There are some useful benefits of using competency model for the company, managers, and employees as well.
FOR THE COMPANY
• Reinforce corporate strategy, culture, and vision.
• Establish expectations for performance excellence, resulting in a systematic approach to professional development, improved job satisfaction, and better employee retention.
• Increase the effectiveness of training and professional development programs by linking them to the success criteria (i.e., behavioral standards of excellence).
• Provide a common framework and language for discussing how to implement and communicate key strategies.
• Provide a common understanding of the scope and requirements of a specific role.
• Provide common, organization-wide standards for career levels that enable employees to move across business boundaries.
FOR MANAGERS:
• Identify performance criteria to improve the accuracy and ease of the hiring and selection process.
• Provide more objective performance standards.
• Clarify standards of excellence for easier communication of performance expectations to direct reports.
• Provide a clear foundation for dialogue to occur between the manager and employee about performance, development, and career-related issues.
FOR EMPLOYEES:
• Identify the success criteria (i.e., behavioral standards of performance excellence) required to be successful in their role.
• Support a more specific and objective assessment of their strengths and specify targeted areas for professional development.
• Provide development tools and methods for enhancing their skills.
Provide the basis for a more objective dialogue with their manager or team about performance, development, and career related issues.
Monday, April 26, 2010
Competency Mapping
Competency mapping is a process an individual uses to identify and describe competencies that are the most critical to success in a work situation or work role. Competency mapping is a process through which one assesses and determines one’s strengths as an individual worker and in some cases, as part of an organization. It generally examines two areas: emotional intelligence or emotional quotient (EQ), and strengths of the individual in areas like team structure, leadership, and decision-making. Large organizations frequently employ some form of competency mapping to understand how to most effectively employ the competencies of strengths of workers. They may also use competency mapping to analyze the combination of strengths in different workers to produce the most effective teams and the highest quality work.
Competency mapping is a process of identifying key competencies for a particular position in an organisation, and then using it for job-evaluation, recruitment, training and development, performance management, succession planning, etc. "The competency framework serves as the bedrock for all HR applications. As a result of competency mapping, all the HR processes like talent induction, management development, appraisals and training yield much better results," states well-known HR consultant Ullhas Pagey. He however points out that the competency movement has caught on much better in the non-IT sector than the IT sector. Only a few IT organizations which are at the higher end of the HR value chain are known to be doing some work in this area; most are more busy handling recruitment and compensation-related matters. "Unless managements and HR heads have holistic expectations from their HR departments, the competency movement is unlikely to succeed as it requires lot of time, dedication and money," he adds, pointing out that before an organization embarks on this journey it has to be very clear about the business goals, capability-building imperatives and core competencies of the organization. The competency mapping process needs to be strongly integrated with these aspects.
Competency mapping is a process of identifying key competencies for a particular position in an organisation, and then using it for job-evaluation, recruitment, training and development, performance management, succession planning, etc. "The competency framework serves as the bedrock for all HR applications. As a result of competency mapping, all the HR processes like talent induction, management development, appraisals and training yield much better results," states well-known HR consultant Ullhas Pagey. He however points out that the competency movement has caught on much better in the non-IT sector than the IT sector. Only a few IT organizations which are at the higher end of the HR value chain are known to be doing some work in this area; most are more busy handling recruitment and compensation-related matters. "Unless managements and HR heads have holistic expectations from their HR departments, the competency movement is unlikely to succeed as it requires lot of time, dedication and money," he adds, pointing out that before an organization embarks on this journey it has to be very clear about the business goals, capability-building imperatives and core competencies of the organization. The competency mapping process needs to be strongly integrated with these aspects.
Competency Map
A competency map is a list of an individual’s competencies that represent the factors most critical to success in given jobs, departments, organizations, or industries that are part of the individual’s current career plan
The core managerial SMN competencies have been developed in support of the UN System Senior Management Network (SMN) initiative. The SMN competencies will not replace but complement already existing organizational competency frameworks or future competency development work undertaken by organizations of the UN System. The competency map herein therefore seeks to establish how the SMN competencies relate to any organisation-specific competencies that have already been developed, or are in the process of development.
The map demonstrates the relationships between the six core competencies of the proposed Senior Management Network and the Managerial, Leadership and in some cases Core staff competencies of the individual organisations of the United Nations System. The alignment was determined by a direct comparison of indicators and definitions between the organisations’ competencies and the SMN competencies; and the relevant indicators are displayed in the map.
The core managerial SMN competencies have been developed in support of the UN System Senior Management Network (SMN) initiative. The SMN competencies will not replace but complement already existing organizational competency frameworks or future competency development work undertaken by organizations of the UN System. The competency map herein therefore seeks to establish how the SMN competencies relate to any organisation-specific competencies that have already been developed, or are in the process of development.
The map demonstrates the relationships between the six core competencies of the proposed Senior Management Network and the Managerial, Leadership and in some cases Core staff competencies of the individual organisations of the United Nations System. The alignment was determined by a direct comparison of indicators and definitions between the organisations’ competencies and the SMN competencies; and the relevant indicators are displayed in the map.
Wednesday, April 21, 2010
COMPETENCY MODEL:
Competency model is a set of competencies that include the key behaviors required for excellent performance in a particular role.
DESIGN DECISION
In term of grand design, competency model should be guided by firm’s strategy which is shaped by four factors: vision & mission, stakeholder requirements, market realities and core capabilities of the firm.
In a more technical design, competency model development should be determined in the process of design decision. In this stage, one should discuss the design of the model with clients, based on their specific needs and expected outcomes of the competency model.
The following are some factors that need to be considered in deciding the design of the competency model.
1.CONTEXT:
Competencies are actually context bound. They answer the question ‘What does a superior performer look like in a specific setting?’ In other words, effective competencies are linked to a particular organizational target or goal. Therefore, depending on the context, the design of models may be geared toward:
• the total organization (e.g., core competencies or values)
• an entire function (e.g., finance, human resources)
• a specific role (e.g., HR generalist)
• a specific job (e.g., compensation analyst)
2.LEVEL OF ORIENTATION:
This factor deals with the level of orientation of the model: will the model reflect future or current job requirements. The degree of future orientation depends on how the organization plans to apply the model and the pace and nature of changes occurring within the organization. If an organization decides that their model will be based on future requirements, they might use future performance needs (i.e., benchmark data; best practices) to create competencies.
3.LEVEL OF COMPLEXITY:
Two other critical factors should be considered in developing competencies the length of models and the degree of complexity and detail described in behavioral indicators. Frequently, competency initiatives fail because models are too long and too detailed or because organizations spend too much time and too many resources researching and editing behaviors. Consequently, organizations fail to provide a simple framework to users in a timely manner. Models that work best follow the 80-20 rule. They provide the 20% of behaviors that drive 80% of excellent performance.
4.THE MODEL SHOULD BE LINKED TO STRATEGY:
Effective competency models support and contribute to the company's and the function's strategy and goals. For instance, if a goal of the company is to transcend functional barriers, the model needs to describe the behaviors that demonstrate that competency. Likewise, if a goal is ensuring that all employees communicate and work together effectively, the model should describe the behaviors that demonstrate that competency.
5.THE MODEL SHOULD BE COMPANY SPECIFIC:
Unlike many job descriptions, competency models are not easily transferable among companies. Competencies needed for a company are determined by the company's unique characteristics, such as culture, strategy, size, and industry. This is true even of the competencies needed for a position common to many companies, such as the job of a financial analyst. The competencies required of a financial analyst at an automobile manufacturer are vastly different from those required of a financial analyst at a health care company, for instance.
6.THE DEVELOPED MODEL SHOULD BE FLEXIBLE:
A good competency model functions as a performance management tool. It provides enough detail to distinguish between employees who are operating at different levels of proficiency. It also helps a company articulate why an employee is at the current level and the competencies needed to advance. In this sense, a competency model is prescriptive, yet it must not be too binding. It needs to be flexible enough to accommodate differing approaches to success, simple enough to be easily understood, and readily adaptable to changing business environments.
7.THE MODEL SHOULD BE FUTURE-ORIENTED:
Competency models with a forward-looking perspective stimulate organizational change. Rather than defining competencies in the context of "tasks," or how a job has traditionally been carried out, useful competencies articulate how the job is evolving and will best be performed in the future. Not only does this approach increase a model's shelf life, it ensures that employees have enough time to understand what the required competencies are and to develop them.
DESIGN DECISION
In term of grand design, competency model should be guided by firm’s strategy which is shaped by four factors: vision & mission, stakeholder requirements, market realities and core capabilities of the firm.
In a more technical design, competency model development should be determined in the process of design decision. In this stage, one should discuss the design of the model with clients, based on their specific needs and expected outcomes of the competency model.
The following are some factors that need to be considered in deciding the design of the competency model.
1.CONTEXT:
Competencies are actually context bound. They answer the question ‘What does a superior performer look like in a specific setting?’ In other words, effective competencies are linked to a particular organizational target or goal. Therefore, depending on the context, the design of models may be geared toward:
• the total organization (e.g., core competencies or values)
• an entire function (e.g., finance, human resources)
• a specific role (e.g., HR generalist)
• a specific job (e.g., compensation analyst)
2.LEVEL OF ORIENTATION:
This factor deals with the level of orientation of the model: will the model reflect future or current job requirements. The degree of future orientation depends on how the organization plans to apply the model and the pace and nature of changes occurring within the organization. If an organization decides that their model will be based on future requirements, they might use future performance needs (i.e., benchmark data; best practices) to create competencies.
3.LEVEL OF COMPLEXITY:
Two other critical factors should be considered in developing competencies the length of models and the degree of complexity and detail described in behavioral indicators. Frequently, competency initiatives fail because models are too long and too detailed or because organizations spend too much time and too many resources researching and editing behaviors. Consequently, organizations fail to provide a simple framework to users in a timely manner. Models that work best follow the 80-20 rule. They provide the 20% of behaviors that drive 80% of excellent performance.
4.THE MODEL SHOULD BE LINKED TO STRATEGY:
Effective competency models support and contribute to the company's and the function's strategy and goals. For instance, if a goal of the company is to transcend functional barriers, the model needs to describe the behaviors that demonstrate that competency. Likewise, if a goal is ensuring that all employees communicate and work together effectively, the model should describe the behaviors that demonstrate that competency.
5.THE MODEL SHOULD BE COMPANY SPECIFIC:
Unlike many job descriptions, competency models are not easily transferable among companies. Competencies needed for a company are determined by the company's unique characteristics, such as culture, strategy, size, and industry. This is true even of the competencies needed for a position common to many companies, such as the job of a financial analyst. The competencies required of a financial analyst at an automobile manufacturer are vastly different from those required of a financial analyst at a health care company, for instance.
6.THE DEVELOPED MODEL SHOULD BE FLEXIBLE:
A good competency model functions as a performance management tool. It provides enough detail to distinguish between employees who are operating at different levels of proficiency. It also helps a company articulate why an employee is at the current level and the competencies needed to advance. In this sense, a competency model is prescriptive, yet it must not be too binding. It needs to be flexible enough to accommodate differing approaches to success, simple enough to be easily understood, and readily adaptable to changing business environments.
7.THE MODEL SHOULD BE FUTURE-ORIENTED:
Competency models with a forward-looking perspective stimulate organizational change. Rather than defining competencies in the context of "tasks," or how a job has traditionally been carried out, useful competencies articulate how the job is evolving and will best be performed in the future. Not only does this approach increase a model's shelf life, it ensures that employees have enough time to understand what the required competencies are and to develop them.
Thursday, April 15, 2010
Difference between competence and competency
There is difference between the words ‘competence’ and ‘competency’.
‘Competence’ means a skill and the standard of performance reached while ‘competency’ refers to the behavior by which it is achieved. In other words, one describes what people can do while the other focuses on how they do it. Competences refer to the range of skills, which are satisfactorily performed, while competencies refer to the behavior adopted in competent performance.
There are various definitions of competency but most of them refer to competence. Hogg B (1989) defined competency as ‘competencies are the characteristics of a manager that lead to the demonstration of skills and abilities, which result in effective performance within an occupational area. Competency also embodies the capacity to transfer skills and abilities from one area to another’.
‘Competence’ means a skill and the standard of performance reached while ‘competency’ refers to the behavior by which it is achieved. In other words, one describes what people can do while the other focuses on how they do it. Competences refer to the range of skills, which are satisfactorily performed, while competencies refer to the behavior adopted in competent performance.
There are various definitions of competency but most of them refer to competence. Hogg B (1989) defined competency as ‘competencies are the characteristics of a manager that lead to the demonstration of skills and abilities, which result in effective performance within an occupational area. Competency also embodies the capacity to transfer skills and abilities from one area to another’.
COMPETENCY
A definition of ‘Competency’
“The description of the knowledge, skills, experience and attributes necessary to carry out a defined function effectively.”
In other words competencies describe what has to be done and how well. Competence is doing the required things to the required standard. Competence in a job therefore means being competent at all aspects of each function (competency) required to be performed within the role.
A witness's ability to observe, recall and recount under other what happened. Criminal defendants must also be competent to stand trial; they must understand the nature of the proceedings and have the ability to assist their lawyers.
-focuses on what is required of an employee in the workplace rather than on the learning process. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. The National Training Board defines Competency as, "the knowledge and skill and the application of that knowledge and skill across industries or within an industry, to the standard of performance required in employment."
-The knowledge and experience needed to conduct surveillance and evaluation.
COMPONENTS OF COMPETENCY
There are four major components of competency:
1.SKILL: capabilities acquired through practice. It can be a financial skill such as budgeting, or a verbal skill such as making a presentation.
2.KNOWLEDGE: understanding acquired through learning. This refers to a body of information relevant to job performance. It is what people have to know to be able to perform a job, such as knowledge of policies and procedures for a recruitment process.
3.PERSONAL ATTRIBUTES: inherent characteristics which are brought to the job, representing the essential foundation upon which knowledge and skill can be developed.
4.BEHAVIOR: The observable demonstration of some competency, skill, knowledge and personal attributes. It is an essentially definitive expression of a competency in that it is a set of action that, presumably, can be observed, taught, learned, and measured.
“The description of the knowledge, skills, experience and attributes necessary to carry out a defined function effectively.”
In other words competencies describe what has to be done and how well. Competence is doing the required things to the required standard. Competence in a job therefore means being competent at all aspects of each function (competency) required to be performed within the role.
A witness's ability to observe, recall and recount under other what happened. Criminal defendants must also be competent to stand trial; they must understand the nature of the proceedings and have the ability to assist their lawyers.
-focuses on what is required of an employee in the workplace rather than on the learning process. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. The National Training Board defines Competency as, "the knowledge and skill and the application of that knowledge and skill across industries or within an industry, to the standard of performance required in employment."
-The knowledge and experience needed to conduct surveillance and evaluation.
COMPONENTS OF COMPETENCY
There are four major components of competency:
1.SKILL: capabilities acquired through practice. It can be a financial skill such as budgeting, or a verbal skill such as making a presentation.
2.KNOWLEDGE: understanding acquired through learning. This refers to a body of information relevant to job performance. It is what people have to know to be able to perform a job, such as knowledge of policies and procedures for a recruitment process.
3.PERSONAL ATTRIBUTES: inherent characteristics which are brought to the job, representing the essential foundation upon which knowledge and skill can be developed.
4.BEHAVIOR: The observable demonstration of some competency, skill, knowledge and personal attributes. It is an essentially definitive expression of a competency in that it is a set of action that, presumably, can be observed, taught, learned, and measured.
Wednesday, April 14, 2010
Competence
What is Competence?
Competence is more than a skill. It is the ability to make and keep promises. I believe we can teach a skill, but need to coach people to be competent. In our work with individual clients and organizations we stress the importance of having action match commitments and not becoming trapped in conventional wisdom which can block our capacity to create possibilities and produce results.
Competence is the quality of being competent. We can say a person is competent when we have proof of them working over a period of time to a required standard. The proof, or evidence, must show that they can bring the many parts of a job together. When the parts merge they take on a new form. Thus, competence is an abstract thing: it's more than a set of 'competencies' stacked on top of one another.
Signs of competence
Competence only has meaning in the context of the workplace. A person is competent not just because of what they can do but because of how they apply that ability in the workplace. Competence emerges when a person exhibits a blend of technical skills and other less easily defined traits. We can think of the technical components as being 'hard' (because they can be defined clearly) and the other components as being 'soft' (because they are more fuzzy to define). In spite of the difficulty in defining the soft components, they are still essential. They are typically the qualities that can be observed only in the real-world conditions of the workplace.When competent behaviour occurs we can generally observe several typical indicators. These are listed below. See how the list begins with the 'hard' components but the remaining indicators are all 'soft'.
The driver is skilful: he or she can perform the physical and mental skills consistently to the standard, with little conscious effort.
The driver can transfer learning: he or she can adapt quickly to new vehicles, driving conditions and work environments.
The driver can deal with problems: he or she solves common problems, relying on a 'storehouse' of solutions. He or she has the resourcefulness to work out answers to more complex problems. Competent drivers are not perfect drivers: they recognise when they make mistakes and do things to improve.
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