Competency Based Interviewing The Behavioral Event Interview

Program Faculty Atul Sapre (Email: [email protected]) For Tata Management Training Center Pune 411001 June 6 to 8, 2002

Contents

1. Objectives of the Training Program 2. Competency Frame work 3. Introduction to Coding 4. What is Codable information? 5. Exercise on Codable Data 6. Your Score 11

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7. Interviewer Style 8. Interview and Interviewing Techniques 9. Structure of a Behavioral Event Interview 10. The Process of Logging, Coding and Scoring of a BEI 11.Competency Cluster

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12.Competency Inventory 13.Interview Script 14.Coding Sheets 15.Sample Interview (Exercise for Coding) 16.Building a competency model

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OBJECTIVES OF THE PROGRAM

This training program aims to: ? ?To provide the participants with a selection framework. ? ?To differentiate between BEI and other interview technique. ? ?Give participants the opportunity to practice the skills and the techniques and in particular to gather data against looked for competencies. ? ?To understand the framework for creating a competency dictionary. ? ?To initiate the process of inter rater reliability

COMPETENCY FRAMEWORK

? Competency is a word used in everyday life to refer to the persons ability or ? capacity to undertake a particular task. ? Competency approach focuses on what the person can do rather than what the ? person knows. ? Competency is observable behavior not espoused behavior. ?

Some Definitions of Competency

? An observable skill or ability to complete a managerial task successfully ? (Jacob) ? Competency is an underlying characteristic of an individual that is causally ? related to criterion referenced effective and/or superior performance in a job or a situation (McClelland) ? Underlying characteristic of a manager causally related to superior ? performance (Evarts) ? The ability to perform effectively the functions associated with management ? in work situations (Hornby and Thomas) ? An underlying characteristic of a person in that it may be a motive, trait, ? skill, aspect of ones self image, social role or a body of knowledge. (Boyatzis) ? Competencies are characteristics of a manager that lead to demonstration of ? skills and abilities, which result in effective performance within an occupational area. Competence also embodies the capacity to transfer skills and abilities from one area to another. (Hogg)

The definition given by McClelland is the definition that has found acceptance among the practitioners. The definition has three important elements (shown in italics above). Underlying characteristic means that the competency is fairy deep and enduring part of the persons personality and can pred ict behavior in wide variety of situations and job tasks. Causally related means that a competency causes or predicts behavior and performance. Criterion referenced means that the competency actually predicts who does what well or poorly, as measured on a specific criterion or standard. A. Underlying Characteristic Competencies are underlying characteristics of people and indicate ways of behaving or thinking, generalizing across situations, and enduring for a reasonable period of time. The competencies have five characteristics, namely: 1. Motives (Things a person consistently thinks about or wants that cause action, motives drive, direct and select behavior towards certain actions) example achievement motivation people consistently set challenging goals for themselves, take responsibility for accomplishing them and use the feedback to do better 2. Traits (physical characteristics and consistent responses to situations) Good eyesight is physical traits of a pilot. Emotional Self Control and initiativ e are more complex consistent responses to situations. 3. Self Concept (a persons attitude value or self image.). A persons values are reactive or respondent motives that predict what a person would do in the short run. Example: A person who values being a leader would be more likely to exhibit leadership behavior. 4. Knowledge (Information a person has in a specific work area) Example: An accountants knowledge of various accounting procedures. 5. Skill (is the ability to perform certain mental or physical tasks) Example: Mental competency includes analytical thinking. The ability to establish cause and effect relationship. The type or level of competency has significance for human resource planning. A skill or knowledge can be easily developed. Training is the most cost effective way to bring these competencies. Motives/Self Concepts and traits are more difficult to train and or develop. These need to be a part of the selection process. Motives/self concepts are formed in the processes of living and life experience.

Wood and Payne (in Competency Based Recruitment and Selection- A Practical Guide) report that the following competencies are most commonly adopted competencies: 1. Communication 2. Achievement/ Result Orientation 3. Customer Focus 4. Teamwork 5. Leadership 6. Planning and Organizing 7. Commercial/business awareness 8. Development Orientation 9. Problem Solving 10. Analytical Thinking 11. Relationship Building It is clear from the list above that not all are competences in the strict sense. Some like Achievement Orientation is clearly internal and underlying characteristics of the individual while others like customer focus and commercial/business awareness are not. Relationship Building, Problem solving are clearly skill level competencies. We believe that competencies that can be trained are clearly not behavioral competencies. A good example would be communication Classically competencies could be classified into Thinking, Feeling and Action competencies, or more technically into cognitive, affective and conative. B. Causal Relationship: Motives, traits, self-concept predict skill/ behavior and action that in turn predict job performance outcomes, as in the motive/trait Behavior. Outcome Competences always include an intent, which is the motive or trait force that causes action towards an outcome. Behavior without intent does not form a competency. Behavior can include thought, and feelings where thinking, feeling precedes and or succeeds action. The word action includes saying, speaking, etc. C. Criterion Referenced: This is the most important part of the definition of competency. A characteristic of an individual is not a competency unless it predicts something meaningful in the real world. The criterion most frequently used in competency studies is superior performance. Thus, the characteristic is a competency if it can predict superior or effective performance. Competencies can be divided into threshold and differentiating competencies. Threshold competencies define the minimum necessary for performance of the job and differentiating competencies are the ones that separate average performers from the superior performers. Boyatzis distinguishes threshold competency and competencies. Threshold competency is a persons generic knowledge, motive, trait, self image, social role, or skill that is essential to performing a job, but is not causally related superior job performance

An example would be competency with the local language. Threshold competency is essential for performance of a task. Whereas some competencies are causally linked to superior performance on the job. Thus, in the case of software job the knowledge of the platform may be a threshold competency whereas ability to think logically and break

down problems into logical units may be a superior performance competency. Often threshold competency is assumed or can be checked by asking only a few questions.

Are Competencies generic? Threshold competencies are generic (in the sense same in different organizations). Managerial competency like decision making also falls under generic competency. However, decision-making with sensitivity to people issues is not a generic competency. Certain jobs or businesses may not call for handling people issues. Competencies related to superior performance are not generic. However, threshold competencies are generic.

What are Meta Competencies?

Burgoyne defined three categories of competencies: 1. Meta Competencies like mental agility, creativity; 2. Skills and attributes like social skills, emotional resilience; 3. Basic Knowledge and Information like technical professional knowledge Basic Knowledge and Information is the same as threshold competencies. Skills and attributes are necessary for superior performance and Meta competencies are neces sary for continued superior performance in a changing environment. It can also be argued that Meta competencies may be underlying the skills and attributes.

What are Behavioral Indicators? Competencies, in order to be measurable, are described in behavioral indicators Competencies are measured from observable behavior. Behavioral Indicators are behaviors exhibited by the interviewees. Behavioral Indicators describe directly observable behavior or specific evidence of an individuals competency. Since it describes a behavioral indicator would usually include a verb, include contextual information to make meaning of the action and describe only a limited behavior or evidence. However, care needs to be taken to look at the motive/intent that causes the behavior. Behavior without intent is not a competency. Each indicator should: 1. Describe directly observable behavior or other specific evidence of the individuals competency 2. Describe just one piece of behavior or evidence 3. Not be duplicated undertow or more competencies 4. Include a verb phrase 5. Include enough contextual information to make the action meaningful

Introduction to Coding
Coding is a scoring technique used to analyze interview data for evidence of competencies. Coding differs from rating in that it increases the reliability of evaluation by substituting strict rules for relative judgment. As in a court of law, circumstantial evidence is not sufficient for conviction, in an interview the candidates theory or generalization is not sufficient for presence of a competency. A person either did something or did not do something. In coding the evidence is either present or absent. There is no scope for inference or judgment on part of the interviewer.

Coding is based on coding categories, which are behavioral indicators. The behavioral indicators are from the interviews/observations of sample of job incumbents that are used to build the Competency Model for an organization. The indicators explicitly define those behaviors that are associated with a competency and are demonstrated by superior performers. The wording of the behavioral indicators is general enough for it to apply to behavior in variety of similar situations, rather than simply in one kind of situation. The behavioral Indicators are applied rgorously, so that there is reliability among coders. i Rigorous application of the behavioral indicators is also necessary for validating the decisions.

The Competency Model is made using only those behaviors that relate to superior performance on the job. If coders accept other evidence as codable data, then the validity of the method would be reduced. Consider for example a statement, I usually seek the approval of my boss and the behavioral indicator is expresses a need or desire to persuade others. The data does not point to what the candidate did on the particular occasion (the event) nor is there evidence that the candidate had a desire to persuade others, in this case the boss.

Coding requires careful attention to what the candidate did on the particular occasion. Coding requires scrupulous avoidance of emotional reactions to what is said and done, as well as avoidance of any interpretation. What is codable is what is said, done or thought in the particular event or observed in the simulation. Thus, coding entails a new way of listening and observing. The coder must attend to specific details of what is said, done and thought by the candidate in the particular event chosen by the candidate for narration.

As summary we can say: ? Coding involves recording data of the behavior (thoughts, feelings and ? actions) of the candidate in the context of the event or simulation. ? Only direct evidence is admissible, circumstantial evidence is neglected ? ? Codable data is behavior that is logically related to the behavioral indicator ? from the competency model. ? Inferences or Imperatives of behavior are not codable data. For example if ? the candidate is forced to behave in a particular manner, then this behavior is not codable. There should be clear evidence of choice of b ehavior in the event. ? Behavior without intent is not competency ?

What is Codable Information?

Coding is a method of assessing the performance of an individual in variety of reported settings. The information that is coded is contained in the transcript of the BEI. There are two basic principles used in coding. A behavior (reported thought, word or action) detailed in an interview transcript is potentially codable if; 1. It is logically related to a behavioral indicator in the competency inventory chosen and 2. It is a statement beginning with I (first person singular) that describe what the candidate did, said, and thought or felt. Or 3. It is a statement in first person singular in which the candidate is describing his involvement in one situation, or 4. Statements that indicate (although not in first person singular) the personal involvement of the candidate in a particular situation, or 5. Statement in which the candidate describes in detail his/her activities in a particular situation, or 6. A statement describing the characteristic way of responding to a situation, provided the candidate gives the details on what led to a particular action and provided the candidate in fact responded in the characteristic manner, or 7. Statements in which the candidate volunteers to state his thoughts, feelings, or words, or 8. A statement that indicates specific reconstruction of the a dialogue, or 9. Statements that describe what the candidate did in the past and repeated in the particular situation.

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Exercise on Codable Data . . . . . .. . . . . . . . . .. . . . . Exercise on Codable Data

Using the principles listed above decide whether the statements give below are codable, give your reasons for the same. Assume for this exercise that the material pertains to a competency inventory and behavioral indicators being studied. Underline the Specificity Attributability and Intent in each of the statements. . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . ... . . . . ... . . . . . . . . . . .. . . . 1. I thought they would be put off by the three piece suit and brief case, so I walked . . . ... . . .. . . . . . . . . . . . . . . .. . . . . . . . in shirt sleeve, carrying a clip board. . . .. . . . . . . . . . ... . .. . . . . . . Would you code this stat ement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . ... . . . . . . . . . . . ... . . . . . . . . . .. . . . . . . ... . . . . . .. . . ... . . . . . . . . . .. . . . 2. As a matter of company policy, I consult my boss first on all decisions that I take, . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . so I am sure that I have his concurrence. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . .. . . . . .. .. . . .. . .. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 3. I was the captain of the team, I found that my main bowler was going for runs, I . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . ... . . . . . . . . . . . . .. . ... . . . . .. . . . . . . thought I had to do something innovative, I got on a non regular bowler and he . . . . . .. . . . . . . . .. . took quick wickets. . . .. . . . . . . . . . ... . .. .. . . . . . .. .. Would you code this statement Yes No . . . . . ... Reasons:

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. . . . . . . . . . . . . . . . . . . . . .. . . . ... . . . . . . . . . .. . . . .. . . . . . . . . . . . . . .. . . . . . . 4. Tom and I went to the meeting with a lot of apprehensions, but the meeting went . . . . .. . . . .. . .. . . . . . . .. . ... .. . . . . . . . .. . . . . . . . . .. . .. . . . . . . . . . . . . . ... . . of well and the team congratulated us for clear understanding that we were able to . .. . show . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . ... . . . . . . . .. . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. . . .. . 5. I usually get up early in the morning and think of the day ahead. This habit helps . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . .. . . . . . . . .. . . me structure my day. The kind of schedule I keep, makes structuring important . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . ... . . . .. . . . . . . . . . . . . . .. .. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .. . . .. . . 6. Usually we take turns in completing arduous tasks. We took turns in data entry. . . .. . .. . . . .. . . . . . . . . . . . .. . . . . . . . . . . . . This helped reduce the monotony of the work. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . .. . . . . . . . . . ... . .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7. The rule of our organization is that we must report every day in the morning . . . . . . . . . . . . . . . . . .... . . . .. . . . .. . before we go into the field. I did this. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

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. . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . .. .. . . . . . . . .. .. . . . . . . . . . . . . . . . . . . . 8. I felt lousy at the response my boss had to the presentation, we had put in a lot of . .. . ... . efforts. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . . . . . . . . . . . . . . . . .. . . .. . .. . . . . . . . . . . .. . . . . . . . . . .. . . . .. . .. .. . . . . . 9. He said that we must use a time tested method to solve the problem, I insisted that . . . . . . . . . .. . . . . . .. . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .. . .. . .. we use my method, after that I convinced him that my method was more efficient, . . ... . ... . . .. . . . he finally agreed. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . . . . . . . . .. . . .. . .. . . . . . . ... . .. . . . ... . . . . . . . . . . .. . . . . . . .. . .. 10. We spent hours on the issue and finally arrived at a mutually acceptable . .. . .. . . . solution . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . . . . . . . . . . . .. . . .. . . . . . .. . . . . . . . . .. .. .. . . . .. . . . . . . . . 11. I told my boss, my team is competent to handle this new technology . . .. . . . . . . . . . . . . . ... . .. .. . . . . Would you code what this statement . . . . . ... Reasons: . .. Yes .. No

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. . . . . .... . . . . . . . . . . . . .. . . . . . . .. .. . . . . . . . . . . . ... . . . . . ... . . . . . . .. . .. . . . 12. I mulled over the problem broke it into logical units, then discussed it with my . . . . .. . . . . . . . . . . . . . . . . .. . .. . . . superiors and designed a solution. . . .. . . . . . . . . . ... Would you code this . . . . . ... Reasons: . .. .. . . . . statement . .. Yes .. No

. . . . . . . . . . ... . . . .. .. . .. . . . . . . . . . . . . .. . . . . ... . . . . . . . . . . . . . . . . . . . .. 13. For a problem of this kind, one has to think in a different way, not the usual .. ..... . . . . logical way. . . .. . . . . . . . . . ... Would you code this . . . . . ... Reasons: . .. .. . . . . statement . .. Yes .. No

. . . . . . . . . . . . . .. . . . . .. .. .. . . . .. . . . . . ... . . .. . . . .. . . . .. . . . .... . .. .. . . . . . . . . .. 14. My boss usually insists that all head office reports should be filed in time. I ensure . . . . . .. . . . . . .. . . . . . . ... .. . . . .. . . . that all reports are completed on time. . . .. . . . . . . . . . ... Would you code this . . . . . ... Reasons: . .. .. . . . . statement . .. Yes .. No

. . . . . . . .. . . . . . . . . .. . . . . . . . . . .. . . . . . . . . . . . . . . . ... . . . . . .... . . . . .. . .. . . . . . 15. I was refused the job because I did not have the experience, I tried convincing the . . .. . . .. . . . .. . . . . . . .. . . .. . . . . . . . . . . . .. . . .. . . . . . . . .. .. . . . . . . ... . . . . .. interviewer that I am a fast learner (I gave him evidence of this) and I will pick it . . . . . ... . . . . . . . . . .. . . .. . . . . . . . . . . . . . .. . . . up easily, but the interviewer was not convinced . . .. . . . . . . . . . ... Would you code this . . . . . ... Reasons: . .. .. . . . . statement . .. Yes .. No

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. . . . . . . . . . . . . . . .. .. . . . . . . . . . .. . . . 16. You see, honesty is the best policy. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . . . . . . . . . . . . . . ...... . . . . . . . . . . . . . . . . . . .. . . . .. . . .. . .. . . . . ... . . . . . . 17. I knew that there was little awareness among the students of their own culture, so . . . . . . . .. . . . . . . . ... . . . . . . . . . . . . . .. . . . . . . .. . . . . .. .. . . . . ... . . . . . ... . . . I suggested we organize a program to help students understand their own culture, . . . . . . . . . . . . . .. . . ... . . . . . . . . . . .. . . . . . ... . . . .. . . . . . .. the group accepted this and we organized a Indian music night. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . .. . . . . . . . .. . . . . . . . . . . . ... . . . . . . . . . .. . . . . . . ... ... . . . .. . . . . . . . . . . . . 18. I was told at the last moment to attend an important negotiations with the workers, . . . .. . . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. I panicked but, you see, at such times one has to go there and do something, I did . . . . . . . . . . .. . . . . .. . ... .. . . . . .. . .. . . .. . .. ... . what was best, but all this left me feeling terrible. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . .. . . . . . . . . . . . . . . . .. . . . .. . . . . 19. I talked to him about all the issues . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 20. Someone said (bosss) idea was lousy . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . . .. . .. . . . . . . . . . . . . . . . . . .. . . . . . 21. I usually let everyone express his ideas . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . .. . . . . . . .. . . . . .. . . . . . .. . . . . . . . . ... . . . . . . .. . . . . . . . . . . .. . . . . .. . 22. This was a beta version we were working with, we had to accept that the system . . .. . . . . . . . .. . .. would not be stable . . .. . . . . . . . . . ... Would you code this . . . . . ... Reasons: . .. .. . . . . statement . .. Yes .. No

. . . . . . . . ... . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . .. . . . . . . . . . .. .. . . . . .. . . 23. The project was urgent and I told my boss that it would not be possible to follow . .. . . . . . . . . . . . . . . . . . . . . . . .. all the QA procedures to the dot. . . .. . . . . . . . . . ... . . .. . . Would you code this action . . . . . ... Reasons: . .. Yes .. No

. . . . . . ... . . . . . . .. . .. . . . . . . . . . . . . .. . . . .. . . . . . . . . . . . . .. .. . . . . . . . . . . . . 24. Usually on projects which have new technology, we get assistance from the VP . .. . . . .. . . . . . . . .. . . . . . . . . . . . . . (technology) who is based in the US. . . .. . . . . . . . . . ... . . .. . . Would you code this action . . . . . ... Reasons: . .. Yes .. No

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. . . . . .. .. . . . .. . . .. . . . . . . .. . . . .. . . . . . . . .... . . . . . . . . . . . . ... . . . . . . . . . . .. . 25. On this particular day I walked into the hotel, I was the Marketing Manager of the . . .... . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .. . . . ... . . . ... .. . . .. . Hotel. I noticed that one customer was having problems with cashier. I also . . .. . . . . . . . .. . . . . . . . . . . . . . . . . ... .. . . . . . . . . .. .. . . . . . . . . . . . . ... . . .. . . . . . noticed that the customer was inebriated. I immediately took the cashier aside and . . . . . .. . . . . . . . .. .. . . . . . . . . . .... . .. . . . . . . .. . . . . . .. . . . . . . . . .. . . . asked him to handle the case sensitively. I knew that I could not permit any .. . . . . . . . .. . ... .. . .. .. scene at the front desk. . . .. . . . . . . . . . ... . .. .. . . . . . .. .. Would you code this statement Yes No . . . . . ... Reasons:

. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .. .. . . . . . .. . . . .. . . . . .. . . . . 26. Arun was in charge of the QA, I was responsible for Integration of legacy . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . .. . ... . . . . . . .. . . . . . . . . . . . . . . . .. . . . . systems, and Deepak looked after Analysis and Design, I knew that I had to seek . . . . . . . . .. ... . . . . . . . ... . .. . . . . .. . . . . . . . . . . .. . . . . . . . . . ... .. . . . . . . . . .. the cooperation of the clients employees. I made it a point to call them up even if . . . . . . . . . . . . . .. . . .. . . . . . . there was no particular work. . . .. . . . . . . . . . ... Would you code this . . . . . ... Reasons: . .. .. . . . . statement . .. Yes .. No

. . . . . . . ... . . . . . . . . . . ..... . . . . . . . . . . . .. . ... . . . . . . . . . . . . . . . . . ... . . . . . . 27. The client was very critical to my organization, I knew I would be pulled up for . . . . . . . ... . .. .. . . . . .... . . . . .. . . . . . . . . .. .. . . . . . . . . .. . . . . . . . ... . . every small mistake, I tried not to make any mistake. I kept records of all my . . . . . . . . ... . . .. . . . . . ... . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . . . .. . . . . conversation with the client; I was always prompt in sending minutes of meetings, . . . .. . . . . . . . . .. . . .. . . . . . . . . . . . . . . . . . . . . . . . ... . .. . . . . .. . . . . . .. . .. . . . copies of communications received from the consultant, domain expert, etc. At . . . . . . . .. . . . . . . . . . . . .. . . . . . the end all the record helped me. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

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. . . . . . . . . . .. . . . . . . . . .. . . . . . . . . . .. .. . . .. . . . ..... . . . . . ... . . . . . . . . . .. .. . . . 28. You see, in our industry, documentation is as critical as delivery. People leave . . . .. . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . .. . . . . . . . . . . . .. .. their jobs and one has to be able to put a new man on the same job. This is . . . .. . .. . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . .. .. . . possible only if there is concurrent documentation . . .. . . . . . . . . . ... . .. .. . . . . . .. .. Would you code this statement Yes No . . . . . ... Reasons:

. . . . . . . . . . . .... . . . . . . . . .. . . . .. . .. . . . . . . ..... .. . . . .. . . . . . . . . . . . . . . . . . . 29. Time was critical for this project. Our installation drawings had to reach the . . . .... . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . .. . . . . . . .. . . . . . . . .. . . . . . . . . Architect before the end of the week. I called in my commissioning team and got . . . . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . .. . . . .. . . . . . . . them cracking on the job, but I knew we would be delayed. I, then, thought of . .... . . . . . . . . . . .... . . . . . . . . . . . ... . . . . .. .. . . . . . . . . . .. . . . . . . . . . . .. . . calling up the Architect and requesting him to give us one extra day. On the last . . . . . . . . . . . . . . .. .. . . . . ... . . .. . . . day, I sat the whole night with my team. . . .. . . . . . . . . . ... . .. .. . . . . . .. .. Would you code this statement Yes No . . . . . ... Reasons:

. . . . . . . . . . .. . . . . . . . ... . . .. . . . . . .... . . ... . . . . . . . . . . . . . . . . .. . . . . . . . . 30. The problem was complicated and difficult; I had to design a system that was . .. .. . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .. . . . platform independent yet the code could not be bulky. . . .. . . . . . . . . . ... Would you code this . . . . . ... Reasons: . .. .. . . . . statement . .. Yes .. No

. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . ... . . . . . . . .. . . . . . . . . . . .. . . . .. . . . . . . . . 31. I changed my job because my erstwhile employers were not working with current .. . . . . .. . .. . . . . . . . . . . . .. . . . . . ... . . ... . . .. . . . . . . . . . . . . . . . . .. . . . . . . . technologies. I knew I was taking a risk with a start up but I looked at the upside . . .. . .... potential . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

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. . . . . . . . . . . . . . . . . . .. . . . . . . . .. . ... . . . . . . . .. . . . . .. . . .. . . . . . . . . . . . . . . . . 32. I knew that my boss is very particular about being up to date, so whenever I read . . . . . .. . . . . . . . .. . . . .. . . . . . . . . . . . . .. . . . .. . . . . . . . .. . . . . . . .. . . . . .. . something on the technology we were working with, I made it a point to send him . . . . . ... . . . . . . . . . . . . .. . . . . . .. . .... . . . . . .. . . . .. . . . . . . . . . . . . . . . . an abstract of what I had read. This killed two birds with one stone. My boss . . . . . . . . .. . .. . . . . . . . . . . ... . . .. . . .. . . . . . . . . . .. . . . . . . . . . . . . . . . knew I was trying to keep myself up to date and I actually knew what was the . .. . .. . . . . . . . . . . . . . . bleeding edge of my work . . .. . . . . . . . . . ... Would you code this . . . . . ... Reasons: . .. .. . . . . statement . .. Yes .. No

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . ... .. . . . . . . . . . . . . . . . . . . . 33. In my previous job I have worked on Microsoft platform, now I am looking to . . . . . . . . . . . ... .. . . . . . work on other platforms. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . .. .. . . . .. . ... . . .. . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . .. . . . . . .. .. . .. . 34. All technologies are good but some are better and few are the best. I am interested . . . . . . .. . .. . .. . . . . . . . .. . .. . . . .. .. . . . . .. in developing technologies that are the best. . . .. . . . . . . . . . ... . .. .. . . . . Would you code this statement . . . . . ... Reasons: . .. Yes .. No

. . . . . . . . . . . . . . . .. .... .. . . . . . . . . . . . . ... . . .. . . . . . . . . . . . . . . . . . . . .. . .. . . . . 35. I would have definitely solved the problem, if he had asked me to, but I let it pass . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . ... . because it was none of my business. I told him this. . . .. . . . . . . . . . ... . . .. . . Would you code this action . . . . . ... Reasons:
:

. .. Yes

.. No

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For Your Notes

Particulars No. Of Correct Answers Errors Number Notes for myself

1 2

2A 2B 2C 3

Of which on account of Attributability Of which on account of specificity Of which on account of lack of motive/intent Total

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Interviewer
Style Theorist

Goal

Situation

Typical Probes

To determine the Interviewer has very little Why did you..? interviewe es general direct experience of the approach to the job interviewees style of working or her job To determine the details of the interviewees experience or accomplishments To determine what the interviewee would do in situations she is likely to face To determine the interviewees underlying feelings, or motives To find out exactly what the interviewee did on the job A placement interview to put How many..? someone who has been hired How much? for an appropriate job When? For how long? Applicant for the job or promotion has not had to deal with issues that will arise in the new job/promotion The interviewer is primarily interested in helping or understanding the complex feelings of the interviewee Interviewer wants to find out whether the interviewee operating style is similar to outstanding holders of the job

Nature of Data General data and explanation of why she did something

Fact finder

Detail of requirements held

the task of the job

Fortune teller

What would you do Interviewees expressed if..? intention or theory about she might do in the future

Therapist

Tell me yourself.. So you felt

BEI Interviewer

about Abstract emotional statements about the interviewees reaction to particular events What led up to it? Detailed examples of the Who was involved? interviewees performance What did you do, on the job or during the feel or think? course of n event.

Source: Competency at Work Spencer and Spencer

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Interviews and Interviewing Techniques: ? There is a widespread use of interviews at some stage of the selection process by ? most organizations. Hunter and Hunter (1984) estimate that 99 percent of the UK companies use interviews. This compares well with about 40 percent that use other techniques for selection. ? Interviews are either structured or unstructured. Structured interviews have a set ? of questions that the interviewer has ready prior to the interview and the same questions are asked to all candidates. Unstructured interviews are free flowing and the interviewers ask questions on the spur of the moment. ? The same study by Hunter and Hunter claims that the predictability of ? unstructured interviews (predicting subsequent job performance) has correlation coefficients as low as 0.14. ? The two elements that contribute towards interview predictability are- reliability ? and criterion related validity. Reliability means that two interviewers using the same process to interview a candidate would produce the same over all assessment. Criterion related validity is the correlations of the questions asked in the interview to the job performance. ? Wright et al (1989) estimate on aggregate statistical data a correlation coefficient ? (with subsequent job performance) of 0.47 to 0.54 for structured situational interviews. Structured interviews improve the predictive validity because the interviewers have a clear idea about the purpose of the interview and the questions are based on the job needs. ? Another classification frequently used in literature is for structured interviews are: ? Biographical Interviews (What the interviewee did), Situational Interviews (what the interviewee would do) and Aspiration (what the interviewee wants to do). Biographical Interviews are often recommended for testing competencies which are believed to be generic and non developable. ? BEI Interview method technique was pioneered by Flanagan (1954) is based on ? the premise that a few critical incidents in the life of the interviewer will provide accurate evidence of the interviewees competence. BEI Interviews are biographical interviews and are based on the assumptions that: The patterns of behavior and motivation remain fairly constant over time; The individuals approach to critical incidences is not situation specific, but is based on personal values, attitudes and beliefs; Individuals behavior in non work situations may have parallels with work performance and can provide the basis for predicting performance in work related areas. ? BEI Method is a structured biographical interview. ? References:(as quoted by Marchbank, T., Beard, D, The use of biographical interviews and questionnaires in Development Centres: Realizing the potential of your employees through Assessment and Development Lee, G. and Beard, D. (ed) Mcgraw-Hill Training Series Flanagan, J.C The Critical Incident Method, Psychological Bulletin, 51 (4) Hunter, J. E and Hunter, R.F. (1984) Validity and Utility of alternative predictors of job performance Psychologists Bulletin, 96, pp 72-78. Wright, P.M., Lichtenfels, P.A., Pursell, E.D. (1989) The Situational Interview: additional studies and meta-analysis Journal of occupational Psychology, 62, pp 191199.

22

The Behavioral Event Interview is structured as follows:

A. Introduction: The purposes of this section are:

1.To develop satisfactory initial rapport with the interviewee 2.To set clear expectations about the process and scope of the interviewing 3.To reduce the anxiety of the interviewee so that he can provide the details sought in the interview. ? Introduce yourself and the panel ? ? Make small talk to set a relaxed tone ? ? Explain the purpose of the interview ? ? Outline the format of the interview ? ? Clarify roles of the additional panelist ?

B. Trigger : The purpose of this section is:

1.To make the candidate recollect the critical event among the events that comes to his mind 2.To judge whether the event has the characteristics of the event solicited by the trigger 3.To give an opportunity to the candidate to change the event, if in the opinion of the interviewer/panelists, the event does not meet the characteristics sought by the trigger. ? Give the candidate time to think of the event ? ? Deliver the trigger and wait for the candidates response. ? ? Repeat the trigger in case the candidate has not understood the trigger or if the ? interviewers/panelist feel that the event does not satisfy the characteristics sought by the trigger.

C. Structure of the Event: The purposes of this section are:

1.To get a clear outline of the event the interviewee is going to speak about 2.To get from the interviewee the start of the event for him or her involvement in the event and the end of the event or the end of her involvement 3.To divide the event into logical/critical and chronological sub stages between the start and the end of the event. 4.To create the skeleton for probing ? Ask the candidate for the start, the end of the event and the important ? stages in between the start and the end. Note down the structure on the assessment sheet. Please note ongoing events are to be broken and the end stage of the event could be even the time of the interview. ? Repeat the structure for the understanding and confirmation by the ? interviewee and the co panelists. ? Before beginning to probe confirm that the co panelists have the same ? structure as the interviewer.

23

D. Probing and details of the event: The purposes of this section are:
1.To get the details of the event 2.To understand the nature of the interviewees involvement in the event 3.To probe the thoughts, feeling and actions of the interviewee during the course of the event 4.To live the event with the interviewee. ? Take the interviewee back to the start stage of the event and begin to ? probe ? Follow the structure of the event probe one sub stage at a time and ? proceed chronologically ? Return to a previous sub stage in case the interviewer feels that some ? codable data is likely to emerge. ? Ask no leading questions. Leading question is a question that is likely ? to lead the interviewee to a particular answer about her involvement in the event. Example: You must have consulted your boss at this stage, is it not? ? Each sub stage in the structure of the event is a possible source of codable ? data. Probe each stage to your satisfaction. Legitimate Questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. What were you trying to accomplish? What was the first key thing you did? How exactly did you do it? Who else was involved at this stage? Do you recall any conversation you had at this stage? What exactly did you say? What were you thinking at this stage? What were you feeling at this stage? Do you recall anything significant that happened at this stage? How did it turn out? Is there anything at this stage that you would wish to add that we have missed out? 12. What was your role?

D. Closure of the Interview: The purposes of this stage are:

1.To give an opportunity to the interviewee to add an ything related to the event that has been missed out 2.To thank the interviewee and to close the interview. ? Ask the interviewee if she wishes to add anything related to the event that ? has been missed out. ? Thank the interviewee on behalf of the panel. ?

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The Process of Logging, Coding and Scoring of a BEI

Interview Logging Logging Coding Coding Coding Reported Behavior / Observed behavior ? ? ? Thought, Feeling or Action of the Interviewee ? ? ? Logging of Interviewees statements ? ? ? Establishing actions in case of reported feelings or thoughts ? ? ? Establishing the motive / intent of the behavior ? ? ? Comparing the motive with the essence statement of the competency ? ? ? Relating to specific indicator & categorizing into the competency inventory. ? ? ? Establishing the strength on the basis of frequency and / or complexity of the behavior by comparing with the Behavioral Indicators. ? ? ? Add the total score.

Coding

Scoring

Scoring

Logging and Coding The diagram above shows the logical process of arriving at a score for an interviewee. The candidate narrates his behavior in response to the probing by interviewer. This is called reported behavior. Behavior has three elements - thoughts, feelings & actions. The behavior has to be specific and attributable to the interviewee for it to be logged. The probing process of the interview establishes the specificity and Attributability of the behavior. Such reported statements are logged (recorded) by the interviewer / panelist(s). At the end of the interview the panelist(s) establish, specific behavioral units which would have specific thoughts, feelings and actions. The motive is established from the context or in response to the probe What were you trying to achieve? The motive of the interviewee is compared with the essence statement from the competency inventory.

25

Scoring
The candidate reports his behavior in the course of the interview. The context of the behavior is the event he has narrated. This is the in context behavior Scoring is a step in which we move form in context behavior to context free behavior or in grammatical terms from an adverb to andadjective. In other words, we move from saying the candidate showed efficiency orientation during the event to efficiency orientation is an inherent trait of the interviewee. In order to judge the strength of the behavior we need to adopt a scale. More complex the behavior within a competency the higher score it deserves. Frequency of behavior is also important. Frequency is the indicator of the behavior being consistent and hence a trait. This process involves the judgment of the panelists and could lead to inter rater variability. Thus, there is a need to have a congruent understanding of the scale.

26

Competency Clusters
In line with the division of human processes, competencies can be clustered as Thinking, Self Managing, Influencing and Achieving Competencies.

The Thinking Competencies: The competencies usually included in this cluster are: Conceptual Thinking, Strategic Thinking, Innovativeness and Analytical Thinking. These competencies describe the ability of the person to perform mental tasks like thinking of the whole situation, understand the underlying connections, etc. The presence of this cluster can be often seen in the processes of decision making of the candidate. It calls for metal abilities that can develop mental models of the context in which action is to take place.

The Self-Managing Competencies: The competencies included in this cluster are Ability to Learn, Self Development Orientation, Adaptability, Flexibility, Positive Self Image, Self Control, Tenacity etc. These competencies broadly cover the ability of the person to manage himself/herself in the work context and create opportunities for the self for development and progress. Some competencies included in this cluster like Inter personal Awareness may not be directly related to the management of the self but are related to sensing the concerns of others in the context of completing a task

Influencing Competencies: The competencies included in this cluster are Concern with Impact, Strategic Influencing, etc. These competencies describe the persons ability to influence the situation or the people in the situation. The presence of this competency is evident by the process of the person evaluating options of influencing or modifying behavior to suit the situation or the persons.

Achieving Competencies: The competencies included in this cluster are Initiative, Result Orientation, Development Orientation, Efficiency Orientation, Concern for Standards, etc. These competencies describe the achievement and task orientation of the person. The competencies focus on the behavior that points to the effective/efficient and self initiated behavior of the person directed to a task.

27

Competency Inventory

Result Orientation (Achieving Cluster)

Essence Statement: Focusing attention on key objectives; wanting an outcome

Description The concern is getting results- 'getting to the bottom line'. It differs from concern with standards in that sometimes an outcome is pursued knowing it is going to fall short of best standards Behavioral Indicators
1. 2. 3. 4. 5. 6. 7. Determines whether results have been achieved Organizes and brings resources together to achieve objectives Takes appropriate action to achieve objectives Sets specific goal for self and others Communicates clearly and concretely the results to be achieved Avoids unnecessary distraction from key objectives Keeps own and others activities focused on key objectives

28

Concern with Impact (CWI) (Influencing Cluster)

Essence Statement Actively anticipating, responding to feelings, needs, and concerns of others.

Description: This competency is about knowing what should be achieved while accepting that getting there must take into account, the perceived concerns and needs of others. It is concerned with preserving long-term business or work relationships while remaining faithful to the basic objectives. Unlike strategic influencing which relates to conscious choice between different influencing options, Concern for Impact is expressed in a single course of action. It also invariably takes into account other peoples interests or concerns, whereas it is not always true in the case of Strategic Influencing.

Behavioral Indicators 1. Effectively communicates in order to influence. 2. Takes action to have an intended or desired effect on others. 3. Considers in advance the impact of actions on others and adjusts action in order to influence. 4. Considers the likely impact of others and acts to address them in planning a communication. 5. Acts to ensure that others will understand complex information. 6. Acts to preserver long-term work relations. 7. Shows consideration for and responds to the feelings and needs of subordinates, peers, customers and others. 8. Maintains peoples self esteem in situations of criticism, disagreement or discipline. 9. Maintains peoples self esteem while interacting with them.

29

Tenacity (Self Managing Cluster)

Essence Statement Repeated and enduring efforts to overcome obstacles and or complete tasks.

Description Tenacity relates to repeated and or enduring nature of attempts to achieve a goal rather than different approaches used, the latter being more likely to relate to flexibility. In its reference to repeated / enduring acts tenacity also differs from Independence which can be expressed in the context of enduring behavior or a single brief act.

Behavioral Indicators 1. 2. 3. 4. 5. 6. 7. Sticks to the problem until it is resolved. Repeatedly pushes others to do something. Demonstrates unflagging energy in pursuing a problem. Works unusual hours to accomplish a goal. Keeps trying to achieve a goal despite encountering obstacles Demonstrates repeated efforts to complete a task. Stays with a position or a plan of action, until the desired objective is achieved or no longer reasonably attainable.

30

Self Control (Self Managing Cluster)

Essence Statement Continuing to perform effectively in stressful and difficult circumstances.

Description Conflict, workload, fatigue, frustration, disappointment, ambiguity and working to tight deadlines can all cause stress. The resilience and emotional control, which release the ability to work effectively in these conditions, are the keys to this competency. While it can certainly encourage tenacious behavior, this competency differs from Tenacity in its exclusive focus on the management of pressure and personal stress.

Behavioral Indicators 1. 2. 3. 4. 5. 6. 7. 8. Works effectively under tight deadlines. Keeps things in perspective despite fatigue or frustration Maintains effectiveness and commitment in the face of disappointment Copes effectively with ambiguity. Maintains objectivity when interpreting information and defining problems. Is objective under pres sure and in difficult or stressful circumstances Remains calm when personally attacked Maintains a businesslike approach when unduly annoyed, disturbed, or disrupted by others.

31

Interview Script (Good Morning) (Good Afternoon) Let me introduce my colleagues to you (Small talk .) The purpose of this interview is to learn more about you as a person. We will try to do this by asking you about a situation your experienced in the recent past. The interview will take about 45 minutes. I will be asking all the questions and my colleagues will make their observations. Are you comfortable with this? Preamble As managers we face many situations, some of them are quite routine and simple while others are not so. Managerial work often involves elements like unprompted action or handling of a provocative situation or responding to the needs of others, or sustained action despite difficulties, getting results, etc. Trigger

So, (name) think of a time in the recent past when you were involved in a situation which had the some of the elements, like unprompted action, or sensitive response, or completing the task with sustained efforts or you were in a provocative situation.
(Candidate narrates) Before we get into details, tell me the main part or stages of this event, with the beginning and the end. When exactly did it begin and when did it end? (Candidate Replies) What are the two or three main stages in between? (Candidate replies) Let me repeat the main stages for our understanding (Recaps) Now I would like you to walk me through the event in detail and I am mainly interested in knowing what you did, said, thought and felt in this event.

32

Probes Use when appropriate ? Who else was involved in the situation? ? ? What were you trying to accomplish? ? ? What was the first thing you did? ? ? How did you do that? ? ? What were you thinking at that point? ? ? Tell me more about your sequence of your thoughts? ? ? What was your part in that? ? ? Tell me about one of those meetings or conversations that stands out in your ? mind. ? As you were going into the meeting, what were you thinking? ? ? Tell me what you said ? ? What were you feeling at that point? ? ? What was the next key thing that you did? ? ? How did it turn out? ? ? Is there anything else you would like to add about what you did in that situation? ?

33

Name of the Candidate Event: 1 2 3 4 5

Context

BI

Data Score Competency Frequency Score Total

Action
(Thought, Feelings)

Intent TEN

BI CWI

Competency SC

RO

Interviewer Sign

Logger Sign

34

Name of the Candidate Event: 1 2 3 4 5

Context

BI

Data Score Competency Frequency Score Total

Action
(Thought, Feelings)

Intent TEN

BI CWI

Competency SC

RO

Interviewer Sign

Logger Sign

35

Name of the Candidate Event: 1 2 3 4 5

Context

BI

Data Score Competency Frequency Score Total

Action
(Thought, Feelings)

Intent TEN

BI CWI

Competency SC

RO

Interviewer Sign

Logger Sign

36

Name of the Candidate Event: 1 2 3 4 5

Context

BI

Data Score Competency Frequency Score Total

Action
(Thought, Feelings)

Intent TEN

BI CWI

Competency SC

RO

Interviewer Sign

Logger Sign

37

Interview of Mr. Shrinivas (fictitious)

(I: Interviewer and S: Shrinivas)

I: Good morning Mr. Shrinivas. What would you like me to call you? I hope Shrini you have had a good day. I has been quite pleasant today. Pune is quite beautiful at this time of the year. How did you find it? Let me introduce the panel here. To my left is Dr XYZ to the right is Dr. ABC and I am PQR. Shrini, the purpose of this interview is to know more about you as a person and we shall do this by asking you to talk of an event in your life. I would be asking all the questions and my colleagues here would be noting their observations. The interview would last about 20 minutes. Are you comfortable?

Shrini, I want you to think of a time in the recent past when you did something significant and challenging on your own and felt good about it. First give me a brief outline of the event you would be talking to us about. We will go into the details later.

S: (Gives the event)

I: Before we go into the details, could you tell me when all this began and when it ended, with two or three significant milestones in between. S: (Gives the structure)

I: (Repeats the structure for the understanding of the panelists and the interviewee) O.K. For our understanding, let me quickly recapitulate what we have talked about so far. Youre going to talk to us about appearing and clearing your SSLC examination in an injured state. It all begins when you fell from the tree and concludes at the end of the exams. The important stages there are four in between. The first one is when you were

38

put in a plaster, the second stage is when the doctor advises against taking the exams, the third stage is when you practice writing, and the fourth stage is when you decided your priorities. Right? O.K. now lets talk about this particular event in detail. Shrinivas let me point out that I am primarily interested in knowing what you did, what

you said, what you thought and what you felt throughout this entire experience. Right?

39

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

So let me go back in time to that point when you actually fell from the tree. How did it all happen? S: In fact, I was reading. I just went for a casual walk to a farm and I find mango was good to eat. So I thought lets have a mango. So I climbed a tree, the entire branch broke and I fell, fell along with the branch but fractured. I: After you fell from the branch what were you thinking? S: When I fell from the branch my hand was twisted like this (demonstrates). So, immediately it struck to my mind that I cant writes my exams. Rather than the pain, I was thinking about the exam. I: So what happened next? S: Yeah I came to the house with the same condition saying thatI was tense, what am I going to say next I told I fell from the tree and my hand is got twisted. Then they said nothing to worry. It may be a small sprain. I said that, my exams were within a couple of days. I need to worry. They just rubbed t e oil. I was worried for my exams. My exams h were the only thing on my mind. My uncle who came home later in the evening started to scold me. He said that I had no business to climb the tree when my exams were so close. I maintained my cool. I said I realized that after I fell down. He kept shouting at me. I told him that we need to find a way out. It serves no one if you keep shouting at me this way. I: So what happened next? S: I just expressed the same thing, that I am getting the pain and I will not be able to write the exam. I started weeping. My uncle and aunt were there. My aunt rubbed oil on my hand. She asked me to sleep and I went off to sleep. I was worried, we could have gone on the same day to the doctor so he could have put the plaster on the same day. I: So what actually happened? S: Because we have gone next day, my entire hand became swollen. Doctor said you have come little bit late. I was really got tensed. The first thing that I asked the doctor was whether I could write the exam this condition? Is it possible? I inquired. He said, you cant write the exam. Dont take that risk. Losing one year is no big deal. I told the doctor frankly, I could not afford to lose a year. I have been a good student and exams mean a lot to me. I: What were you feeling when he said that (loosing one year)? S: It really hurt me because I was doing really good in the exams. I asked him to give some medicine-some medicine by which I wont get the pain and I can write. He said

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dont write the exams. He refused to prescribe any medicine that would permit me to write my exams. I knew I had to think of ways to make the doctor agree with me. I then decided to weep in front of him. He was a old man and I thought he would fall for my weeping. I also started throwing temper tantrums at the same time explaining to the Doctor how important the exam was for me. I tried convincing the doctor. I said it is important for me give the exams, but he was adamant. I decided that there is no point in arguing with him. I will have to do something myself. Then he put the plaster. I came back home. I was determined to give the exams. I decided to cut the plaster and I cut the plaster. I: As you were cutting the plaster what were you thinking? S: I developed a confidence that I did the right thing. Now, I was determined. I would write the exam. Usually, when I make up my mind to do something then I do it whatever may be the hurdles. I mean, somehow I had to write the exam. I should not loose this year. That was in m mind. So I cut the plaster, and then started writing. My aunt who y was with me was worried when I started to cut the plaster. I told her not to worry nothing is going to happen to me. I will get the hand plastered after my exams. She still looked worried. I could understand her worries but I assured her that nothing would go wrong with my hand. I said I will try and write and only if there is no pain will I give the exams Ill practice it tonight if I could write, at least two pages and I dont get a pain, tomorrow Ill go and write. I: So what happened next? S: I could write in night and I didnt get much pain. I took one the pillow, small pillow and kept up the pillow like this (demonstrates) and tried writing. I knew that the speed of my writing would be reduced. I had to decide a strategy. I needed to decide which questions I will attempt first. You know, whenever there is a situation of crisis one has to decide the priorities. So the first thing, I decided that I should not answer the questions in order (that they appeared in the question paper). I decided that I should attempt the question in such a way, that I can score full marks. Questions that I could answer neatly and which I get full marks. I had a clear game plan. I: What were you feeling as you were going for the exams? S: At such times one has to control ones emotions and concentrate on the job at hand, I did precisely that. I had decided my game plan. I was confident that it would work. I knew that it is not going to be easy, but I knew that I had to make it work. I: What happened next?

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The exams started. There was silence in the class. As the question papers were being distributed, I was tense. This was very natural. I saw that all my friends were starting to write the answers. For a moment a pang of doubt passed me. I read through the question paper I picked up the questions, which I knew thoroughly. I knew that I would be able to attempt 2 or 3 questions only. I started writing in such a manner that I would score full marks. I thought of the answer I would write. I kept in mind all the points that I had to write. I made a mental note of the points and started writing. My priority was clearly to pass the exams. This meant, that I needed to get full marks in the questions that I attempt. I was confident that I could write at least pass marks questions. This is the confidence that I have gained from this incidence I have never till date lost this confidence. Once I decide to do something I am confident of doing it I: What were you feeling at that time? S: My feeling was that I have studied enough to get the top rank and here I was trying very hard to pass. I felt sad. But you know, life has its ups and downs, one cannot do anything about it. One has to take it ones stride and do whatever s possible under the i circumstances. As the day of the result approached I was confident of passing. I had checked up the answers with my friends. It is usually better to check the answers. I was also sad, I knew I am not going to be scoring the top grade, but I also, knew that I am not going to lose a year. That was what (not losing a year) I had to set out to achieve. I: What exactly happened on the day of the result? S: I passed the SSC examination in higher second class. I scored 58 percent marks. I: Let me take you a step back. Is there anything during the examinations that you recall vividly? S: Yes, It was my last exam- English. You know that descriptive papers like English are long. It was also the last paper. I had already written 6 papers with a broken hand. My hand was paining. I got the question paper and the pain was almost unbearable. I had swallowed a couple of painkillers. These painkillers were making me drowsy. I could barely read the paper. I got up had a glass of water went to the bathroom and washed my face. I stood in front of the mirror and talked to myself. I said Shrini, this is your last paper, you have endured a lot of pain, and you have to bear this for only a couple of hours. I convinced myself. I came out of the bathroom headed straight for the examination hall. I dismissed all thoughts about the pain. I read the paper again. Marked the questions that I knew well and started writing. The nagging pain continued and I would get shooting pain whenever I moved my hand a little more. I kept on moving the

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answer book instead of my hand. The pain slowly subsided, may be because I was not thinking about it anymore. I wrote the answers and headed straight home. Usually, I would have checked up my answers but on that day I was too tired and exhausted. I could keep the pain out of my mind only for a limited period of time. I: What happened next? S: I went home and collapsed. I could not tell my aunt that the pain was terrible. I thought that she would get worried. I told her that I was only tir ed. I also, promised her that I would go and see the doctor tomorrow- first thing in the morning. I went to the doctor the next day. I knew he would be angry with me. I decided that it was best to apologize before he called me in. I wrote a note of apology and sent it in with the nurse. He looked at me when I entered his room; I knew that he had cooled down. I smiled at him and said I am very sorry, but the exam was important to me. I have cut the plaster. I take all the consequences, would you please fix t again. He patted me on my back and plastered my i hand again I: Is there anything in this narration that we have missed out, that you would like to add at this stage? S: It was an experience, I would remember for the rest of my life. I learnt that will power could take you through any difficulty. I: Thank you, Shrini; you have given us the information that we were looking for.

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Building a Competency Model: Spencer and Spencer in their classic Competence at Work have identified the following steps in developing a competency model.
1. 2. 3. 4. 5. 6. Define Performance Effectiveness Criterion Identify a criterion sample Collect data Analyze data and develop competency model Validate competency model Prepare application of competency model

Defining Performance Effectiveness Criterion: The first logical step to development of the competency model would be to identify the criteria on which to judge superior performance and hence superior performer. Spencer and Spencer recommend use of hard criteria like sales, profits etc. I have found that this is often misleading. Sales, Profits may be because of external variables like lack of competition, favorable environment. Example in case of a agri company it was found that sales was a function of monsoon and the time for onset of monsoon. Often the variables chosen for performance appraisal can be used for defining performance criteria. Consistent high rating of the subordinates can be used to define the criteria. I have also seen some consultants use the findings of organization climate survey.

Identify Criterion sample: The criterion identified in stage 1 creates a list of superior performers and average performers. At this stage, we create a sample that will provide us behavioral characteristics of the superior performers and the average performers. A sample of 30 plus is usually adequate to draw statistical inferences of differences between superior and average performers. The sample should contain about 60 percent superior performers. Sometimes it is recommended that the sample must be paired, that is equal number of average and superior performers, the pairing is done on the basis of number of years of experience, etc. However, the client organization is rarely able to provide such a large sample, in which case a smaller sample and non-parametric small sample statistical tests could be used. The inferences of small samples are often weak. Usually, the client organization provides a sample of 8 to 10 persons. A qualitative and intuitive analysis is then the only way out. Data Collection and Analysis Stage (Stages 3 and 4 of the above): Data collection methods depend on the competency model that is to be developed. We recommend that data be collected at three levels: the top management (two levels above the target level), supervisor level (one level above the target level) and the target level (level for which the model is being developed) At the top management level, a focus group is recommended. It is often a good idea to structure the focus group on the expectation and requirements of the job in the near future at the target level. The top management is often able to provide a link between the performance of the job at the target level and the overall strategy of the organization. I have found it convenient to begin with asking the top management to put of major environmental changes on a time line. This is usually followed by a discussion on the way the changes have affected the job at the target level. Then the participants are asked to reflect upon changes that are expected in the near future. This also put up on the time line. This is followed by a discussion on the way these changes would impact the target job.

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The final stage of the focus group discussion, the participants are asked to discuss the behavioral characteristics of a superior performer target job in the near future. At the supervisor level, that data collection aims to understand the perception of differences of behavior between the superior and average performers. Typically, repertory grid or similar type interview is used to collect such data. The Repertory Grid interview elicits the constructs of the supervisor of the differences in behavior between the average and superior performers. The Repertory Grid data can often form the preliminary competency inventory for the model. At the target level, the objective is to document the actual behavior of the criterion sample. BEI/Critical Incident Interview, on job observation are the typical techniques used. The BEIs and the Critical Incident Interviews are content analyzed using the first person singular statements as the coding units. Typically, the word I is analyzed as KWIC (key word in context). BEIs are preferably video recorded to and transcribed. An expert panel may be used to analyze the behavioral differenc es between superior and average performers. You will notice that the data at the top management is captured for desired behavior whereas at the supervisor level at the perception level and at the actual behavior. These differences are important for the development of the competency model. Validation Stage: The validation of the model developed at the earlier stage is usually done using another sample of superior and average performers. This is called concurrent validation. Another method of validation uses a sample as in the first method but uses other tests to establish validity. Prepare Application of the model: The model developed above can be used to create a selection model, performance appraisal model or development model for the target level of employees.

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