racLlclng CompeLency Mapplng

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1
genda
WhaL are compeLencles?
Why are we Lalklng abouL compeLencles?
CompeLency Modellng
Pow ls lL done?
SLeps ln compeLency modellng
8ehavloral LvenL lnLervlew
varlous appllcaLlons of CompeLencles
CompeLency Mapplng
WhaL ls lL?
Pow lL can be done? 1he assessmenL cenLer approach
varlous appllcaLlons of compeLencles
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1he 8oadmap
Agreererl lo Projecl
Assessrerl Cerler
Corpelercy Vode||rg
Corpelercy FrareWor|
Corpelercy Vaps
Assessor Tra|r|rg
Exerc|se Var||rg
0u|des
3el up 3leer|rg 0roup /
Projecl Tear
Exerc|se 0es|gr
P||ol Cerler
Rur Tre Cerler
Feedoac| lo
parl|c|parls
0el|re 0ojecl|ve
lrlorral|or
0alrer|rg
Ra||y 3upporl
wr|l|rg
Corpelerc|es
Corpelercy
Vaslery Leve|s
0ala 0alrer|rg,
Co||ecl|or ard
Ara|ys|s
Creale lre
corpelercy
rode|
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8aslcs of CompeLencles
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PlS1C8?
Lmergence of CompeLencles
1970s 1esLlng for CompeLence 8aLher Lhan
lnLelllgence" (McClelland1973)
CompeLencyan underlylng characLerlsLlc of a
person whlch enables Lhem Lo dellver superlor
performance ln a glven [ob role or slLuaLlon"
Can be learned and developed over Llme
lmpllcaLlon lf compeLencles are made vlslble and
Lralnlng ls accesslble lndlvlduals can undersLand
and develop Lhe requlred level of performance

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PlS1C8?
Lmergence of CompeLencles
1980s
8oyaLzls (1982) CompeLency model assesslng
manager's effecLlveness
Zemke (1982) pplylng [ob compeLencles Lo
Lralnlng
1990s
rahalad and Pamel (1990) Lawler (1994)
CompeLencles allow an organlzaLlon Lo achleve
and susLaln a compeLlLlve advanLage

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1he lceberg model
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Lllnl1lCn
WhaL ls a compeLency?
comblnaLlon of moLlves LralLs selfconcepLs aLLlLudes conLenL
knowledge or cognlLlve behavlor skllls any lndlvldual characLerlsLlc LhaL
can be rellably measuredand shown Lo dlfferenLlaLe superlor from
average performers" (Spencer McClelland Spencer 1994)
measurable paLLern of knowledge skllls ablllLles behavlors and oLher
characLerlsLlcsan lndlvldual needs Lo perform work rolessuccessfully"
(Cfflce of ersonnel ManagemenL)
observable performance dlmenslons lncludlng lndlvldual knowledge
skllls aLLlLudes and behavlors as well as collecLlve Leam process and
organlzaLlonal capablllLles LhaL are llnked Lo hlgh performance and
provlde Lhe organlzaLlon wlLh susLalnable compeLlLlve advanLage" (rvy
CrLh 1999)

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Lllnl1lCn
CompeLency eflnlLlon ComponenLs
knowledge and skllls assoclaLed wlLh currenL [ob performance
Work hablLs or manner of conducLlng oneself LhaL enables
effecLlve work performance (Marrelll 2000 Spencer eL
al1994)
rocess capablllLles LhaL enhance organlzaLlonal or buslness
performance (rvy CrLh 1999)
new ways of Lhlnklng or behavlng LhaL provlde dlsLlncLlve
compeLlLlve advanLage (rvy CrLh 1999)
Measurable and observable
lmpllcaLlon CompeLencles move beyond Lhe very speclflc
(mlnuLla) [ob requlremenLs assoclaLed wlLh LradlLlon [ob
descrlpLlons
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1?LS Cl CCML1LnClLS
1hresho|d
fs|c competenc|es requ|red to do the [ob wh|ch
do not d|fferent|fte between h|gh fnd |ow
performers
D|fferent|ft|ng Competenc|es
ehf|orf| chfrfcter|st|cs thft h|gh performers
d|sp|f
9erformfnce competenc|es fre those thft
d|fferent|fte between h|gh fnd |ow performers
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CompeLency Modellng
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WhaL ls a CompeLency Model?
process of sysLemaLlcally ldenLlfylng a seL of
compeLencles LhaL are necessary for
successful performance ln a parLlcular [ob or
[ob famlly
8ehavloral lndlcaLors assoclaLed wlLh
performance on each compeLency are speclfled
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CompeLency modellng
CompeLency Models conslsL of quallLles
requlred for superlor performance wlLh
respecL Lo
!ob speclflc requlremenLs
luncLlonal 8equlremenLs
8ole aLLrlbuLes
1he organlzaLlon's culLure and values
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19C CCM91-C MCD
CC-1
C-1 C-2 C-3
8erav|or lrd|calors orgar|zed
lrlo re|aled groups
C|ose|y re|aled corpelerc|es
(w|thout |eve|s lrareWor| cover|rg
A ||r|led rarge ol ro|es or
w|th |eve|s lrareWor| cover|rg a
Nuroer ol d|verse ro|es}
6ompetency 6|usters
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eflne Lhe Cb[ecLlve
WhaL ls Lhe purpose?
SelecLlon lnsLrumenLs
erformance LvaluaLlon
1ralnlng (orlenLaLlon/developmenLal)
Career rofesslonal evelopmenL
Supervlsor gulded or employee lnlLlaLed
Successlon lannlng CulLure of ConLlnuous
evelopmenL and Learnlng
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8ally SupporL
uLlllze a range of communlcaLlon medlums Lo
galn supporL for Lhe pro[ecL and lLs
lmplemenLaLlon examples
newsleLLers
MeeLlngs
lL ls lmporLanL LhaL managemenL dlfferenL
deparLmenLs sLaff level employees and unlons eLc
are all lncluded ln Lhe developmenL process
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ldenLlfylng relevanL compeLencles
Sources of lnformaLlon
CrganlzaLlonal Mlsslon SLaLemenL/vlslon
SLaLemenL/Coals
LlLeraLure 8evlew (organlzaLlonal documenLs and
Loplcal psychology research)
Models from oLher organlzaLlons
Survey organlzaLlonal members
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eflne compeLency and masLery levels
eflne CompeLency
Cbservable measurable paLLern of behavlor
and capablllLy LhaL ls necessary for successful
performance
Lxample
CompeLency Cral CommunlcaLlon
eflnlLlon 1he capaclLy Lo effecLlvely
verbally communlcaLe ldeas and lnformaLlon
Lo oLhers Lhrough aLLenLlon Lo grammar
Lone lnflecLlon and speech formallLy
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eflne compeLency and masLery levels
WhaL ls a MasLery Level?
escrlbe Lhe degree of compeLency
eflnlLlons provlde a sLandard LhaL ls noL changed
whlle Lhe examples (le Lask sLaLemenLs) can be
modlfled and made [ob speclflc
Lg CompeLency Coal SeLLlng
Level 1 Level 2 Level 3
Adheres to goals
and deadlines set by
supervisor
Sets goals and
priorities for own work
to ensure deadlines
are met.
Sets goals and
priorities for own work
and coordinates
activities and time-lines
with/for others.
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6ompetency-1
|nd|cator (1}
|nd|cator (2}
|nd|cator (3}
Leve| 1
Leve| 2
Leve| 3
6ompetenc|es Hastery Leve| ehav|ora| |nd|cator
CCML1LnC? MCLL l8MLWC8k Wl1P MS1L8? LLvLLS
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Contribution Stage I Contribution Stage II Contribution Stage III Contribution Stage IV
reaks down immediate problem
into constituent parts.
dentifies root cause of the
problem through analysis and
synthesis. Applies hypotheses to
identify cause and effect issues.
Cuts through complexity to
perform clear and useful analysis.
dentifies patterns or connections
from situations that are not
obviously related to build a
complete picture and spot
inconsistencies.
uilds complex scenarios in order
to integrate multiple angles and
perspectives to assess impact on
organization and guide effective
problem solving. Assesses
potential long term risks and
benefits and guides others in
addressing them.
Supports problem solving efforts
by gathering supporting data and
information.
Secures,processes and extracts
relevant pieces of information.
Establishes and verifies basic
facts of the situation.
Applies own knowledge and
experience in order to solve
problems or suggest options for
solutions.
Looks beyond obvious information
sources and guides others in
collecting relevant information
from typically difficult to access
sources.
Generates options and analyses
immediate cost benefit and impact
of various solutions. mplements
interim solutions where
appropriate.
Overcomes barriers within and
outside the organization to ensure
vital information of strategic
importance is obtained to solve
problems.
Redefines problems and
implements creative but practical
and sustainable solutions.
uilds systems or processes that
focus on preventing a re-
occurrence of the problem.
PROBLEM SOLVING
AnaIyses and synthesizes information systematicaIIy to faciIitate understanding.
Gathers information and data, extracts reIevant pieces to support effective probIem soIving.
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CommunlcaLlon
blllLy Lo cogenLly express one's LhoughLs and ldeas
and ensure congruence beLween Lhe lnLended and
Lhe recelved message
Speaks unlnLerrupLed Llll he makes hls polnL
rgumenLs show a loglcal flow of LhoughL
cLlvely evokes and malnLalns eye conLacL
Pas poslLlve body language/ expresslon congruenL wlLh
verbal message
Culls ouL relevanL lnformaLlon from dlsparaLe polnLs of
vlews
araphrases oLher's polnLs Lo show undersLandlng
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aLa CaLherlng
Some commonly used daLa gaLherlng
Lechnlques Lo conslder
8ehavloral LvenL lnLervlew (adapLaLlon of a crlLlcal
lncldenL Lechnlque)
locus Croups
Survey
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8ehavloral LvenL lnLervlew
behavloral lnLervlew ls a sLrucLured lnLervlew LhaL
ls used Lo collecL lnformaLlon abouL pasL behavlor
8ecause pasL performance ls a predlcLor of fuLure
behavlor a behavloral lnLervlew aLLempLs Lo uncover
your pasL performance by asklng openended
quesLlons
Lach quesLlon helps Lhe lnLervlewer learn abouL pasL
performance ln a key sklll area LhaL ls crlLlcal Lo
success ln Lhe poslLlon for whlch you are
lnLervlewlng
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S18 1echnlque
WhaL was Lhe lLuaLlon ln whlch you were
lnvolved?
WhaL was Lhe 1ask you needed Lo
accompllsh?
WhaL cLlon(s) dld you Lake?
WhaL esulLs dld you achleve?
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ConducLlng 8Ll
lnLroducLlon and explanaLlon
uL Lhe lnLervlewee aL ease
MoLlvaLe Lhe lnLervlewer Lo parLlclpaLe
Lmphaslze confldenLlallLy
ermlsslon Lo record
!ob responslblllLles
WhaL ls Lhe LlLle of your presenL [ob?
Whom do you reporL Lo?
Who reporLs Lo you?
WhaL are your ma[or Lasks/ responslblllLles?
WhaL do you do ln a glven day/ week eLc
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ConducLlng 8Ll ConLlnued
8ehavloral evenLs
WhaL was Lhe slLuaLlon?
WhaL evenLs led up Lo lL?
Who was lnvolved?
WhaL dld you Lhlnk feel or wanL Lo do ln Lhe slLuaLlon?
WhaL was Lhe lnLenL?
WhaL dld you acLually do or say?
WhaL was Lhe ouLcome?
CharacLerlsLlcs needed Lo do Lhe [ob
1o geL addlLlonal crlLlcal lncldenLs
1o leave Lhe lnLervlewee feellng sLrong and appreclaLed by
asklng for experL oplnlon
Concluslon and summery
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8Ll 1he on'Ls
vold quesLlons LhaL shlfL Lhe lnLervlewee lnLo
absLracLlons
vold leadlng quesLlons
on'L paraphrase whaL Lhe lnLervlewee says
vold probes LhaL resLrlcL Lhe lnLervlewees
domaln of sub[ecLs
o noL allow lnLervlewee Lo hl[ack Lhe process
o noL encourage Lo ask advlce
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1 C1PL8lnC
Survey eslgn admlnlsLraLlon
Common Survey CuesLlons
Pow lmporLanL ls Lhe compeLency Lo a glven [ob?
Pow well does a glven compeLency dlsLlngulsh beLween
hlgh and low performers?
ls Lhe compeLency requlred aL [ob enLry?
ls Lhere a need for Lralnlng?
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1 C1PL8lnC
Survey dmlnlsLraLlon
Survey dmlnlsLraLlon
SML CharacLerlsLlcs
Lxperlenced SMLs are beLLer able Lo dlscrlmlnaLe
beLween compeLency requlremenLs across [obs
(Llevens eL al 2004)
!ob escrlpLor ConLenL
!ob escrlpLlon
CrganlzaLlonal CharL
1ralnlng Cb[ecLlves
erformance LvaluaLlon lorms
CrganlzaLlonal Mlsslon SLaLemenL Coals
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1 C1PL8lnC
aLa CollecLlon nalysls
SeL 1lmellne lollowup
SeL crlLerla for mlnlmum number of raLers
requlred Lo raLe a compeLency cruclal"
eLermlne how you wlll flgure ouL requlred
levels of masLery (average mode auLhorlLy)
lacLor nalysls Lo deLermlne compeLency
clusLers
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CompeLency Mapplng
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CompeLencles Cap nalysls
ldenLlfy compeLencles needed ln Lhe fuLure
evelop sLraLegles Lo recrulL fuLure employees
wlLh Lhese compeLencles
Measure Lhe compeLencles possessed by Lhe
currenL work force
ldenLlfy Lhe compeLencles gap"
evelop sLraLegles Lo brldge Lhls gap
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MeLhods used
ssessmenL and evelopmenL CenLre
360 degree feedback
8ole plays
Case sLudy
SLrucLured experlences
SlmulaLlons
8uslness Cames
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WhaL ls an ssessmenL CenLer?
n ssessmenL CenLer ls one of 1PL MCS1
LllLC1lvL 1CCLS Lo measure Lhe compeLencles of
poLenLlal employees
n ssessmenL CenLer ls one of 1PL MCS1
LllLC1lvL 1CCLS Lo measure Lhe compeLencles of
Lhe currenL workforce Lo ldenLlfy Lhe compeLencles
gap and Lo provlde a foundaLlon for lndlvlduallzed
plans Lo brldge Lhls gap
varleLy of LesLlng Lechnlques deslgned Lo enable
parLlclpanLs Lo LMCnS181L under sLandardlzed
condlLlons Lhe compeLencles LhaL are mosL essenLlal
ln a glven [ob
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WhaL ls an ssessmenL CenLer?
noL a place!
arLlclpanLs are puL Lhrough a serles of
lndlvldual and group exerclses lnLervlews and
LesLs deslgned Lo slmulaLe Lhe mosL essenLlal
condlLlons of Lhe [ob and Lo provlde an
opporLunlLy for observaLlon of key
compeLencles
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WhaL ls an ssessmenL CenLer?
arLlclpanLs' behavlor ls C8SL8vL by Lralned raLers
evaluaLed caLegorlzed and scored (lf an exam)
8aLers pool lndlvldual observaLlons Lo arrlve aL an
overall esLlmaLe of poLenLlal or score
arLlclpanLs are provlded wlLh oral and/or wrlLLen
feedback regardlng Lhelr performance and poLenLlal
1ralnlng and developmenLal plans can be formulaLed
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Lxerclses ln ssessmenL CenLers
8uslness Came
ln8askeL
Leaderless Croup lscusslon sslgned / non
asslgned
Leaderless Croup lscusslon CompeLlLlve /
CooperaLlve
Cral resenLaLlon
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Lxerclses ln ssessmenL CenLers
Case analysls
lacL flndlng
lnLervlew
pLlLude 1esL
ersonallLy quesLlonnalre
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1he 8ehavloral ssessmenL rocess
0oserve
Record
C|ass|ly
Eva|uale
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dvanLages of an ssessmenL CenLer
Comprehenslve evaluaLlon
valld beLLer predlcLor
Less adverse lmpacL
1ralnlng effecL for raLers
1ralnlng effecL for candldaLes
MulLlple uses
More lnformaLlon for declslonmaklng
arLlclpanLs llke lL!
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lsadvanLages of an ssessmenL CenLer
8equlres experLlse Lo develop
evelopmenLal Llme can be lengLhy
8equlres hlgh raLlo of raLers Lo parLlclpanLs
8equlres mulLlple rooms for admlnlsLraLlon
1lme consumlng
CosLs more (Llme and money)
lnvolves more people
SLlll somewhaL removed from Lhe [ob
lfflculL Lo admlnlsLer for large groups
Pard Lo reschedule"
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uLLlng lL LogeLher
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CCML1LnClLS LlC1lCnS
CompeLency frameworks eflne Lhe compeLency
requlremenLs LhaL cover all Lhe key [obs ln an
organlzaLlon 1hls conslsLs of generlc compeLencles
CompeLency maps escrlbe Lhe dlfferenL aspecLs of
compeLenL behavlor ln an occupaLlon agalnsL
compeLency dlmenslons such as sLraLeglc capablllLy
resource managemenL and quallLy
CompeLency proflles seL of compeLencles LhaL are
requlre Lo perform a speclfled role
rmsLrong (1999)
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ln1LC81lCn Cl P8 S?S1LMS
(CompeLency based P8 pracLlces)
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#eward
8ystem
Performance
Hanagement
8ystem
#ecru|tment &
8e|ect|ons
6areer P|an
& 6areer
0eve|opment
6ompetency
requ|rement
6ompetency
ava||ab|||ty
6ompetency
acqu|s|t|on|
0eve|opment
8uccess|on
p|ans &
8uccess|on
0eve|opment
Tra|n|ng
|deve|opment
P|ans &
Programs
1