor to others if serves personal
goals.
• Actively participates in organizational politics.
• Seeks, withholds or uses information to control others.

Causal: Competency Causal Flow Model.

Intent Action Outcome

Personal Behaviour Job Performance

Characteristics

• Criterion reference:
o Superior Performance
o Effective Performance
• Competency categories:
o Threshold.
o Differentiating.

Module 2

Developing a competency dictionary.

Competency clusters:

Key Points:

Boyatzis
Competency Models must have two dimensions:
1. Types of competencies.
2. Levels of competencies.

Three levels:
1. Traits and Motives at the unconscious level
2. Self image and social role at the conscious level
3. Skills and knowledge at the behaviour level

1. Competency Dictionary- how developed.

Calendar of the Research by McClelland (early 1970s)

1. Selecting a criterion sample( on the basis of 360 degree feedback):

 i. Clearly superior performer-superstars.
ii. Contrasting group of average and poor performers.
2. Behaviour Event Interview :Blow by blow account of the most critical
Stories in their jobs- 3 critical successes and 3 critical failures.
Combined Flanagan’s Critical Incident Method (task analysis)
and Thematic Apperception Test (TAT).
3. Coding from Transcriptions to identify thematic differences. Content Analysis of
Verbal Expressions (Cave).
i. Three distinguishing competencies:
• Cross cultural interpersonal sensitivity
• Positive Expectation from others.
• Speed in learning political networks.
4. Validating the Model ( to predict superior performance):
i. New batch of superstars & average performers.
ii. New kinds of tests( example: Profile of non-verbal sensitivity- PONS)

5. Development of Competency Clusters.

• Richard Boyatzis & colleagues at Mcbar. Found a set of competencies uniform

uniformly distinguishing (Generic).
• Competencies arranged in clusters (3 to 6) - based on underlying intent.
• Each cluster -2-5 competencies.
• 286 Competency Models-760 types of behaviour. 360 indicators falling under 21
competencies cover 80 to 98% of the behaviour. Remaining 400 indicators described
rarely observed competencies called ‘unique’.
• Data base can be used to produce generic models( Health care managers, Trainers etc)

6. Competency Scales:

• The same type of behaviour exhibited with more Intensity, Completeness and Scope.
Competency behaviour appear to have scaling properties: a clear progression from
lower to higher levels on one or more dimensions.
• Just- Noticeable-Difference( JND) scale process-50 verbatim examples
a. Intensity or completeness of action.
b. Size of Impact.
c. Complexity.
d. Unique dimensions.

7. Competency Clusters

• Developed on the basis of underlying intent. Intent is specific to circumstances with

more of an ephemeral or surface quality than motives.
• Intent: Developing a subordinate and preparing him for next promotion. Motive could
be (Power: I want to have an impact on her; Achievement: if she could do xyz work
well, then we could save …; Affiliation: she will think I am a great boss).
• Scales: 0 is neutral, could have negative dimensions also
• What are desirable are right levels, and not higher levels.
Cluster 1
Achievement: Achievement & action

Concern for working well or for competing aginsta standard of excellence.The standard may
be individual’s own past performance, performance of others etc

Also known as

o Result –orientation
o Efficiency orientation.
o Concern for standards.
o Focus on improvements.
o Entrepreneurship
o Optimizing use of resources.

Competency 1:
Achievement orientation (ACH)
Concern for working well or for competing against a standard of excellence (Past
performance, objective measure, performance of others, challenging goals, or what no
one has ever done)
Scale dimensions:
o Intensity and completeness.-Low: no standards of excellent; high continues to take
entrepreneurial risks.
o Impact- Low: works to improve his performance only; high: affects the entire
industry.
o Degree of innovation.-low does not do new things; high: transformation

Competency 2:
Concern for order, quality and accuracy (CO):
Reduce uncertainty in the surrounding environment.

Also known as
o Monitoring
o Concern for clarity
o Desire to reduce uncertainty.
o Keeping track

Scale dimensions:
Complexity of action to maintain order. Low: lack of order; high: develops complex
systems to increase order and quality.

Negative predictor in higher jobs.

More concern for order is average, rather than superior performance.
Lower levels of achievement –orientation.

Competency 3
Initiative (INT)
Preference for taking action. Doing things no one has requested
Also known as:
o Bias for action.
o Decisiveness.
o Strategic future orientation.
o Seizing opportunities.
o Being proactive.

Scale dimension:
o Time –low: Past; high 10 years.
o Self –motivation- discretionary effort. Low: avoids required work; high: involves
others.

Competency 4
Information seeking
An underlying curiosity, a desire to know more about things, people, or issues.

Also known as:

o Problem definition.
o Diagnostic Focus.
o Customer/ Market sensitiveness.
o Looking deeper.

Scale dimension: Single

How far one is prepared to go.
Low: does not seek; high: involves others.
Digging, scanning, getting out personally seeing.

Cluster 2
Affiliation: Helping and human service:

Intention to meet someone else’s needs ;attuning oneself to the concerns, interests , needs
of the other person and working towards meeting those needs.

Competency 1:
Interpersonal understanding:
Wanting to understand .Ability to hear accurately and understand the unspoken or partly
expressed thoughts, feelings or concerns of others.

Also known as:

o Empathy.
o Listening.
o Sensitivity to others.
o Awareness to others’ feelings.
o Diagnostic understanding.
 Scale dimension:
o Depth of understanding. Low: lack of understanding; high: understands complex
issues.
o Listening and responding. Low: Unsympathetic; high: acts to help.

Competency 2:

Customer service orientation:

Desire to help or serve others, to meet their needs. Focusing efforts on discovering and
meeting the customer’s and the client’s needs. Customer may be the end-user. Seeks
information about the real, underlying needs. Takes personal responsibility for correcting.

Also known as:

o Helping and service orientation.
o Focus on the client’s needs. Partnering the client.
o End-user Focus.
o Attention to patient satisfaction.

Scale dimension:
o Focus on client’s needs. Low: Expresses negative expectation of clients; high: Acts as
client’s advocates.
o Initiative to help or serve others. Low: Blocks other’ action; high: takes extraordinary
efforts.

Cluster 3: Power
Impact & Influence

Individual’s underlying concern with his or her effect on others. Influenced by consideration of
the good of the organization.

Competency 1
Impact & influence.
An intention to persuade convinces, influence or impress others, in order to get them to support
the speaker’s own agenda.

Actions
1. States intentions , but takes no action.
2. Takes a single action to oursuade.
3. Takes a two step action to persuade.
4. Calculates the impact of actions or words.
5. Calculates a dramatic action.
6. Takes two step to influence.
7. Complex influence strategies.

Breadth of influence:

Also known as:

o Strategic influence
o Impression management
o Showmanship
o Targeted persuasion.
o Collaborative influence.

Scale dimensions:
o Number and complexity of action taken to influence others. Low: straightforward presentation; high:
complex customized strategies.
o Breadth of impact. Low: one person; high: whole organization or the world.

Competency 2
Organizational awareness.
Ability to understand the power relationships in his or her own organization or in other organizations

Also known as:

o Playing the organization.
o Bringing others along.
o Awareness of the client organization.
o Using the chain of command.
o Political astuteness.

Scale dimension
o Depth of understanding of organization. Low: misunderstands organization structure, blunders; high:
understands long standing underlying issues.

Competency 3
Relationship building.

Network with people who are, or might be useful in achieving work related goals. Building
friendly relations purely for their own sake is a different competency (Affiliative Interest), not
included in the Generic Competency dictionary

Also known as:

o Networking.
o Use of resources.
o Develop contacts.
o Personal contacts.
o Concern for Customer relationships.
o Ability to establish rapport.

Scale dimension:
Closeness of relationship built. Low: avoids contact; high: makes close personal friendships.

Managerial:
Specialized subset of Impact & Influence:
Well developed.

Competency 1
Developing others.

Intent to teach or foster development of others. Essence is in developmental intent and effect rather
than a formal role.

Also known as:

o Teaching & Training.

o Assuring subordinates growth& development.
o Coaching others.
o Realistic positive regard.
o Providing support.

Scale dimension:
o Intensity of developmental orientation and completeness of developmental action.
Low: Discourages; high: rewards good development.
o Number and rank of people developed or directed. Low: one subordinate; high: large
groups.

Competency 2
Directive ness.
Intent to make others comply with his wishes. At positive level, it is use of personal power.

Also known as:

o Decisiveness.
o Use of Power.
o Use of aggressive influence.
o Taking charge.
o Firmness in imposing quality standards.
o Classroom control and discipline.

Scale dimension
Intensity of directive ness. Low: is passive; high: when necessary, fires or gets rid of poor
performers.

Competency 3
Teamwork & cooperation.
Genuine intention to work cooperatively with others, to be part of the team.

Also known as
o Group management.
o Group facilitation.
o Conflict resolution.
o Managing branch climate.
o Motivating others.

Scale dimension
o Intensity of fostering teamwork. Low: uncooperative, disruptive; high:
resolves conflicts.
o Size of team involved. Low: small, informal group; high: entire firm.
o Amount of effort or initiative to foster teamwork. Low: No effort; high:
involves others in extraordinary effort.

Competency 4
Team leadership.

A desire to lead others. Should be exercised in a reasonably responsible manner.-not for personal
gains.

Also known as:

o Taking command.
o Being in charge.
o Vision.
o Group management and motivation.
o Building a sense of purpose.
o Genuine concern for subordinates.

Scale dimension:
Strength of the leadership role. Low: Abdicates; high: communicates a compelling vision.

Cognitive

The individual’s working to come to an understanding of a situation, task, problem, opportunity or

body of knowledge.
Don’t measure basic intelligence. They measure a combination of ability and motivation.

Competency1
Analytical Thinking
Understanding a situation by breaking it into smaller pieces. Step by step causal way.

1. Breaks down problems.

2. Sees basic relationships.
3. Sees multiple relationships.
4. Makes complex plans .

Also known as:

o Thinking for yourself.
o Practical Intelligence.
o Analyzing problems.
o Reasoning.
o Planning skills

Scale dimension
o Complexity of analysis. Low: does each thing as it comes up; high: makes
extremely complex plans.
o Size of problem addressed. Low concerns one or two; high: concerns long
term performance.

Competency 2
Conceptual Thinking.
Understanding a problem or a situation by putting the pieces together, seeing the larger picture.

1. Uses basic rules.

2. Recognizes patterns.
3. Applies complex concepts.
4. Simplifies complexities.
5. Creates new concepts.
6. Creates new models.

Also known as:

o Use of concepts.
o Pattern recognition.
o Insight.
o Critical Thinking.
o Problem definition.
o Ability to generate Theories.
o Technical/Professional/Managerial expertise.

Scale dimension:
Complexity or originality of concepts. Low: Uses no abstract concepts; high; creates new models.

Competency 3
Technical/professional/managerial expertise

Mastery of a body of job related knowledge. Also motivation to expand , use and distribute work-
related knowledge to others.

Depth
Breadth
Acquisition
Distribution
• Hoards.
• Answers questions.
• Applies technical knowledge.
• Offers technical help-floating consultant
• Technical missionary
• Publishes new technology/
 Also known as:
o Legal awareness.
o Product knowledge.
o Expert-helper image.
o Diagnostic skill.
o Commitment to learning

Scale dimension
o Depth of knowledge. Low: Primary; high: Preeminent authority.
o Breadth of managerial expertise. Low: None; high: manages large
organization.
o Acquisition of expertise. Low: resists; high: acquires new or different
knowledge.
o Distribution of expertise. Low: Hoards; high: publishes new technology.

Personal Effectiveness.
Common characteristics rather than a type of intention

Competency 1
Self control. (SCT)
The ability to keep emotions under control or restrain negative actions when tempted.

1. Loses control
2. Avoids stress.
3. Resists temptation.
4. Controls emotions.
5. Responds calmly.
6. Manages stress effectively.
7. Calms others.

Also known as
• Stamina
• Resistance to stress
• Staying calm.
• Being not easily provoked.

Scale dimension
Intensity and resulting scope of control exerted. Low: loses control; high: calms others.

Competency 2
Self Confidence. (SCF):

Belief in his own capability to accomplish a task.

 1. Presents self confidently.
2. States confidence in own ability.
3. Justifies self confident action.
4. Volunteers for challenge.
5. Puts self in extremely challenging situation.
6. Blames self.
7. Accepts responsibility.
8. Learns from own mistakes.

Also known as:

o Decisiveness
o Ego strength
o Independence
o Strong self concept.
o Willingness to take responsibility.

Scale dimension:
o Self assurance. Low: powerless; high: puts self in extremely challenging
situations.
o Dealing with failure. Low: blames self in a permanent way; high: admits own
mistakes and corrects.

Competency 3
Flexibility.

Ability to adapt to and work effectively with a variety of situations, individuals. Ability to understand
different perspectives.

Also known as:

o Adaptability
o Ability to change
o Perceptual objectivity
o Staying objective
o Resilience.

Scale dimension:
• Breadth of change. Low: counterproductively sticks to own opinion; High:
adapts strategies.
• Speed of action. Low: long term. Planned change; high: instantaneous
action. Turns on a dime.

Competency 4
Organizational Commitment.

Individual’s ability to align with the needs, priorities of the organization.

Also known as:

 o Business minded ness.
o Mission orientation.
o Vision
o Commitment to command’ mission
Scale dimension
Intensity of commitment. Low: Disregards; high: sacrifices own unit’s goods.

Module 3& 4
Designing Competency Studies.
Design:

Three Alternative methods:

1. Classic Study design using criterion sample.
2. A short study design using Expert Panel.(JCA)
3. Single incumbent and future jobs where there are not enough jobholders.

Method 1
1. Define performance effectiveness criteria (which define superior or effective performance).
a. Hard data: sales, profits, productivity measures.
b. Supervisor nominations.
c. Peer ratings.
d. Subordinate ratings.
e. Customer ratings.

2. Identify a criterion sample.

a. Superior
b. Average
c. Poor

 Political issues in obtaining poor performer samples.

 Real superstars will have multiple assessment criteria for a balanced profile.
 Ideal combination is 20 samples: 12 superior /8 average. A ratio of 2:1.5 to suit
statistical tests of hypothesis.

3. Collect data.- Six data collection sources

a. direct observation,
b. expert system,
c. job/task function analysis,
d. surveys,
e. expert panels
f. BEI.

4. Analyze data and develop a Competency Model.

a. Trained analysts compare superior /average data.
b. Search for difference-motive, traits, skill etc. Check with Competency dictionary and
look for new competencies.
c. Interrater reliability.
d. Behavioural Codebook
 5. Validate the Competency Model.: 3 tests.

a. Concurrent cross-validation.- if it predicts performance at the current time.

b. Concurrent construct validation.-different construct or measures.
c. Predictive validity.-select and train people according to the Model. Most powerful.

6. Prepare application of the Competency Model.

Method 2
1. Expert Panel: Job Competency Assessment
a. Identifies job accountabilities & measures, competencies, obstacles to performance.
b. Fills out Competency Requirements Questionnaires (CRQ) on the job.
c. Responds to Expert questions as a group.
d. Conduct BEI.
e. Data Analysis
f. Validation.

Method 3
Assembling data from key people who interact with the person in the job.360 degree.
Critical Incidents.

1. Expert Panel Guesstimates.

2. Extrapolation from job elements with known competency correlates
3. Sampling employees doing analogous jobs now.

Behavioral Event Interview.

The Fact Finder.
The Therapist.
The Theorist.
The Fortune Teller.
The Sales person.

Developing a Model:
1. Analyzing BEI data: Thematic Analysis
a. Coding Competency data.
b. Conceptualizing themes.
2. Identifying Competencies. How to look.
3. Analysis steps:
a. Form the analysis team.
b. Individual analysis of interviews.
4. Validation steps.
a. Preliminary Testing of the Competency Coding system: individual coding.
b. Analyst teams meet to reconcile coding.
c. Statistical analysis of Preliminary BEI sample.
d. Coding the reminder of the BEI sample.
e. Final statistical analysis.
f. Preparation of final competency codebook for the job

Module 5
Generic Competency Models.

Module 6
Competency –based application:
Selection.
Placement
Retention
Promotion.

Module 7
Assessment Centers
Development Centers

Quiz 1

1. Coding is a process for identifying threshold competencies.

2. Competency clusters are arranged on the basis of the underlying motives.
3. Achievement-orientation is about doing things well against a standard.
4. Impact & influence cluster is rooted in the motive of power and achievement.
5. Scale dimensions are uniform across the competencies.
6. Quality circles are a method for utilizing the achievement motivation of working class people.
7. Competent behavour can be driven by one or more social motives.
8. The Managerial cluster is a subset of the Achievement and Action cluster.
9. A Competency Dictionary presents competencies in generic form.
10. Customer service orientation is about focusing on only whatever the customer explicitly
demands.

11. Define( in one sentence):

a. Initiative.
b. Customer service orientation.

First Interview
1. If you are put in a team, what would be the first thing you will do?
2. How do u go about training?
3. How do you identify
4. If were to lay off 100 employees in the organization, how will u go about doing it?
5. Suppose I want you to sell a comb to an old man, how will u want to do it?
6. Picture question.
7. Productivity –accuracy.

Second Interview:

1. Tell me about yourself?

2. What made you choose HR?
3. You think HR department always gets appreciated?
4. What is it that keeps you going, motivated?
5. If you are given key assignments and if you have 3 days, how will u go about doing it?
6. Will you be more comfortable in a leadership role, or..?
 7. You said that in your previous jobs you had handled 10 executives, how was it like handling
them?
8. If you are to move from a functional structure to a team-based structure, how will you go
about doing it?
9. Let me give a scenario, exceed the target..
s, but someone else takes the credit, how will you take it?
10. What do you do in your spare time?
11. TAT question on picture story
12. Where do you see yourself 5 years from now?

Quiz 2
1. What people think of their motives and skills is always reliable data.
2. Behaviour- based interviews are a method for eliciting information about the basic motives
of a person.
3. Behaviour Event Interview combines the Critical Incidents Interview with Thematic
Application Tests.
4. Classical Competency design does not use any data other than those obtained from the BEI.
5. For studying single incumbency jobs or future jobs, the most suitable Competency Process
design is the short Job Competency Assessment (JCA) method.
6. Competency studies are most cost effective when they focus on value added critical jobs
only.
7. Competency Requirements Questionnaire is a technique used only for Classical Competency
Design.
8. One of the methods to validate a Competency Model is to train people in the Competency
Model and check the results.
9. The best way to identify the top performers is to rely mostly on the rating of the superior.
10. Thematic Analysis is the process of identifying themes or patterns in raw data.
11. Define:
a. BEI
b. Coding.

Generic Models
Managers
The generic Managerial Model is based on 36 different managerial models covering a wide range of
levels and functions:

IMP,ACH,TC,AT,INT,DO,SC,DIR,INF,TL,CT.
Basic: OA, RB, Expertise.

Salespeople
IMP,ACH,INT,IU,CSO,SC,RB,AT,CT,INF,OA
Basic: Technical expertise.
Short cycle, Intermediate cycle, Long cycle.

Xavier Institute of Management & Research.

Subject: Competency Mapping .
Total Marks: 70.
1. Tick the correct answer: (20 marks. All questions carry equal marks):

a. Criterion Sample is a method to :

1. Compare people who had successful lives with those who are less successful.
2. Validate Competency Models.
3. Validate codes done by individual coders with Panel.
b. Flanagan’s Critical Incident method is used for:
1. Task elements of jobs.
2. Identifying Emotional Intelligence competencies.
3. Job Competency Assessment.
c. The Competency characteristics that differentiated superior from average Information
Officers in Mcbar & Co’s study included:
1. Positive expectation of others.
2. Interpersonal sensitivity.
3. Organizational awareness.
d. In the Competency Causal Flow Model, output is linked with:
1. Intent and action.
2. Motive and trait.
3. Self concept and Intent.
e. According to the Job Performance criterion , Competencies can be categorized into :
1. Superior & Effective Competencies.
2. Threshold & Differentiating Competencies.
3. Achievement orientation & Initiative Competencies.
f. Most Competencies have :
1. 1 or 2 dimensions.
2. 6 to 8 dimensions
3. 2 to 3 dimensions..
g. The ‘Size of Impact scale’ indicates:
1. Completeness of the actions taken.
2. Intensity of the actions.
3. The number of people impacted.
h. The competency of Self Confidence is part of the :
1. Impact & Influence cluster.
2. Achievement & Action cluster.
3. Personnel Effectiveness cluster.
i. Bias for Action is the same as:
1. Initiative.
2. Directive ness
3. Achievement –orientation.
j. ‘Taking personal responsibility to correct a complaint” indicates:
1. Customer Service Orientation.
2. Customer Service Orientation and Concern for Order.
3. Self Confidence and Customer Service orientation.

2. Define with examples

(Any six. 30 marks. All questions carry equal marks))
a.Directive ness.
b. Interpersonal Understanding.
 c.Relationship Building.
d. Self Control.
e.Teamwork & Cooperation.
f. Scale Dimension.
g. Competency Model.
h. Expert Panel.
i. Coding Process.
j. Assessment Centers.
k. Cognitive Cluster.
l. Behavior based Interviews.

3. Identify the Competencies with analyses ( 20 marks):

a. ‘A client was having some difficulty getting the refund back. She came to me because the
Operations Manager was rude to her. I understood that there must be some misunderstanding.
Anyhow I apologized and helped her get check, and sent her on her way. It only took a few
minutes, but I felt good and I knew that she will never forget this favour.’
b. ‘ I personally made it a point to talk to the Head –Operations, who was the client and told him
that I wanted to talk to all his key players at a meeting and then I personally went around to as
many people as I could find and spent some 10/15 minutes making small talks.’
c. ‘I was disturbed by the fact that the department did not know anything about real estate law and they
were asking naïve questions. Later I put together two lectures that covered about 15 clauses. I
intended to teach them what they ought to be looking for in a document.. .’
d. ‘I was really angry. But I told myself ‘you have to remain cool’. So I just said Look I know how
you feel. But trust me, this is the process, and we don’t have the authority or discretion. You are
aware that it is not arbitrary and there is no intention to hurt you. Over a period of time, he
calmed down.’

Or,
Please explain by a step by step process the Competency Modeling Process for a key Role in the
Organization by using the Classical method.

History:
AT&T-1956
Management Progress Study.
422 lower-level managers-white male
344 lower –level managers- half women and 1/3 minorities.

Women: administrative ability, interpersonal skills and sensitivity, written communication skills, energy
and internal work standards.

Men: Company loyalty, motivation to advance, assertiveness.

No difference in intellectual ability, leadership ability, oral communication skills, energy and internal
work standards.

Women and men had similar management potential.

 AC is a standardized selection/assessment/evaluation method that uses a variety of different
techniques including tests, interviews , simulations, cross-fertilized stories, role plays etc.
meant to measure the competencies , skills, characteristics of a person to evaluate their capabilities
to carry out a specific function within the organization and against a pre-determined standard.

Assessment Centre Development center

Objective: Objective:
1. To evaluate capability for a specific 1. To identify the training needs.
function. 2. To identify the potential to be
2. To evaluate against a standard. nurtured.

Typical methods: Typical methods

1. In basket exercises 1. Case study exercises.
2. Group and team discussions. 2. Psychometric tests.
3. Case study exercises. 3. Group discussion.
4. Presentation
5. Paper Pencil Tests.
6. Aptitude tests.
7. Psychometric tests.
8. Role Plays.
9. Interviews.

Output Output
Competency gaps. Development Plans.

Methodoloy: Methodology
1. Runs like a selection process. Runs like a training program
2. Evaluation emphasized. Evaluation underplayed.
3. Highly rigorous methods. Flexible methodology

Features of an AC:

1. Candidates participate for a few days.

2. Used for promotion, transfer, or training evaluation.
3. Take part in exercises.
4. Several trained assessors evaluate performance.
5. Assessors are Managers, psychologists or peers.
6. Observation and documentation.
7. Assessors have consensus.
8. Summary Report.
9. Feedback.

Assessment techniques
1. In basket- Assessors required to handle in writing materials that might lie in basket
Employees request for time off, decision about resource allocation. Conflicts, union letter of
strike. Information seeking, AT, Concern for order, use of strategy.
2. Presentation: Vision/strategy:
 IMP, TL
3. Group discussion.

4. Interview simulation.-Role play.

5. Presentation and report writing.
6. Qualification screening.
7. Structured interviews.
8. Job simulations.
9. Knowledge and skill tests.
10. Talent measures.
11. Culture Fit and value inventories.
12. Business Games.
13. Role Play
Irate customer, negotiating with a vendor,
IU, CSO, IMP, TC
14. Treasure Hunts:
Unusual objects, facts
15. Integrity Tests.

Tests

Operant
PSE-picture story exercise.-ACH, AFF, POW, self control, Efficacy.
Speed of learning tests.
Test of thematic analysis.
Analysis of arguments.
Airline scheduling tests- itinerary.

Respondent
Watson Glacier critical thinking appraisal.
Seligman attribution style questionnaire- how people respond to failure.
Personality tests.

How to change Motives

Toward a Theory of Motive acquisition
1. Conceptual Motel
2. Self assessment.
3. Practice
4. Goal setting
5. Social support.

Training : what competencies to select for , what to train for

ACH can be trained for.

Roles:
Purpose
Key accountabilities- current/desired.
Competencies
Quiz 3

1. Assessment centers are techniques for developing the capabilities of people.

2. Development centers run like a training program.
3. The AT&T study in 1970s established that women have more managerial potential than men.
4. Unique competencies sometimes are the strategic competencies for the organization.
5. The underlying motives of people are not changeable.
6. Presentations are an assessment tool for tracking the competence of self confidence only.
7. In basket exercise is a technique of discussion of a business case in a group.
8. Competency Model can be used to decide which competencies are trainable and which
competencies require to be threshold for selection.
9. HRM based Competency Management Model is about a strategy for adapting selection strategies
for choosing right people.
10. In the Generic Model for Sales persons Organization Awareness is the most critical Competency.

History:

Frederick Taylor.
US Armed Forces, UK 1920
US organizations in 1950s.
MBO,
PMS 1970s
PMS
Beer and Ruh 1970s

‘A strategy which relates to every activity of the organization set in the context of its human resource
policies, culture, style, and communication systems. The nature of the strategy depends on the
organizational context and can vary from organization to organization.’- IPM 1992

What is performance?

PA/PMS
Cycle:
Principles: Ten maxims
1. Management Tool –helps managers to manage.
2. Driven by corporate purpose and values.
3. To obtain solutions that work.
4. Only interested in things you can do something about and get a visible improvement.
5. Focus on changing behaviour rather than paperwork.
6. It is about how we manage people – it is not a system.
7. Performance management is what managers do – a natural process of management.
8. Is based on accepted principles, but operates flexibly.
9. Focus on development, not pay.
10. Success depends on what the organization is and needs to do in its performance culture.

Performance Appraisal Performance Management

1. Top down assessment. 1. Joint process through dialogue.
2. Annual Appraisal meeting. 2. Continuous review.
3. Use of ratings. 3. Ratings less common.
4. Monolithic system. 4. Flexible process.
5. Focus on quantitative objects. 5. Focus on values and behaviour as
6. Often linked to pay. well.
7. Bureaucratic – complex paperwork. 6. Less likely to be directly linked to
8. Owned by the HR department. pay.
7. Documentation kept to the
minimum.
8. Owned by line managers.