CHRM CHP.1 Ebook

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 29

Table of Content

CHAPTER 1
Concept and Definition of Role and Competency

1.1 Definition and Meaning of Competency


1.2 History and Evolution of Competency
1.3 Types of Competencies
1.4 Competency Description
1.5 Competency Levels
1.6 Designing Competency Dictionary
1.7 Why to Promote a Competency Culture
1.8 Context and Relevance of Competencies in Modern Organisation
1.9 Evolution of Competency Based HRM
1.10 Competency Selection
1.11 Competency Based Training and Development
1.12 Competency Based Performance
1.13 Competency Based Career Planning
1.14 Competency Based Succession Planning
1.15 Linking HR processes to Organizational Framework
1.16 Competency Framework
1.17 Development of Personal Competency Framework
1.18 Developing Competency Models
1.19 Issue Relating to Competency Models
1.20 Case Study
Learning Outcome
Reference

1
Chapter 1 Concept and Definition of Role and Competency
Learning Objectives
 Explain the concept of competency
 Types of competencies
 Why competencies are important in organizations?
 Understand the relation between HR strategy and Business
Strategy
 Describe the steps in developing competency model

2
1.1 Definition and Meaning of Competency

Today, when measuring organisation’s performance, its better results more and more are refereed
not to material resources, but to human resources and their competencies. Thus, development of
competencies has become one of the key priorities of the organisation. Realizing this fact,
organisations are looking for competent professionals and thus striving to develop their current
staff’s competencies. Undoubtedly, contemporary business companies need professionals with
desired competencies that would enable an employee to successfully perform in ever changing
business and economic environment. It should be noted that there are wide range of competency
definitions in management research publications, which differ in terms of constituent parts /
elements of competency and their acquisition or manifestation. Competencies, are characteristics
that individuals have and use in appropriate, consistent ways in order to achieve desired
performance. These characteristics include knowledge, skills, aspects of self-image, social
motives, traits, thought patterns, mind-sets, and ways of thinking, feeling, and acting.
Competencies form the foundation of competency-based HR management practices.
Interpretations of the meaning of competencies are quite varied. A brief look at the history of the
competency movement will perhaps provide you with a better understanding of the term as it has
been defined and is used in HR management.

According to (Boyatzis, Stubbs, & Taylor, 2002) competence is an underlying characteristic of


a person, motives, traits, abilities, aspects of image or social role, knowledge that a person is able
to use.

According to (Straka, 2005), competency comprises the entire body of knowledge and abilities
or personal traits developed through learning that cannot be immediately observed.

1.2 History and Evolution of Competency

The case for competency management has grown strongly since David McClelland wrote his
article in 1973 and the Management Charter Initiative (MCI) was launched in UK, in the
eighties. There is ample evidence that competencies form the bedrock for effective and superior
performance. That is the reason why organisations, both in private and public sector, continue to
emphasize on them. Competencies (R. Palan, 2003) refer to an underlying characteristic that
describe motives, traits, self-concept, values, knowledge or skills that a superior performer brings
to the workplace.

3
A team of Educationists lead by Benjamin Bloom in the USA in mid-fifties laid the foundation
for identifying educational objectives and thereby defining the knowledge, attitudes and skills
needed to be developed in education. David McClelland, the famous Harvard Psychologist has
pioneered the competency movement across the world. His classic books on “Talent and
Society”, “Achievement Motive”, “The Achieving Society”, “Motivating Economic
Achievement” and “Power the Inner Experience” brought our several new dimensions of the
competencies. These competencies exposed by McClelland dealt with the affective domain in
Bloom’s terminology. The turning point for competency movement was the article published in
American Psychologist in 1973 by McClelland, wherein he presented that traditional
achievement and intelligence scores may not be able to predict job success and what is required
is to profile the exact competencies required to perform a given job effectively and measure them
using a variety of tests. Later, McBer, a consulting firm founded by David McClelland and his
associate Berlew have specialized in mapping the competencies of entrepreneurs and managers
across the world. They even developed a new and yet simple methodology called Behavior Event
Interviewing (BEI) to map the competencies.

McBer and Company (now part of the Hay Group) carried out the first competency study in
1973. Since that time, researchers have conducted thousands of competency studies of hundreds
of jobs, worldwide. The studies that form the basis of competency database are grounded in solid
empirical research. The Sales Model was derived by an in-depth analysis of this database of
competencies – in particular those of outstanding sales representatives. In creating this model,
researcher sought to include those competencies that are most critical in defining excellence in a
wide variety of sales roles.

For years now, competency management has been suggested as a way to more effectively utilize
employee skills in the workplace. The concept originated from Human Resource Management as
a way to align HR processes (like selection, performance appraisal, training and development) to
job requirements and organisational strategy (Green, 1999). Moreover, it has been suggested that
in Knowledge Management approaches defining competencies can support knowledge
management processes like goal-setting and evaluation, or the assignment of teams in
knowledge-based organisations (Deiters et. al., 2000). Skills or competencies are being defined
in organisations in order to describe characteristics of individual employees to make better use of
their expertise or to develop it further.

1.3 Types of Competencies

1) Generic and Specific Competencies: Generic competencies are applicable to a wide range of
positions, for example, for all managers across different organizations and industries, whereas
specific competencies in contrast are applicable only for a particular position in a given industry,
for example, general manager (materials) for a company belonging to the FMCG industry.

Specific competencies would vary from industry to industry. The general manager (materials)
from an FMCG company will not fit into a similar role in the steel industry. The specific
competencies are different for different positions, so the general manager (materials) will not be
able to fit into die role of general manager (sales) in the same company.
4
2) Differentiating and Threshold Competencies: Competencies that differentiate superior
performers from effective or adequate performers are called differentiating competencies. In
contrast, threshold competencies are the ones that are possessed by both superior and effective
performers and therefore do not differentiate between the two groups. All employees in a
specific job role should have the threshold competencies specified for the role.

3) Behavioural and Functional Competencies: Competencies which are deeply connected with
behaviour are termed as behavioural competencies, whereas competencies connected to
technical, functional or domain expertise, which are essentially cognitive in nature, are termed as
functional competencies.

1.4 Competency Based Job Description

A competency-based job description does list a job title, job description and key responsibilities,
as well as required education and work experience. However, the description also specifies the
desired behavioral competencies of job candidates. For example, teamwork, initiative,
multicultural sensitivity and interpersonal communication are essential competencies for a
consultant who supports multinational organizations. Companies seek verbal confirmation that
job candidates possess particular job competencies during an interview process. Hiring managers
then seek practical, on-the-job confirmation during the new employee's orientation period.
Competencies are the knowledge, skills, abilities, personal characteristics and other "worker-
based" factors that help differentiate superior performance from average performance under
specified circumstances. Competencies are identified to clearly define the essential functions of
the job. There are three types of competencies that can be included in a job description. They
describe the skills, knowledge and behavior necessary to perform the job.

 Skills: Abilities needed to execute job duties, such as software and computer proficiency,
interpersonal skills, accounting skills, or specific laboratory techniques.

 Knowledge: Areas of specialty or expertise; for example, nursing, finance, employment


law, or history.

 Behavior: Characteristics an employee must display in the job; for instance, initiative,
collegiality, resourcefulness, or professionalism.

Knowledge, Skills, and Attributes needed to succeed in a job fit into two basic categories: “Core
Competencies” and “Position Specific Competencies”. Competencies can vary between different
industries and levels of seniority, though the majority are found across many industries.

1) Core Competencies: These competencies need to be demonstrated by everyone in a


particular organization.

5
1. Accountability - Accountable for measurable, high-quality, timely, and cost-effective
results.

2. Initiative - Takes prompt action to accomplish tasks and meet goals and objectives.

3. Problem solving/decision making - Identifies and analyzes problems weighing the


relevance and accuracy of available information. Generates and evaluates alternative
solutions and makes effective and timely decisions.

4. Quantity/Quality of Work - Pays close attention to detail. Strives to achieve accuracy


and consistency in all tasks.

5. Service Orientation – Applies effective interpersonal and problem-solving skills when


responding to customers.

2) Job-Specific Competencies: In this section, the manager identifies three to five


competencies that are unique to the position and necessary for the individual to successfully
accomplish the position’s functions. These competencies are specific to the job being considered
and need to be demonstrated by people in those specific jobs to be successful. There is a list of
position specific competencies to choose from. You should pick up to three competencies that
are most critical to performing the requirements of the position.

Examples:

1. Attention to Detail - Is thorough when performing work and conscientious about


attending to detail.

2. Communications and Media - Knowledge of the production, communication and


dissemination of information and ideas to inform and entertain via written, oral, and
visual media.

3. Computer Skills - Uses computers, software applications, databases, and automated


systems to accomplish work.

4. Project Management - Knowledge of the principles, methods, or tools for developing,


scheduling, coordinating, and managing projects and resources, including monitoring and
inspecting costs, work, and contractor performance.

1.5 Competency Levels


Here is an in-depth look at the four stages of competence and examples of what each might look
like in the workplace.

1. Unconscious incompetence

6
2. Conscious incompetence

3. Conscious competence

4. Unconscious competence

Figure 1.5: Four levels of Competency


(Source- www.google.com)

1) Unconscious Incompetence: This is the stage where you don’t yet know the degree of your
incompetence. In other words, you don’t know what you don’t know. This stage is generally the
most challenging, as you are unconscious to the fact that there are areas that need improvement
or things you need to learn. People in this stage can’t recognize problems as they occur, so they
generally don’t ask for help.

An example of this is if you ask a member of your team to create a series of articles for a client
and optimize them to rank well in Google. The team member thinks that they’re performing the
task correctly and doesn’t know to ask for guidance. It isn’t until you see the result that you
realize they received improper training and that the articles will have to be rewritten.

2) Conscious Incompetence: This is where you start to develop an awareness of what you don’t
know. This stage can be uncomfortable because you must acknowledge your shortcomings.
However, recognizing your shortcomings also motivates you to move forward and learn the skill
so you can move beyond this stage as quickly as possible.

Continuing with the example from stage one, after reviewing the assignment with the member of
your team and showing examples of what the article should have looked like, the team member
moves into the consciously incompetent stage. They are aware that they haven’t learned the
strategies to optimize an article for search engines, but because they are conscious of the
mistakes, they now undertake measures to learn the skills.

3) Conscious Competence: After dedicating yourself to the improvement of a skill through


formal training, repeated practice and participation, competence grows and starts to show. At this
stage, you have learned and practiced enough to perform a task with a degree of quality and
independence. The task does take focus and attention that makes you slower than it would for
7
someone who is more skilled. There is also a performance risk from distractions and possibly
deadline pressure. In other words, if you lose your focus, your ability to perform the task may
suffer.

In this stage, your team member has developed the skills to write the articles and optimize them
for Google search results. However, they are still relying on a checklist to ensure they don’t miss
anything, and they have to remain focused to be most successful at the task.

4) Unconscious Competence: In this final stage, you have now internalized the knowledge you
need to perform a task and perfected your practical skills. You also no longer require
concentration or active thought. You can complete the required tasks with ease and speed. You
are also capable of mentoring team members who are in an earlier stage of the learning model.

When your team member has reached this stage, they have mastered writing for search results
and can do so with ease. They understand the advanced strategies to be successful at the task and
are training other team members to help them.

1.6 Designing Competency Dictionary

A competency dictionary is a collection of competencies that address all the skills, knowledge
and abilities required of the jobs in your organization. It often includes a combination of general
competencies that are common to all jobs, and technical competencies that are needed for
specific jobs or functions within the organization. Organizations may choose to create their own
competency dictionaries, or purchase one that has been developed by experts in competency
profiling and competency-based management. The advantage of developing a competency
dictionary is that it will reflect which competencies are required for success in the organization
and it will be expressed in a way that reflects the values, vision and way of communicating
within the organization. On the other hand, this option is very costly and time-consuming, and
most do not have the internal expertise to complete this task. Purchasing a competency
dictionary from a reputable company has the advantage of providing the organization with a
well-developed and researched dictionary that can be used in a timely manner to support profile
development and implementation. The disadvantage is that the dictionary may not reflect the full
range of competencies needed, nor reflect them in a language that is suitable for the organization.
Organizations often achieve a compromise by customizing a purchased competency dictionary
(e.g., adding competencies, modifying the language slightly to reflect the organization's style of
communicating and including additional behavioural indicators to reflect performance
expectations of the organization). This provides a quick and cost-effective solution, and results in
a Competency Dictionary that is targeted to the organization's specific needs.

A competency dictionary is important as it Is the foundation of any organization’s competency-


based HR initiative, including selection, assessment, performance management, and succession
planning.

It is possible to also have competency dictionaries for specific types of competencies such as:

8
1. Behavioral competency dictionary
2. Technical competency dictionary
3. Functional competency dictionary
4. Leadership competency dictionary

Example of Competency Dictionary:

Figure 1.6: Competency Dictionary


(Source- www.google.com)

1.7 Why to Promote A Competency Culture

The term competency in regards to culturally responsive practice has been debated. Can one ever
truly be culturally competent? There might not be a consensus, but as a provider of social
services promoting cultural competence will enable you to better meet the needs of the
individuals, children, and families you serve. Understanding your community and those you
serve facilitates stronger partnerships, resulting in higher quality programs and service delivery.
Research shows that organizational culture impacts its effectiveness. An organization that
commits to cultural competence is not only better equipped to successfully address community
service gaps and needs, but also creates an internal culture that fosters responsive and respectful
interactions.

Cultural competence is the ability to understand, communicate with and effectively interact with
people across cultures. Cultural competence encompasses:

1. Being aware of one’s own world view


2. Developing positive attitudes towards cultural differences
3. Gaining knowledge of different cultural practices and world views
4. Developing skills for communication and interaction across cultures

Thing one can do to promote Cultural Competence:

1. Make a commitment to expand knowledge about culture, cultural competence and the
various dimensions of culture in your organization.

9
2. Make a commitment to develop an understanding of the various cultural groups within
communities served by your agency.

3. Include culture and cultural competence principles in the strategic planning, policy
development, program design, and service delivery process. Increase the organizational
and individual understanding of how the various dimensions of culture impact the
families the agency serves and the staff that works with them.

4. Be committed to promoting cultural competence. Develop this commitment through staff


development and training, hiring, retention, career advancement, performance
evaluations, and employee policies that support culturally competent and linguistically
appropriate practice.

5. Create a safe, secure, and supportive environment where staff can explore and develop an
understanding for all cultures. Create formal partnerships with community organizations
and encourage staff to actively engage communities and families in the development of
policy, program design, and service delivery models.

1.8 Context and Relevance of Competencies in Modern Organisation

Competencies are not about duties; they are about people. In that respect, they are different from
job analysis (a process) and its traditional output (a job description). Theoretically, all HR efforts
should be based on job descriptions. Unfortunately, job descriptions focus on the work, not on
the unique characteristics of people who are successful doing the work. As a result, job
descriptions often fail to address measurable results; and since job descriptions are based on
activities or duties, they may change quickly as organizations recognize work assignments or
change how the work is done.

As an example, consider the job description of an executive assistant. A typical work activity on
a job description might read, "types letters, reports, travel vouchers, and other documents." But
that description of an activity does not indicate how many letters, reports, travel vouchers, or
other documents are actually produced, how much of the work involves typing, how critical
typing is to overall job success, and what measures are used to determine success in that activity.

Competencies are more enduring than job tasks. Competencies focus on the characteristics of
people who are successful performing the work. Competencies are part of people, not the work
they do. Competencies do better in pinpointing the unique characteristics of people that lead to
success. This has been overlooked or poorly identified in most traditional job descriptions, which
typically have a brief list of knowledge, skills, and abilities that may not be specific to the job
and may only cover technical skills.

As a simple example, a job description for a janitor might indicate that a successful applicant
would possess a high school diploma. It might further indicate that job incumbents should "know

10
how to operate floor polishing machines, use a broom and a mop." It might go further and
indicate that "the janitor is willing to take initiative." But of course, these requirements provide
little information about what is really needed to perform this job successfully. For instance, what
competencies can we assume are present in a high school graduate and how many are really
necessary to do this job?

Organizations that understand the characteristics of those who get the best results develop a
competitive advantage. They are better positioned to recruit, select, develop, reward, and
promote the most successful people. Hence, competencies are an important tool, much like a
compass, to find direction in attracting, developing, retaining, and positioning the best, most
productive and promotable people. In this regard, competencies are the "glue" that holds talent
management programs together.

For example, ABC Corporation manages a chain of fast food restaurants. Several years ago,
ABC developed competency models for all positions in the restaurant, such as cooks, counter
personnel, and people at various levels of supervision and management. Now when hiring, they
use the competency models to guide their behavioral interviews. Competency gaps identified
during the hiring process help to determine appropriate individual development plans. Staff who
are motivated to move up in their jobs work to develop competencies required by more
advanced, higher-paying positions. Competencies support organizational capabilities.

Successful organizations possess capabilities that differentiate them from the competition and
help them achieve strategic objectives. For example, organizations can excel at innovation,
reliability, efficiency and low cost, or speedy delivery of services. These organizational
capabilities must be supported by the right collective mix of competencies. Strategic objectives
imply that some competencies will be needed more than others to achieve results. Organizational
leaders can operationalize strategy by clarifying what competencies are needed to achieve future
strategic objectives. For example, XYZ Corporation manages homes for senior citizens. XYZ
has identified core competencies and values that are key to its growth strategy and are required
of all associates. These include compassion, communication, and customer focus.

1.9 Evolution of Competency Based HRM


Competency-based human resource management developed popular in the 1970s, mainly
because it obtainable employers a new way of important and measuring those hard-to-measure
characters, or "soft skills”, that so frequently create the difference between superior performers
and the respite of the crowd for example, creativity, flexibility, drive for accomplishment, etc.
Competencies also provides important structure blocks for ensuring that all of the persons
procedures in the organization could be fully combined. Furthermore, competency can be
defined as ability or capability, or set of associated but different sets of behavior organized under
an underlying concept called "intent". In addition, it can be considered as a combination of tacit
and explicit knowledge, behavior and skills that drives an individual for potential effectiveness in
task performance.

11
According to Wei & Lau (2005), HRM competency refers to the ability of the HR function in
developing and implementing an effective HRM that is involved to achieve a company’s
strategic goals. It generally contains HR professional ability, business related ability, and
interpersonal ability (Wei & Lau, 2005). These abilities allow HR practitioners to achieve their
work duties, and to link and coordinate with both top management and other line functions (Long
& Ismail, 2011). Not only do they help to develop and implement a value-enhancing HR strategy
for companies, they also play an essential role in business strategic making processes (Dutton &
Ashford, 1993). For example, with high competency in HRM, the HR practitioners can persuade
the top management to pay attention to some critical HR issues, provide appreciated information
and visions on HR-related business issues, and work carefully with line managers to resolve
workforce problems (Wei & Lau, 2005). They also help in developing explicit human capital and
generate tacit organizational knowledge. In brief, HRM competency can improve organizational
efficiency (Long & Ismail, 2011).

Competency sometimes thought of as existence show a situation and context in achievement that
might be differ in the next time an individual has to act. In difficulties, competent individuals
may react to a situation following behaviors they have previously found to succeed. To be
competent a person would need to be able to understand the situation in the context and to have a
range of possible actions to take and have qualified in the possible actions in the repertoire, if
this is relevant. Regardless of training, competency would grow through skill and the degree of
an individual to learn and adapt (Raven & Stephenson, 2001). According to Gangani, McLean &
Braden (2006) a competency can be defined in terms of groups; competency and definition; and
an established behavior. The concept of competency is also related to a growing range of human
resource-related activities - competency-based performance management, competency-based
methods to developing people, and competency-based approaches to developing organizations.

Thus, competency management seems to be connected to HRM, and strategic management, on


the one hand, and to assessment. While the strategic management discourses the identification of
the human resources growth plan to continuously exploit the competitive advantage built on the
company's exclusive culture, capabilities and business objectives, HRM is typically related to
consistent the company's strategic objectives with the development of the employees. In order to
track the human growth, each company needs to define and plan a certain model that imitates the
decided HRM program for strategic parts such as recruitment, skill gap analysis, job
development plans, training efforts, self-organized learning, and learning management, self-
assessment, motivation (Dubois, Rothwell, Stern & Kemp, 2004).

1.10 Competency Selection


Competency based recruitment and selection focuses on identifying those candidates who
possess those behaviorally defined characteristics that would result in higher performance in the
role that is to be filled. In recruiting and selecting staff, relying on diverse areas of information
rather than one, will most often allow for a better and clearer picture of a candidate’s suitability
for a position an organisation and this forms the underlying principle for competency-based
selection process.

12
The purpose of the selection process is to match people with work. The selection process is
critical to any organisation as it is not possible to optimise the human resources, by any method,
if there are fundamental deficiencies with the selection process. The key differentiating factor
between the supervisory roles and the general staff roles is the added responsibilities and
leadership skills that need to be demonstrated by the supervisors. The role needs qualities such as
personal qualities, setting direction and delivering the service in the role.
The intention of a competency-based assessment is to move hiring decisions away from the
classic intuition-led process (i.e. away from: “I feel that this person would be a great hire”).
Instead, the system brings in a certain amount of objectivity, replacing much of the subjectivity
of traditional assessments. Candidates are not primarily assessed or rated based upon their
aspirations, opinions, or similar. Rather, the underlying premise is that we can anticipate how a
candidate will behave in a role in the future through an assessment of their behavior in the past.

Figure 1.10: Traditional Selection Process


(Source- www.google.com)

Traditional employee selection methods must also be reinvented if they are to become
competency based. The following steps refers to the 10 steps of the traditional employee
selection process shown in Figure 1.10.

The goal of Step 1 in traditional employee selection is to plan the selection process. Planning is
equally essential, if not more so, for the competency-based selection process. The goal of both is,
of course, to make the best match between the person and the work.

13
With the competency-based approach, the criteria for selection are objectively stated. The
process is systematic and disciplined. Perhaps the most desirable method of application is
multiple interviews conducted by trained professionals, either individually or in teams. The goal
of the interviews is to determine whether individuals possess the competencies necessary to
achieve exemplary work results. This may be done by requesting work samples from
experienced applicants or examining work histories for the behavioral anchors associated with
the desired competencies. Consequently, selections are based on data rather than opinions. HR
practitioners frequently comment that competency-based selection is probably one of the fairest
and therefore most defensible approaches their organizations have used.

Next, HR practitioners clarify the selection methods to be used in reaching a decision.


Regardless of the work to be performed, the selection methods chosen should provide as much
advance information as possible about those competencies that are the most critical for
exemplary performance of the work. A competency assessment report from a former supervisor
would offer this kind of valuable insight, for example.

Selection methods generally fall into two categories. One category has to do with assessing the
individual's ability to perform the work. Methods in this category are competency based. One
example might be job applications that seek information about individual competencies instead
of work history or credentials that may not be directly related to proven performance. Another
example is preparation of structured interview guides to solicit information about competencies
linked to successful or exemplary performance and the behavioral indicators associated with
them. Methods in the second category address the individual's fitness to perform and take into
consideration additional requirements, such as drug tests and medical examinations, that are
peripheral to an applicant's ability to perform.

In Step 3, HR practitioners shorten the list of applicants; when using the competency-based
approach, they work with managers to compare evidence of competencies with competency-
based selection criteria. HR practitioners should focus their attention on the applicants'
competencies as discovered and documented to the minimally acceptable, fully successful, or
exemplary competency requirements for the department, occupation, work role, or job category.
Individual competencies are therefore the primary criteria for narrowing the field of applicants.

Finalists are chosen in the next step. What is the difference between a traditional approach and a
competency-based approach at this stage of the selection process? The traditional approach relies
on a considerable number of assumptions about a candidate's qualifications, based on superficial
evidence of ability, such as academic degrees or work and salary history. In a competency-based
approach, the guesswork is largely eliminated. The goal of competency-based selection is to go
beyond the superficial to discover real evidence of ability to perform, based on interview
questions that explore actual experience or work samples that verify an applicant's ability to
create outputs much like those required for the position. Persons with little experience may be
tested for the ability to create the work products necessary for job success.

Steps 5 and 6 of the traditional selection processes shown in Figure 1.10 cover interviews and
final selection. Competency-based selection relies on carefully planned behavioral event

14
interviews. Much attention is focused on the interview questions, how they are asked, the setting,
and the approach used to assess results.

Step 7 involves the negotiation of a compensation and benefits package with the successful
candidate. This step is essentially the same for both approaches. It is worth noting, however, that
in competency-based selection, the organization's representative is negotiating primarily to
purchase the candidate's talent, or competency, pool rather than to simply "fill the slot." Thus,
competency issues dramatically underlie the negotiations, even if they are not explicit. It is
important for HR practitioners to understand this as a philosophical point.

Steps 8 and 9 of the traditional selection processes are basically unchanged with a competency-
based approach. The purpose of Step 9, however, is slightly different. Verification applies to the
successful candidate's competency in a technical or professional area—for example, medicine,
engineering, plumbing, boiler maintenance, or psychotherapy—and may require evidence such
as licenses or employer references to support an applicant's claim of experience or credentials.

The last step is to validate the selection decision. In a competency-based process, HR


practitioners work with the new employees' managers to determine how well performance
matches up to expectations and work requirements.

1.11 Competency Based Training and Development


Training and development play a critical role in important business outcomes like employee
retention, professional development, and hiring processes like on-boarding. However, training
and development is also a vital piece of workplace culture and employee engagement.
Competency-based training is training and development that focuses on specific competencies,
or skills. What makes this style of training unique is that the training programs are broken down
into individual courses, or modules. These modules focus on a single skill at a time, taking
trainees through a course based on their mastery of each of the individual skills in the program.
Simply put, it is personalized to better suit your development needs. Your employees are
individuals, after all. They each have their own way to learn, train, and develop.

Think of a competency-based training program like an obstacle course, each portion of the
obstacle course, whether it be climbing a wall or swimming through a pool, requires a different
skill to complete it. Once completed, the obstacle course moves on to a new challenge that
requires a new skill.

In other words, your employees that enter a competency-based training program will focus on
skills or competencies, sometimes referred to as skills-based training, following the desired track
until they have achieved goal completion.

Specific skills can be grouped into modules to emphasize specific types of training. For example,
if you’re looking to train your sales team on a specific set of skills to improve their sales
capabilities, these types of competencies can be grouped into a specific module. Through

15
competency-based training, employees learn and demonstrate their mastery of specific skills
before moving on to further segments of training.

Benefits of Competency-Based Training

1) Time Management: Since the modules are broken down into small units, it can be less
daunting to begin. Learners are able to simply complete a unit on an as-needed basis, without
having to commit to a longer program all at once. This can make it easier to fit into already busy
work schedules—allowing your employees to gain skills without taking them away from other
tasks for too long.

2) User-Directed: These types of modules are often self-paced, which means they can be
completed at the user’s discretion. This can allow more flexibility in getting an entire team
trained on a particular skill without having to get the whole team together at once. It can also
mean that individuals can skip ahead when they already know one component, while those who
need extra time can take it.

3) Reduced Cost: With the way these types of modules are typically used, it can be less
expensive to implement than a larger training program, while still garnering many benefits for
employees and employers alike. Less money is wasted on components of a program that are not
as useful.

4) Allows Personalization: This type of training can be set up to allow users to “test out” of
specific modules, which can mean an entire program can be modified to suit individual needs.
One individual may be able to skip modules in which he or she is already knowledgeable, thus
saving everyone’s time and effort. It can also mean a larger program can be completed more
quickly.

5) Flexible Use: It can be used on its own or in conjunction with other learning methodologies,
depending on the overall training goals. Alternatively, it can be used in remedial training
situations since individual units can be taken alone and assessed.

6) Better Retention: Learners can be more focused since they are able to take the training units
at times that best suit them.

7) Workplace integration: This can be tied to career progression or to receiving pay raises in
some cases. This is because this type of training is very objective in nature since it requires the
learner to show competency in order to progress.

1.12 Competency Based Performance Management


An organization's choice of performance management practices is influenced by factors such as
its size and culture, the geographic distribution of its divisions and their degree of management
autonomy, the types of outputs or results its employees are expected to produce, senior
management's interest in and commitment to the concept of systematic performance

16
management, the organization's business plans, and the relationship perceived between workers
and organizational success. There is no one correct performance management system for all
organizations or even for all work units within an organization. The competency-based approach
proposed, however, is applicable with some variation to every organization, regardless of the
preceding factors. Transitioning from a traditional performance management process (for
example, performance appraisal and discipline) to a competency-based performance
management system does require some change.

The organization's leaders need to be willing to support change in this area of critical importance
to organizational performance. It requires a major change in their thinking about performance
management. They must commit resources to the systematic assessment of employees'
competencies, plan and make available job-specific training opportunities and coaching, set
performance goals and develop work plans, monitor performance, collaborate with employees on
a planned schedule regarding their performance, and deliver both good and bad news about
performance in an open and supportive manner. They must also create and implement an
ongoing communication strategy for keeping all employees informed about the features,
processes, and benefits of the competency-based system.

Figure 1.12 depicts our model for a competency-based approach to performance management. In
an organization with no performance management system, it is important to start fresh regarding
employees' past performance and with little or no preconceptions about the proposed system. If
an organization already has a performance management system, adopting a competency-based
approach may require reinventing, which is usually a bit more challenging.

Figure 1.12: Competency-Based Performance Management


17
(Source- www.google.com)

Process reinventions are often challenging because workers can become comfortable with the
status quo, regardless of how difficult or dysfunctional existing practices might be.
Consequently, HR practitioners who plan to reinvent their existing performance management
practices to those that are competency based will need to incorporate change management
strategies in order to smooth the transition.

One approach is to ask operating managers to identify their concerns about current performance
management practices and use this as a foundation for having them create their own "ideal"
system. Next, the facilitator presents the process in Figure 1.12 and asks participants to compare
the details of their ideal system with those included in a competency-based approach. Although
we hope the two will match exactly, this is seldom the case. However, the closer the fit between
the operating managers' ideal and the model in Figure 1.12, the easier the transition to a
competency-based performance management system will be. This approach gives participants
the opportunity to compare the similarities and contrast the differences between the two systems.
The differences that are noted are often reflections of such factors as organizational culture, how
the organization does business or works with its constituents, the nature of the organization, and
other factors. Patience is required in getting operating managers to make this transition since
they require, and should be given, time to process the information that was presented and then
revisit the new process at a later time—for example, a week or two later.

Steps to achieve Competency Based Performance Management

Step 1: Define the work and the competencies required to perform it:

The first step in competency-based performance management is to define the employees' work
by means of effective work analysis. In most cases, this includes naming the specific outputs or
results that employees are expected to produce. These outputs or results must align with the
organization's strategic goals or objectives, and the relationship must be made very clear to the
operating manager and the employee. If the work is not considered strategic—meaning that the
outputs or results do not contribute directly and overtly to the organization's success—then there
is little justification for completing it, and it should be eliminated from the employee's list of
required tasks. After this process of elimination is completed, the work that remains is therefore
strategic to the organization's success. Employees who are performing unnecessary tasks can be
reassigned to activities that are meaningful both to them and to the organization. Process
improvement alone is a significant reason for undertaking work analysis. Also key to our
approach to performance management is the identification of the competencies employees must
have and use in appropriate ways to produce the expected measurable outputs or results.

Steps 2 and 3: Identify the employees to do the work and assess employee competencies:

Next, employees are identified to perform the work, generally using selection methods. The
degree to which they possess and can consistently demonstrate the key competencies required for
successful performance is determined through the application of competency assessment
methods.

18
Step 4: Identify and document competency gaps:

Competency gaps for which development is needed are identified and documented.

Step 5: Prioritize employee development needs:

Priorities for developing employee competencies are determined, and a plan for developing the
competencies is prepared.

Step 6: Establish work goals, plans, and standards with the employees:

After reviewing the plans, operating managers and employees establish goals, plans, and
standards to which both parties agree. Standards set a minimum expectation for measurable
results. Goals establish desirable targets.

Step 7: Implement competency development activities:

Employees begin training or engaging in other learning activities to acquire or build the
competencies identified in Step 1 and work toward accomplishing work goals or objectives.

Step 8: Monitor performance:

As employees proceed to accomplish their work goals or objectives over the performance period,
operating managers monitor their performance and provide feedback. Work goals and plans are
formally reviewed according to schedule and are modified as warranted. To be most effective,
these reviews should include discussion of how employees use their competencies to achieve the
expected work results as agreed in Step 6. This approach to performance management builds and
enhances the organization's competency bench strength—its competency pool. The competency
development plan may be modified as necessary.

Step 9: Conduct performance reviews:

Competency-based performance management utilizes both interim reviews and performance


period reviews. Planned interim reviews enable both employees and managers to address issues
that could affect successful performance. This type of review can be an advantage for employees,
providing scheduled opportunities to inform managers of roadblocks to performance that could
affect their ability to produce the expected outputs or results. Use of interim reviews eliminates
surprises for employees and their organizations.

When the performance period ends, managers and employees meet to review employee
performance over the entire period and complete a performance appraisal. It is interesting to note
that many employees and managers find a high degree of agreement regarding their ratings of
employee performance. For example, at a large client organization, there was about 75%
agreement between the ratings employees gave themselves in their draft reviews and the ratings
assigned to them by their managers.

19
1.13 Competency Based Career Path

Career pathing involves making a series of job-person matches, based on the demands of the job
system in the organization, that enable the person to grow into greater levels of responsibility,
thus providing the organization with the talent that it requires to meet goals. This should involve
the careful assignment of an individual to positions that provide him or her with opportunities for
deploying the competencies needed for a more challenging position.

Best approaches to career pathing combine an analysis of positions in terms of both the tasks and
the organizational behaviors needed for superior performance. The combined approach is
essential for each of the jobs in the chain, because there may be marked differences between the
characteristics demanded in one job and those needed in another in the same career path.

Steps to Implement the Competency-based Career Path

The major steps in developing a competency-based career pathing system are:

1. Put together a resource panel of experts on the target and feeder jobs who will set direction
and specify the expected job performance criteria.

2. Define tasks and characteristics, through the resource panel, and survey job incumbents to
obtain their perceptions of which job tasks and personal characteristics contribute to success in
the target and feeder jobs.

3. Identify top performers in the target and feeder jobs, using performance criteria specified by
the panel.

4. Conduct in-depth interviews with both superior and average incumbents in the target and
feeder jobs to find out what they do and how they do it.

5. Based on the outcome of stage 4, develop a competency model of people in the target and
feeder jobs by identifying those competencies that make the biggest contribution to outstanding
performance as opposed to the competencies that all job holders need.

6. Analyze career paths by combining the survey (stage 2) and the interview (stage 3) results for
target and feeder jobs.

7. Implement the career pathing system through a number of options:


- computer-based tasks and competency inventories
- performance and potential assessment linked to new job opportunities;
- systematic counseling
- career development and related training programs.

20
1.14 Competency Based Succession Planning
Competency-based succession planning enables an organization to determine the critical current
competencies necessary for success in key jobs and the strategic competencies necessary for
future success. Once this has determined the 'best fit' people, specific developmental plans can
then be formulated that build upon these competency requirements to allow the individual's
abilities to meet the strategic business needs of the organization.

Steps to implement Competency-based Succession Planning

For the competency-based succession planning to be complete, a logical process consisting of a


certain number of steps must be followed. These key steps are as follows:

1. Identify critical jobs that the organization needs to fill

2. Develop a competency model from critical jobs, determining the competencies needed at each
step of the job family ladder

3. Develop the most appropriate assessment methods (assessment centre, screening,


interviewing, etc.) and assess people against the competency model of the job

4. Make the decision whether to:


- promote from inside
- now or after competencies x, y, z has been developed
- not promote but consider
- possible lateral transfer
- keeping in current job deselection
- recruit from outside if no one in the organization is ready or can be developed in time

5. Feed the human resource management information system to track:


- promotable employees, for future competencies monitoring
- competency requirements of target jobs.

1.15 Linking HR processes to Organizational Framework


Strategic planning is the process of determining the organization's long-term objectives and
establishing the goals necessary to achieve them. The process involves an in-depth analysis of
current and anticipated conditions that may affect the organization's ability to achieve its
mission.

A business strategy is a future-oriented plan for creating and maximizing competitive advantages
to accomplish the organization's mission. To successfully execute that strategy, each function
within the business needs to align its departmental strategy with the overall business strategy.

21
However, it is easy for functional and departmental leaders to slip into a narrow "silo"
perspective of their strategy. After all, each function has distinct areas of responsibility - finance
and accounting, sales and marketing, operations, HR, information technology and production.
But aligning individual departmental strategies with the overall business strategy helps the
business plan to be executed efficiently.

4 Steps to Align Your HR Strategy with the Business Strategy:

1) Understand the business strategy and current state challenges: Consider the goals and
expected outcomes for the organization. Is the organization pursuing a growth strategy? Or, is it
trying to turnaround underperforming business lines?

2) Identify how people must contribute to organizational growth and success: Seek to
understand what you are asking your workforce to do in service of the goals. What new or
different skills, competencies, and behaviors are needed? What are the best functions and
positions needed to deliver on these expectations?

3) Design and implement your HR talent strategy: Once you know where the organization is
headed and what it requires of its people to get there, HR must determine the gaps between its
current workforce and what is required to accomplish the organization’s business goals. Define
strategies needed to acquire, train, develop, performance manage, and reward the very high-
performing talent that will carry your organization into the future.

4) Measure your HR strategy: Whether you use an HR scorecard or other metrics, these
measures indicate if your HR talent strategy is successful or when a course correction is
necessary.

Advantages of linking HR process to Organizational Strategy:

1) Profitability: Linking HR strategy to organizational strategy can be profitable. Towers


Watson, a company specializing in human capital, reports in the study “Watson Wyatt's 2002
Human Capital Index” that shareholders’ total returns were 64 percent over five years under
progressive HR practices, compared with total returns of 21 percent under weak HR practices.
Using a progressive strategy, HR can identify the skills your business wants employees to have
and close existing skill gaps through aggressive recruiting and training.

2) Obstructions: High turnover, excessive absenteeism, low productivity and overall employee
dissatisfaction disrupt your business operations. These obstructions not only raise your operating
costs -- hiring and retraining replacement staff is especially expensive for small businesses --
they also derail organizational strategies. As your chief “employee problem-solver,” HR often
conducts exit interviews with departing employees to find out why they’re leaving and take
corrective action, or the company might make managers more responsible for keeping staff on
board by tying their pay to retention rates. To raise productivity and retention, HR can
recommend such low-cost incentives as flexible work schedules, performance awards or money-
saving discounts from retailers.

22
3) Staff Buy-in: Organizational strategy has a better chance of succeeding when employees
understand and buy in to your plan. HR is the liaison between management and staff. It can
influence employees’ attitudes and behaviors towards your company and gain their support for
your strategic plan. The HR strategy that’s focused on developing staff loyalty, for example, can
give your organizational strategy the employee support needed to make your company a leader in
green technology or increase your product sales.

4) Workplace Mandates: When HR strategy is linked to organizational strategy, companies


have the benefit of HR’s expertise on workplace regulations and employment laws. HR is
responsible for keeping organizations in compliance with safety regulations, antidiscrimination
laws and other state and federal workplace requirements. When your organizational strategy
conflicts with workplace mandates, your business could be sued or fined. For instance, plans for
a new manufacturing process that significantly raises temperatures on the plant floor could
violate Occupational Health and Safety Administration standards.

1.16 Competency Framework


A competency framework is a model that broadly defines the blueprint for ‘excellent’
performance within an organisation or sector. Generally, the framework will consist of a number
of competencies, which can be generically applied to a broad number of roles within the
organisation or sector. Each of these competencies is then defined in a way that makes them
relevant to the organisation or sector , using language that is clear enough to ensure that
everyone has a common understanding of what ‘excellent’ job behaviour looks like within the
generic context. This common understanding then becomes the benchmark against which the
performance of an individual, team, project, or even entire organisation, can be assessed.

An organisation that neglects to define an expected standard of performance will be one where
judgement of good, bad or excellent will be highly subjective. Without a common understanding
of good, bad and excellent, judgment cannot be fair and development priorities are difficult to
agree upon. A well-crafted framework can provide a common language which can be used for
the review, evaluation and development of organisations, projects and individuals.

There are several different types of competency framework:

1)Behavioural - define how success can be achieved; what people see and experience others
doing

2) Technical – these cover the knowledge and technical skills that are required for job success

3) Results - these cover what’s achieved, the outcomes of work

There are certain clear benefits of the competency framework for the organizations:

 A common understanding of critical success factors and desired behaviors within the
organization.

23
 Integration of organizational process to competencies helps the interpretation of big
picture concerns in day to day working [e.g. Situation of a new product launch and the
competency Customer Focus valued by the organization].

 Better management and effective decisions regarding cost intensive processes like
selection, hiring and promotions.

 Assessment, feedback and communication regarding performance becomes standardized


thus facilitating a common culture.

1.17 Development of Personal Competency Framework


A competency framework defines the knowledge, skills, and attributes needed for people within
an organisation. Each individual role will have its own set of competencies needed to perform
the job effectively. If you are looking to implement a competency framework within your
organisation, here’s 10 steps to developing a competency framework.

1) What are the objectives of the competency framework?


As with any HR project, start out by clarifying why you want to have a competency framework –
what business issues are you trying to solve? Is a competency framework really the best
solution? To develop and implement a competency framework will take significant time and
effort so you need to be clear about what you want it to achieve. Additionally, define the success
criteria for the project so you can measure the effectiveness of the framework once it has been
implemented.

2) How will it be used?


Competency frameworks can be used as a tool to support a number of people processes such as
recruitment and selection, performance management and career planning. Before starting work
on the framework development, be clear about how you wish to use competencies within your
organisation as this will determine how the framework is structured. Plan your timetable for
rolling out the framework – we recommend a gradual rollout, applying it to one people process at
a time. Ideally, start with the process that will bring you a ‘quick win’ and that will have the least
resistance.

3) Define the format, scope and structure


Do you want the framework to contain just behaviours, or also to include skill and knowledge
requirements? Should it cover all roles and functions within the organisation, or will it apply to a
particular group of employees? Will it cover all levels, or exclude groups such as senior
management? What will the end structure look like – will it just show positive examples of
competencies or do you want it also include negative examples?

Think about how you want to group the examples of each competency. Some organisations like
to group them into hierarchical levels (our recommended approach) which may or may not relate

24
to grades within the organisation. Others prefer to categorise them into named groups such as
‘Essential’, ‘Effective’ and ‘Outstanding’ Performance.

4) Establish your project team


First decide whether you will develop the framework using entirely in-house resources or
whether you will need external assistance. Collecting, defining and assembling behaviour
examples require particular skills and expertise which may not always be present within the
organisation. When building your project team, try to include key stakeholders that will endorse
and champion the final framework within the organisation.

5) Plan your communication


Before you commence the development of the framework, it is essential to plan and execute your
initial communication. People within the organisation need to know that the project is taking
place, understand what its purpose is, its benefits and how the final competency framework will
be used. If this is not clearly communicated up front, suspicion is likely to be aroused when
employees are being interviewed during the data gathering stage.

6) Gather the competency data


The objective here is to gather specific examples the competencies / behaviours that lead to
effective performance within the organisation. There are various techniques that can be
employed for this such as undertaking detailed behavioural or critical incidence interviews. The
data should be collected from a selection of employees across all the functions and levels that are
within the scope of the framework. It can be helpful to include people who are influential within
the organisation and who may not necessarily be supportive of the project – by engaging them in
the development process, you are more likely to obtain their support when then framework is
rolled out.

7) Assemble the draft framework


The competency / behaviour examples that you have collected will need to be categorized into
competency groups or ‘clusters’ and then sub-divided into levels or other groupings according to
your desired framework structure. This is best done via facilitated workshops with the project
team. During this process, you should hone the competency / behaviour examples to remove any
duplication and re-write any that are vague or unclear.

8) Gather feedback
It is essential that you gather feedback on the draft framework from across the organisation.
Participants should identify any competency examples that are duplicated, vague, in the wrong
group or level, not relevant to them or that they simply do not understand. Again, it is useful to
involve key influencers within the organisation in this process to help to engage them and gain
their buy-in to the project.

9)Test your framework


Your framework is now ready for testing and there are various ways in which this can be done.
One of the simplest and effective methods is to select a number of employees with varying levels
of performance and assess them against the competency framework. For each employee,
compare their competency evaluation to their recent performance appraisals / assessments.

25
Higher performing employees should, in most cases, display a higher level of competencies than
the lesser performing employees. If this is not the case, then the framework may need to be re-
worked.

10) Prepare for rollout


You now have a fully developed and tested competency framework! However, the competency
framework will only be effective if it is used effectively. Therefore, you will need to ensure that
everyone who will be using the framework is fully trained and briefed and given the necessary
supporting materials and documentation. Where possible, it is best to pilot it in one area of the
company to iron out any potential issues and to hone the training and supporting materials.
Finally, before you move into implementation, decide on your process for reviewing and
updating the competency framework on an ongoing basis and assign responsibilities.

Typical business benefits of an effective competency framework

 There is a common language for describing effectiveness across all parts of the
organisation
 Managers have the vocabulary and examples to discuss performance with their
employees in a specific and factual manner
 There is greater consistency and objectivity in the assessment of performance
 A reduction in recruitment and selection mistakes
 Employees can identify and plan their personal development needs in order to support
progression into other roles within the organisation

1.18 Developing Competency Models


Competency models define what performance success should look like within the organization
for each individual job. The model is applied to recruitment practices, talent management, and
training and performance assessment.

Process for Developing Competency Models

1) Determine what kind of process works for your organization


The research and development involved in creating well-defined competencies for a position can
be lengthy; it takes time to understand what is needed for each position. Due to today’s fast-
paced and ever-changing business environment, it could be beneficial for some organizations to
have a shorter and more intensive method of development. Competency models that are also
designed as flexible can likewise accommodate future changes.

2) Research available competency information


Developing competencies requires more than vague statements about what the job position will
entail. As well, the functional competencies need to reflect what “great” performance should be,
not just the baseline skills for “acceptable” performance.

26
Previously developed competencies for similar roles should be identified and used as a guideline,
as well as related role documentation, background information and organizational core
competencies.

3) Interview relevant business units and executives


Interviews with relevant stakeholders provide the insight needed for the role’s required
competencies. Executives can provide the key organizational core competencies needed for the
role that reflect both the values, philosophy and goals of the organization. Managers and high-
performers from relevant business departments can be interviewed to find out the key skills and
behaviors that are necessary and successful for those roles. When interviewing, the focus should
be on what skills and behaviors make for a top-performing employee in that role.

4) Establish the core competencies


The core competencies should reflect the baseline behaviors and skills required by the
organization. How should employees act and contribute as part of the organization so that they
can integrate into the company’s work culture and philosophy? Utilize the research and interview
content from executives and relevant organizational stakeholders.

5) Establish job-specific competencies


Job-specific competencies should reflect the unique role skills and behaviors as outlined by
departmental managers and top-performers at the research stage. What did these individuals need
to know and do to perform well in their role?

6) Establish leadership competencies, where needed


When management-related competencies need to be drafted, it should be assumed that the
individuals are already familiar with the core competencies set out by the organization. The
focus should be on unique leadership attributes and skills. These can be determined by the
executive and senior management level at the research stage.

7) Finalize the competency list


Organize the findings, but avoid being unrealistic with narrowing down competencies. If the list
is too far-fetched, it could hinder recruitment initiatives and scare away potential applicants. If
the list is too vague or not specific-enough, it could result in an influx of candidates that are not
perfectly suited to the position; it will also not help employees to achieve organizational goals.

Validate the competency list with all stakeholders involved in the process, including executives
and management. Signing off on competencies is important to ensure that that all levels of the
organization’s needs are being met.

1.19 Issue Relating to Competency Models


Whether you use a model that incorporates a mix of core competencies or one that focuses solely
on leadership behaviors, it is important to be aware of some of the common associated
challenges:

27
1. With so many different competencies, it may be difficult to identify the ones that will
work best for your organization and to pinpoint the desired behaviors that define success
for each competency.

2. It is difficult to know where to start, particularly if you’ve never created a competency


model before.

3. Even after you’ve identified competencies, you may struggle to link your model to talent-
management processes such as performance management and succession planning.

4. They're too expensive, without the scalability to be worth the investment.

5. If an organization wants to go from a subjective competency model to a data-driven one,


there’s really only one option: hiring a consultant.

6. Too often, competency models are based on subjective opinion.

7. Too often organizations exclude technical skills from the functional portion of their
competency model.

1.20 Case Study

Believer is a financial company mainly interested in institutional financing. It employee’s over


6500 financial professional working in over 12 countries. All of them are qualified resources
chiefly in competencies like financial management, audit, treasury, taxation, financial analysis,
accounting, investment management and equity market management. The management of the
company had invited human resources model that company head for a discussion on the human
resource model that company should drive in order to create differentiation mainly through the
quality of human resources they employ. Human resource head came up with this suggestion that
organisation must move towards creation a competency-based Human Resource Management for
which the management board has agreed and wanted human resources head to come up with
budget estimates and assessment of what resources are required to create this competency based
HRM.

Question:

1) Discuss and substantiate the resources required to create a competency based HRM model
especially keeping in view the nature of organisation and its business.

Learning Outcome
 Competency is a process of identifying key competencies for an organization and a job
and incorporating those competencies throughout the various processes (i.e. job
evaluation, training, recruitment) of the organization.

28
 Competent employees have become need of the hour in every organization and it is now
essential that they undertake competency mapping.
 Competency mapping is not rocket science, but it can be as explosive in terms of re-
energizing employees and building a dynamic organization.
 Competency model are not ends in themselves.
 Competency based HRM have the capacity to actually drive organizational change rather
simply enabling change to take place.

References

1. David A. Decenzo and Stephen P. Robbins, Human Resource Management, John Wiley
& Son. Inc, New York, 1994

2. C. S. Ventataraman and B. K. Srivastave, Tata Me. Graw Hill, Personnel Management


and Human Resources, New Delhi - 1991.

3. Bisvvajeet Pattanayak, Human Resource Management, Prentice - Hall India, 2005

4. Human Resource Management, Fresh Perspectives by R. Kleynhans, L. Markham, W.


Meyer, S. Van Aswegen with E. Pilbeam

5. Human Resource Management, Text & Cases, by Aswathappa K., Tata Me Graw-Hill
Publishing Company Ltd., Seventh Edition, P. 138.

29

You might also like