What is a competency?

An underlying characteristic of an individual which is

causally related to criterion-referenced superior
performance

Competencies can be motives, traits, self-concept, attitudes

or values, content knowledge, or cognitive or behavioral
skills -any individual characteristic that can be measured
reliably and that can be shown to differentiate significantly
between superior and average performers
 What is a Competency?

Competencies
 What are Competencies?

COMPETENCIES Definition

▪ What superior performers

BEHAVIORS
(actions) do more often, more
completely and
consistently
▪ Observable behaviors that
OUTPUTS
“make a difference”
▪ The “how” side of
ORGANIZATION performance
RESULTS
Single competencies and relation to job performance

Achievement Motivation Behavior Results Causal Flow Model

 Competencies help Integrate
HR Programs

Recruitment
Assessment & selection
“…all that separates you from
your competitors are the skills, Value
Compensation
knowledge, commitment, and Alignment
& rewards
abilities of the people who work
for you… Career
Competency
Framework New hire
roadmaps orientation

Performance Training &

management development
Succession
planning
Needs Competency Models Address

• Hiring the best available people

• Aligning Behavior with Organizational
Strategies and Values
• Maximizing Productivity
• Adapting to change
Competency and Performance
 Guiding Principles for Competency Model
Competency Model Development
Principles
1. The competency model should be
aligned with the organization’s
objectives and culture Aligned with
ORGANIZATION
2. The competency model should be
strategies, culture
developed through research and and modernization
validated by subject matter experts efforts
and top management
3. The competency model should lend
itself to multiple HR programs Built and validated
including recruitment and selection, with input from
ORGANIZATION Integrated into
performance management, and HR processes
Leaders
training
4. The competency model should be clear
and compelling, and easy to
communicate
 Selecting the Optimal Approach
Depends on the nature of the organization &
some basic considerations:
▪ The practices for which they will be used
▪ The financial & personnel resources available
▪ Who needs to be included in the process of
developing & endorsing the applications
▪ Who is going to be included in the implementation
process
 Select The Optimal Approach
Adapted Survey Behavioral
Generic Generic Driven Expert Event
Models Models Model Panels Interviews

Least Most
Rigorous Rigorous

Considerations:

Practicality Fairness

Speed Validity
 The Approach
Business Strategy
Vision Mission Values Competitive Strategy

HR Strategy
Culture Organization Process Technology

Competency Modeling
Organizational Team/Function Role/Job

Competency-Based HR Programs

Recruiting, Development
Performance
Assessment Selection, & Rewards
Management
Deployment Training
 Proficiency Scaling Dimensions
• Size of the Impact describes the number and position of people
impacted, or the size of the project affected.

• Complexity: The complexity of the behavior (e.g. taking more things,

data, concepts, or causes into accounts) is the primary scale -particularly
for Thinking competencies

• Intensity or Completeness of Action: Describes the intensity of the

intent/drive in completing the actions.
• E.g. Achievement Orientation can be stronger in case of
entrepreneurial risk taking rather than just wanting to do a job well
 Behavioral Events Interview

Advantages
• Empirical identification of competencies
• Precision about how competencies are expressed
• Generation of data for assessment, training, etc.
 Behavioral Events Interview

Disadvantages
• Time and expense
• Expertise requirements
• Missed job tasks
 Expert Panels

Advantages
• Quick and efficient collection of a great deal of
valuable data
• Helps ensure better buy-in
 Expert Panels

Disadvantages
• Possible identification of folklore or motherhood
items.
• Omission of critical competency factors which
panelists are unaware of.
 Surveys

Advantages
• Quick and cheap collection of sufficient data for
statistical analyses
• A large number of employees can provide input
• Help build consensus
 Surveys

Disadvantages
• Data are limited to items and concepts included in the
survey
• It cannot identify new competencies or nuances of
competency
• Can also be inefficient
 Job Analysis

Advantages

• Produces complete job descriptions

• Can validate or elaborate on data collected by other
methods
 Job Analysis

Disadvantages
• Provides characteristics of job rather than those of the
people who do the job well
• Task lists too detailed to be practical and do not
separate truly important tasks from the routine
activities
 Direct Observation

Advantages
• A good way to check competencies suggested by
panel, survey, and BEI

Disadvantage
• Expensive and inefficient
 B. Event Recall:

• To get the critical events

• To judge whether the event
Structure qualifies
of BEI • Candidate may change the
event, if it does not meet the
characteristics.
 C. Structure of the Event:

To get a clear outline of the event the

interviewee is going to speak about
Structure
of BEI To get from the interviewee the start
and the end of the event

To divide the event into logical/critical

and chronological sub-stages between
the start and the end of the event.
 Probing and details of the event: The
purposes of this section are:

To get the details of the event

Structure To understand the nature of the

interviewee’s involvement in the event
of BEI
To probe the thoughts, feeling and actions
of the interviewee during the course of the
event
To ‘live’ the event with the interviewee
 What were you trying to accomplish?

What was your role?

What was the first key thing you did?

How exactly did you do it?

Who else was involved at this stage?

Structure Do you recall any conversation you had?

of BEI What exactly did you say?

What was your intent?

What were you thinking/feeling at this stage?

Recall anything significant that happened at this

stage?
How did it turn out?
 Closure of the Interview: The
purpose of this stage are:

To give an opportunity to the

Structure interviewee to add anything
related to the event that has
of BEI been missed out

To thank the interviewee and to

close the interview.
 • Avoid questions that shift the
interviewee into abstractions
• Avoid leading questions
• Don’t paraphrase what the
BEI: interviewee says
• Avoid probes that restrict the
The interviewee’s domain of
subjects
don’ts
• Do not allow interviewee hijack
the process
• Do not encourage to ask advice
 The information that is coded is
contained in the transcript of the BEI.

Coding involves thoughts, feelings and

actions in the context of the event

Steps in Inferences are not admissible

Identifying
Behavioral Imperatives are not codable
Code
Focus on the evidence for choice of
behavior

Focus on the Intent

 A behavior (reported thought, word or action)
detailed in an interview transcript is
potentially codable if;

• It is a statement beginning with “I”

Steps in (first person singular) that describes
Identifying what the candidate did, said, and
thought or felt.
Behavioral • It is a statement in first person
singular in which the candidate is
Code describing his involvement in one
situation,
• A statement describing the
characteristic way of responding to a
situation
 Repertory Grid
Technique
Successful Average

1 A
2 B
3 C
4 D
5

• Compare 1&2 with A

• Compare 1&3 with B
• Compare 2& 3 with A….. and so on
 Construct Any similarity noted between events
which makes them different from other events; all
constructs are bi-polar

Bi-polar By stating what something is we are also

stating what it is not; the extent of bi-polar
construct is a means of differentiating between
people
Terminology
in Repertory Element Actual thing or event that is focused on
when inviting a person to think about a situation;
Grid these can be people, situations or even events that
allow the constructs to be expressed

Element prompt Description of the thing that

people will use to identify examples from their
own experience, e.g. routine event/encouraging
event; my boss/good salesman
 Pole Each construct discriminates between two
poles, one at each end of the person’s construing;
the first is called the similar pole

Similar pole Description that the person gives when

identifying the similarity of two like elements

Terminology Different pole Sometimes called opposite; this is

the description given to the 'odd element’ out
in Repertory
Grid Pyramiding A questioning technique that elicits
factual information (on behavior); identifying more
concrete and less attitudinal information. Ask
'What'. .'.?‘ 'How ...?’, e.g. 'What would I see
that person doing?'
Basics of Interview
 Types of Interview

• Structured Vs Unstructured
• Behavioral Vs Situational
• Competency Based Interview (CBI)
• Difference between CBI and BEI
 OBJECTIVES

• The main objective is to collect relevant information -relevant to

the hiring criteria
• Gathering specific examples of what and how the candidate has
actually achieved in the past or will achieve in future
 PREPARATION
Preparing yourself
• read their CV
• ensure the questions are appropriate
• identify any issues which require clarification
• work out which aspects of the competencies will require
extra probing

Preparing the candidate

• put the candidate at ease
• explain the structure of the interview
• say that notes will be taken to enable a fair assessment
 QUESTIONING
Open questions
• Enable candidates to provide facts and information, describe things,
express feelings or opinions, etc. In short, they get candidates talking.
• How did you deal with an irate customer?
Closed questions
• Did you get on well with your supervisor?
• What grade did you get for that course?
Probing questions
• STAR/STAIR/CARL/APRIL
Leading questions
• We are looking for somebody who can work to deadlines. How well do
you work to deadlines?
Use of Silence
• A brief pause between questions allows the candidate time to elaborate
on an answer if he or she desires.
 APRIL Questioning technique
What it is? Focus

A Area What was the context of the area?

P Process How did the person go about it?

R Reason Why did the person do it this way?

I Impact Outcome? How much did the person

achieve?
L Learning What did the person learn?
 RAPPORT

Finding common ground

• This is like an 'ice-breaker'. Spot something on the application form, or CV 'I
see you like to go trekking. I do too.

Listening
• Interviewers should always concentrate on what the candidate is saying -
'active listening'.

Verbal cues
• Reflecting back: You mentioned just now that you enjoyed geography at
college. Why was that?
• Making links: Your reference to new technology takes us to the next phase
of the interview, as I would like to ask you some questions about your
experience of computer-aided manufacturing. Tell me about ...
• Summarizing

Non-verbal cues
 STRUCTURE

Most competency-based structured interviews

are divided into three sections:

▪ introduction and general questions

▪ competency section where each competency
is questioned in turn

▪ candidate's questions and close

 TAKING NOTES

• Take as much note as you can without it interfere with your

interviewing
• Do not be secretive
• Highly personal or adverse information should be noted
when the conversation has moved on.
• Your notes will be the only source of evidence to justify
your selection decision.
 Common Interviewing Mistakes

Make interviewers aware of the most common types of mistakes

1. Halo Effect/Horn Effect

2. Central Tendency
3. Leniency/ Strictness
4. Similar to Me
5. Fatigue
6. Relying on First Impressions
7. Contrast Effects
8. Nonverbal Behavior
9. Illegal Questions
Evaluation and Rating
 Rating Instructions
• Review the evidence obtained for the indicators listed for the
competency.
• Against each indicator place
• One tick mark, If the evidence is ordinary and common
• Two tick marks, If the evidence is strong/complex
• Three tick marks, If the evidence is extremely
strong/exceptionally complex (considered impressive even for
higher levels than his/her current level)

• If the evidence is opposite to an indicator, i.e. a negative

behaviour, place a cross (X)
• If no opportunity to display the indicator, leave a question
mark (?)
 Rating Instructions
• Write a short summary of the evidence collected for
the competency.
• Move on to evidence collected for the second
competency and repeat the process until all the
evidence has been checked against the indicators.
• Rate each competency in turn using the five-point
Rating Scale.
Rating Quality Description

• Meets almost all (90% above) the indicators

• Complex and strong/exceptional evidences for all the
5 Strength
indicators
• No negative indicators displayed.
• Meets most of the indicators (70%)
Above • Evidences for these are strong and complex
4 Required • Negative indicators, if present, are relatively minor.
Standard
• Meets many indicators (40% and above), including the
important ones, and/or
• Evidences are there for many indicators, but those
3 Acceptable
evidences are ordinary/simple, and/or
• Some weaknesses in the form of negative indicators are
also displayed
Below ▪ Displays limited number of indicators (below 40%), and/or
2 Required ▪ Evidences for most of the indicators are ordinary/routine,
Standard with large inconsistencies and/or lot of negative indicators
No ▪ A few, partially achieved indicators (20%) were observed
Evidence/Well ▪ Many were absent or were outweighed by negative behavior.
1 Below
Required
Standard
Assessment Centre Approach
to
Competency Mapping
 What is an Assessment Centre?

• Multiple Participants
• Multiple Methods
• Stress on Situational Methods
• Multiple Assessors
• Behaviorally Based
• Founded Competencies
• Integration of Data
Assessment Centres in Human Resource
Management

• Selection
• Promotion and Transfer
• High Potential Identification
• Training and Development
• Human Resource Planning
 A typical Assessment Centre
Candidates participate in a series of exercises that simulate on-the-job
situations

Trained assessors carefully observe and document the behaviors

displayed by the participants. Each assessor observes each participant at
least once

Assessors individually write evaluations reports, documenting their

observations of each participant’s performance

Assessors integrate the data through a consensus discussion process, led by

the center administrator, who documents the ratings and decisions

Each participant receives objective performance information from the

Administrator or one of the assessors
 These aren’t Assessment Centres

• Multiple-interview processes (panel or sequential)

• Paper-and pencil test batteries (regardless of how
scores are integrated)
• Individual “clinical” assessments
• Single work sample tests
• Multiple measurement techniques without data
integration nor is …
• Labeling a building the “Assessment Center”
 Validity Coefficients of
Different Selection Methods
• Assessment Centre 0.65
• Work Sample Tests 0.54
• Cognitive Ability Tests 0.53
• Personality Tests 0.39
• Bio-data 0.38
• References 0.23
• Interviews 0.19
• Competency Based Interview 0.48+
 Types of Situational Exercises
COMPLEXITY %OF AC’s USING
THE EXERCISE

High Business Game 25

In-Basket 81
GD: Assigned 44
GD: Non-assigned 59
Oral Presentation 46
Case Analysis 73
Fact Finding 38
Low Interview Simulation 47
 Assessment Centre Method
and Performance Appraisal
PA AC

Criteria Past & Present Job Anticipation of future

Performance Job Performance
Observation Past Behavior Present Behavior

Task Observed Non-uniform Uniform

Assessor One Observer (often) Several Observers

Dimensions Measured Often Perceived Attempted clarity

differently
Consensus Little discussion Much discussion
 Competency/Exercise Matrix

COMMS IPR MGT. PLAN PROB. SOL COMM FLEX & MOTIV. EMOT.
SKILLS SKILLS STYLES VISION &DM ORIENT CREATI. BAL.
APT TEST * * (TPT)

IN-TRAY * * * (*) (*)

GROUP * * * (*)
EXER.
ANALY. * * *
PRESEN
INTERVIEW (*) (*) (*) * * *

PERSON. * * * * * * * *
QUEST.
Implementing the Assessment Centre

• Assessor training
• Identifying the Candidates
• Candidates tested in groups of six/eight
• One Assessor for every two Candidates
 Exercises, Competencies and Ratings

Exercises Within Exercise Overall Overall

Competency Competency Assessment
Observations Ratings Ratings , if any

GD Leadership
Behaviors Decision-making
1 Assertiveness
2
3
4 Leadership Overall
5…..nth Decision-making Assessment
Fact Finding Leadership Assertiveness Ratings
Behaviors Decision-making
1 Assertiveness
2
3
4
5…. nth
 Qualities of Assessors
• Commitment to the AC concept and process
• An astute observer and good listener
• Attention to detail, systematic and organized
• Well-respected and free from bias
• Good oral and written communication
• Flexible
• Ability to confront and to be confronted
• High energy level
• High work standards
 Why ACs Fail?

• Poor Planning
• Shifts in Personnel
• Burden of Preliminary Work (CM/JA)
• Assessors develop cold feet
• Results are misused/unused
• Lack of predictive ability
• Lack of continued senior management support
• Use of same assessors/exercises
Thank you!