Managerial Competencies & Career

Development (MCD)

HRM 2023-25

Term V

RK Premarajan, Ph.D.,
Professor (OB & HR)
XLRI Jamshedpur
Jamshedpur 831 001
[email protected]
Value Auction

• What did you learn from the exercise?

• Why this instrument?

• What type of instrument is this?

• What are its strengths, limitations
 Normative vs Ipsative Instruments
• Ipsative assessment measures orientations the relative strengths of the
individual completing the assessment.
• Normative assessment can be used to compare scores of different
individuals

Type A B C D

Normative 40 20 45 10

Ipsative 75 25 80 20

• Ipsative Assessments are not legally defensible when it comes to making

employment related decisions.
• “It is not, and was never intended to be predictive, and should never be used for hiring, screening or
to dictate life decisions.” --CPP, publisher of the Myers-Briggs
Understanding Competencies
 An underlying characteristic of an individual
which is causally related to criterion
referenced effective or superior
performance

What is a
competency?
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 above average performers
 What is a Competency?

Competencies
 Attitude,
Belief, and
Values
 What are Competencies?
Definition
What superior performers do
COMPETENCIES more often, more completely and
consistently

Observable behaviours that

BEHAVIORS “make a difference”
(actions)

The “how” side of performance

OUTPUTS

ORGANIZATION
RESULTS
 Aligning Behavior with Strategies
and Values

What Hiring the best available people

business
needs can Giving people clear objectives
competency
models
Maximizing Productivity
address?
Adapting to change
Competency and Performance
Competencies Provide Prescriptive Language that
can Integrate HR Processes

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

Performance Training &

management development

Succession
planning
 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
2. The competency model should be
ORGANIZATION
developed through research and
strategies, culture
validated by top management
and modernization
3. The competency model should lend efforts
itself to multiple HR programs like
recruitment and selection,
performance management, and Built and validated
training with input from
ORGANIZATION Integrated into HR
4. The competency model should be processes
Leaders
clear and compelling, and easy to
communicate
Single competency
and relation to job
performance
Achievement
Motivation=>Behavior=>
Results Causal Flow Model
 Primary ways of obtaining the
information needed to write behavioral
indicators:
1. Analyze the data from
Behavioral Event Interviews
2. Observe job experts performing
Behavioral the use of the competency and
record the observed behaviors

indicators for when the person is

appropriately using the
competency.

competency 3. Interview job experts and elicit

their views
4. Interview key customers, clients,
constituents, or others who
work closely with a job expert.
5. Interview supervisors/managers
of persons who perform the job.
 Orientation to consistently set and
achieve higher performance
standards, and to deliver required
business results

• Sets challenging goals for self and

others
• Takes sustained action in the face
Achievement/Result of obstacles and frustrations.
Orientation • Does more than asked.
• Exhibits a strong sense of urgency
about solving problems and
accomplishing work.
• Looks for places where problems
might arise and fixes them
• Consciously seeks feedback with
an aim to improve
 Competencies Should be Prescriptive with the
Expected Level of Proficiency
1. Leading Change
Definition: Includes facilitating and communicating change across the organization, and overcoming
resistance.
Key Concepts ► Facilitates change Communicates change Overcomes resistance

Sample Indicators ▼ Sample Indicators ▼ Sample Indicators ▼

Developing ▪ Performs own work in a ▪ Promotes an “I can” culture ▪ Identifies and effectively
Still developing; may way that is consistent with to various audiences works through resistance
show proficiency in the culture change to change
some areas
Proficient ▪ Translates organization’s ▪ Tailors culture change ▪ Anticipates barriers and
Fully proficient without new direction into specific messages to win over key resistance to change and
additional coaching steps that enable others to stakeholders achieves successful
implement change resolution
Expert ▪ Actively oversees and ▪ Creates/delivers a clear ▪ Directly confronts
Seen as role model; champions the new culture and compelling vision to significant challenges and
teaches others change priorities across focus key internal/external leads efforts to convert
organization stakeholders on priorities resistance into strong
support

1. Competency name and definition

2. Key concepts or dimensions
3. Descriptions of sample behavioral indicators at three stages or levels
 Proficiency Scaling Dimensions

Complexity: The complexity

Size of the Impact:
Intensity or Completeness of the behavior (e.g. taking
Describes the number and
of Action: Describes the more things, data,
position of people
intensity/completeness of concepts, or causes into
impacted, or the size of the
the actions accounts) -particularly for
project affected.
Thinking competencies

E.g. Achievement
Orientation can be stronger
in case of entrepreneurial
risk taking rather than just
wanting to do a job well
 The Four Stages of Contribution

• According to Dalton and Thompson’s research, there is a direct

correlation between a person’s “career stage” and his/her
contribution to the organization.
• Over the course of their careers, employees can move through as
many as four stages
 The Four Stages

Contributing Contributing Contributing Through Contributing

Dependently Independently Others Strategically

Stage 1 Stage 2 Stage 3 Stage 4

Influence
4
3
2
1
Perspective

Complexity

Impact
 Characteristics of the Four Stages
Contributing Contributing Contributing Through Contributing
Dependently Independently Others Strategically
 Willingly accepts  Assumes  Increases in  Provides direction
supervision responsibility for technical breadth to the organization
 Demonstrates definable projects  Develops broad  Defines/drives
success on a part of  Relies less on business critical business
a project /task supervision; works perspective opportunities and
 Masters basic/ independently and  Stimulates others needs
routine tasks produces significant through ideas and  Obtains essential
results knowledge resources
 Shows “directed”
creativity and  Increases in  Involved as a  Sponsors promising
initiative technical expertise manager, mentor, or individuals to
and ability idea leader in prepare them for
 Learn things and
how “we” do  Develops developing others leadership roles
credibility and a  Builds a strong  Represents the
reputation internal & external organization on
 Builds a strong network critical strategic
Stage 1 internal network of issues
relationships

VALUE

Stage 1 Stage 2 Stage 3 Stage 4

The Four Stages
STAGE 1: DEPENDENTLY
• Dependent on a set of tools or techniques
• Looks for problems where they can apply these tools
• Dependent on client (external/internal) to set the direction of a project

STAGE 2: INDEPENDENTLY
• Exercises sophisticated listening & questioning skills
• Focuses on the solution to the problem using appropriate tools
• May work independently or in a team to produce deliverables
Four Stages
STAGE 3: THROUGH OTHERS
• Helps clients explore whether they are working on the right problem
• Applies broader business perspective to the problem or situation
• May lead/manage a team
• Leverages internal or external network and resources

STAGE 4: STRATEGICALLY
• Helps clients explore whether there is a systemic/strategic problem
• Advises on strategic implications
• Makes decisions that affect the organizational direction
• Represents the organization to the wider business community
The Four Stages of Contribution

• Organizations need employees who continually learn and willingly accept

supervision (Stage 1) as much as they need employees able to mentor/coach
(Stage 3).
• Behaviors associated with latter stages impact a larger cross-section of the
organization. Support people contributing within each stage in developing
behaviors associated with the next stage.
• This stretching and growing prepares employees to have greater influence in
the organization
How do you move to the next stage?
• Go beyond original area of expertise
• Develop people through training, assignments and
coaching
• Understand business drivers and implications
• Build strong network of internal and industry
relationships
• Let go of some “Stage 2” type activities; let others be
recognized as experts
• Find ways to influence a major part of the organization
• Represent the company to external stakeholders
• Sponsor promising people for key future roles
 Conclusion
• Helping people understand that their value is not limited by
job title or job description is a major benefit of the Four Stages
research.
• Gaps exist between direct reports and managers on
assessment of contribution. Need for better dialogue between
managers and direct reports on contribution expectations,
development goals, and feedback.
• Too many people managers are contributing independently
rather than working through others The psychological
transition from independent to interdependent contribution is
challenging.
 Conclusion
• One does not have to be a manager to be viewed as contributing in
Stages 3 or 4. Research shows that one third of those in Stage 3 (as
determined by their manager) are not people managers, but rather
individual contributors. So is a quarter of those in Stage 4
• More work is needed to help women contribute in higher stages,
especially Stage 4. Strategic contribution that defines Stage 4 remains
elusive for women. This is a difficult transition, especially for those who
may not have many role models and sponsors.
• Generation X and Baby Boomers need to step up into Stage 3 and 4
contributions. They are either in mid or late career, and have tremendous
experience and knowledge that can benefit Gen Y and even the
upcoming “Gen Z.” The research shows that too many of these
generations are in Stage 1 or 2.
 BEI

Repertory Grid

Modeling Expert Panel

Tools Job and Role Analysis

Surveys

Direct Observation
 Advantages

Empirical identification of
Behavioral competencies

Events
Interview Precision about how
competencies are expressed

Generation of data for

assessment, training, etc.
 Disadvantages

Time and expense

Behavioral
Events
Expertise
Interview requirements
Missed job tasks
 Advantages

Expert Quick and efficient

collection of a great
Panels deal of valuable data

Helps ensure better

buy-in
 Disadvantages

Expert Possible identification of

folklore or motherhood
Panels items.

Omission of critical
competency factors which
panelists are unaware of.
 Advantages

Quick and cheap collection

of sufficient data for
statistical analyses

Surveys A large number of

employees can provide
input

Help build consensus

 Disadvantages

Data are limited to items and

concepts included in the survey

Surveys It cannot identify new

competencies or nuances of
competency
Can also be inefficient
 Advantages

Job Produces complete job

descriptions
Analysis
Can validate or elaborate
on data collected by other
methods
 Disadvantages

Job Provides characteristics of

job rather than those of the

Analysis people who do the job well

Task lists too detailed to be

practical and do not
separate truly important
tasks from the routine
activities
 Advantages

A good way to check

competencies suggested by
Direct panel, survey, and BEI
Observation Disadvantage

Expensive and inefficient

Repertory
Grid
Technique
Factor Analysis of RG Data
Differentiating
Competencies
Competency
Mapping Tools
For the right
decision to
happen the
process used
must be reliable
and valid
 Interview

Approaches Test
to Selection

Assessment
Centre
 Interviews must generate
consistent information for decision
making even though different
interviewers may be involved
To ensure a reliable interview,
interviewers must use a structured
process.
Reliability
In structured interview,
interviewer uses a series of
preplanned questions tied to
specific job requirements.
 • Validity means that the interview measures
an applicant’s competencies for a job, or it
generates information that will predict job
performance.
• Validity of an interview improves if that
interview has the following characteristics:
Validity • Is based on job/competency analysis
• Contains questions that provide
evidence about important job-related
competencies
• Systematically relates interview
information to a specific job
performance
Interview
 • entre- "between" + voir "to see“

• Interview is a focused dialogue during

What is which the interviewer gathers sufficient
relevant data to make an informed
Interview? decision depending on the objective.

• The interviewer facilitates the discussion

so that pertinent information is collected
Making Interview
Structured
 O Objectives

P Preparation

Q Questioning
OPQRST
R Rapport

S Structure

T Taking Notes
 • The main objective is to collect relevant
information -relevant to the hiring criteria
• Gathering specific examples of what the
candidate has achieved in the past and how
• Other objectives.
• Making sure that interviewees fully
OBJECTIVES understand the job they are applying
for
• Treating everyone with the same
professionalism and courtesy that you
would like to experience
• PR Function. Interview is a two-way
process.
 Preparing yourself
• read their application form or CV
• identify any issues which require clarification
• work out which aspects of the competencies will
require extra probing
• choose your opening questions
PREPARATION • prepare additional questions to cover anything
likely to be left over.

Preparing the candidate

• put the candidate at ease
• say how long the interview will last
• explain the structure of the interview
• check that they understand
• say that notes will be taken to enable a fair
assessment
 Open Enable candidates to provide facts and
questions information, describe things, express feelings or
opinions, etc. In short, they get candidates talking.
How did you deal with an irate customer?

Closed Did you get on well with your supervisor?

questions

What grade did you get for that course?

QUESTIONING Double- Why have you applied for this job, where do you
headed see yourself in five years' time, and why do you
questions want to leave your present job?

Leading We are looking for somebody who can work to

questions deadlines. How well do you work to deadlines?
 Hypothetical
questions

Multiple-choice
questions

Rapport questions Tell me about

Self-assessment Give me an example

QUESTIONING questions of

Probing questions -
When did you
the funnel technique

Why did you

How did you

Interview on Behavior and
Experiences, Not on
Hypotheses
 Is based on the premise
that…

Behavior- What the candidate has

based actually done is …
interviewing

more important than what

he/she says they might do
in a hypothetical situation
 Use an experience-
based approach

Getting at the
information
you need to NOT ‘Are you a
make the hard worker?’
right hiring
decision
BUT ‘Tell me about
a long day you
worked recently’
 Examples

I say I would (less predictive) I show evidence (more predictive)

• I grab opportunities to learn new • I took extra classes to learn

things • This is what I did to lead a
• Leaders should lead from the group..
front • Planned and achieved top sales
• I am result focussed and driven in area
• I value teamwork • This is what I did to get my team
to work together..
Behavioral questions
are the

KEY
to a
Structured Interview
 STAR

STAIR
Approaches
to Probing
CARL

APRIL
 APRIL Questioning technique

Expansion Key question

A Area What is the context of the area?
P Process How does the person go about it?
R Reason Why does the person do it this way?
I Impact How much has the person achieved?
L Learning What has the person learnt?
 A candidate will be in a better position to reveal
oneself better if she/he is relaxed

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

RAPPORT - '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. Tell the candidate you will be taking notes,
but do not do it in such a way that the candidate can see what
is being written.
• Highly personal or adverse information should be noted when
the conversation has moved on.
• Remember, your notes will be the only source of evidence to
justify your selection decision. Notes may be requisitioned in
case of litigation.
 Make interviewers aware of the most common types of
mistakes, which are summarized below.

1. Rater Bias: Allowing prejudices about certain

groups of people or personalities to interfere with
ability to fairly evaluate a candidate’s
Common performance.
2. Halo Effect/Horn Effect: Allowing ratings of
Interviewing performance in one competency to influence
ratings for other competencies.
Mistakes 3. Central Tendency: A tendency to rate all
competencies at the middle of the rating scale.
4. Leniency: A tendency to give high ratings to all
candidates, irrespective of their actual
performance.
5. Strictness: A tendency to give low ratings to all
candidates, irrespective of their actual
performance.
6. Similar to Me: Giving higher than deserved ratings
to candidates who appear similar to you.
 7. Fatigue: This is the tendency for interviewers, as
they become fatigued during a lengthy assessment
process, to become less consistent or less vigilant
in their application of the assessment criteria.
8. Relying on First Impressions: Interviewers tend to
make rapid decisions about the qualifications of a
Common candidate within the first few minutes of the
interview based on minimal information.
Interviewing 10. Negative Emphasis: Unfavorable information tends
Mistakes to be more influential and memorable than
favorable information.
11. Not Knowing the Job: Interviewers who do not
have a comprehensive understanding of the
competencies needed for the job often form their
own opinion about what constitutes the best
candidate.
12. Pressure to Hire: When interviewers believe they
need to make a decision quickly, they tend to make
decisions based on a limited sample of information,
or on a small number of candidate interviews.
 13. Contrast Effects: The order in which the candidates
are interviewed can affect the ratings given to
candidates.
Common
14. Nonverbal Behavior: Interviewers should base
Interviewing their evaluation on the candidate’s past
performance and current behavior and not just on
Mistakes how the candidate acts during the interview.
Questions and probes relating to the competencies
of interest will usually direct the interviewer to the
important information.

13. Illegal Questions

 1. How do a candidate's clothes influence your
opinion of his/her skills? Are you favorably
disposed toward conservative business dress?
What about people who appear unkempt, and
disheveled?

Know Your 2. Are you more receptive to physically attractive

applicants?
Biases
3. Do you often have a good first impression of a
person and then later change your mind? Can you
explain why? Do you ever have bad impression first
and then later change your mind? Why do you
suppose this happens?

4. What kind(s) of person do you find most difficult to

interview? Why?
Evaluation and Rating
 Rating Instructions
• Read through your notes.
• Compare the evidence obtained for each indicator
listed in the rating form for the competency.
• If the evidence is ordinary and common give one tick
mark
• If the evidence is strong/complex give two tick marks
• If the evidence is extremely strong/complex, give
three tick marks
• When the evidence represents the opposite/negative
behavior, place a cross (X) in the corresponding box.
• Where no opportunity to display the indicator, leave
the box blank.
Rating Instructions

• Write a short summary of the evidence collected

for the competency in the space provided.
• Move on to evidence collected for each
competency and repeat the process until all the
evidence has been checked
• Rate each competency in turn. Enter this rating
in the box for each competency.
Resource Management
1. Understands and allocates resources Evidence/Summary
needed for attaining the goal

2. Is organized, systematic, meticulous

3. Can mobilize resources quickly

4. Considers all options for optimizing

resources

5. Spots suboptimal resource usage

Resource Management
1. Understands and allocates resources Evidence/Summary
needed for attaining the goal She shared strong
evidence for indicators
2. Is organized, systematic, meticulous 1,2, and 4. However, it
was observed that
3. Can mobilize resources quickly evidence for 3 and 5 were
not strong. In fact, there
4. Considers all options for optimizing were a couple of
resources observations which
indicated contradictory
5. Spots suboptimal resource usage evidence for indicator 3
Rating
Scale
Probing Strategies and Skills
Probing Used when the candidate did not answer the
question. Repeat or paraphrase the
Strategies question.
and Skills
Strategy #1: Or, when the candidate’s answer does not
involve a specific example, use the
Return to generalities in the answer as a lead-in to
the target of asking for a specific. Or create a probe
from a phrase in the competency that the
the question. question was designed to assess.
 Probing Skill:
Repeat/paraphrase
Probing the question
Strategy:
Return to
the target
of the
Indicator: Identify
question :1 customer needs and
respond in a timely
manner
Question: Tell me about a time when you
had to deal with a difficult customer.

“Well …that’s one of the things I’m best at. I’m

sensitive and compassionate when it comes
to helping people and I basically have a
service-oriented personality. I just have strong
feelings for people…even strangers…to be
honest, the people who I work with…they are
surprised when I respond to abuse with a
caring attitude. The usual feedback I receive
from my colleagues and friends is that I am
amiable and friendly….and I do not recall a
time when they were disappointed with the
way I handled their problems.”
 • “Tell me specifically what you did when
you used compassion to deal with a
difficult customer.”
• “Give me an example of one difficult
customer you had to deal with.”
Consider • “Pick out one difficult customer and tell
me what you did.”
Probes Like… • “Think of a specific customer who was
difficult and tell me how you handled the
situation.”

Remember to repeat or paraphrase the

question to gain a specific example!
Question: Describe a time when you were able to help
someone get organized.

“That’s a good question...I have thirty years of experience

in getting people organized in shipping. Usually, I start
every day with a meeting…I tell everybody what’s coming
up. Then I generally have to check and see that they’re
doing their jobs. But that’s always somewhat easy
because a lot of time the good workers will complain
about the others, you know…but with new people I always
had to double check their work against the packing slips…
sometimes the computer system helps…But, you know,
there’s usually so much turnover that I just don’t have
time for things like that.”
Consider Probes Like…

• “Tell me what you did when you helped a

specific person get organized.”
• “Describe what you did to make one meeting
really effective for getting a person
organized.”
• “Give me an example of a time when a good
worker’s complaint helped you get someone
organized.”
• “When did you use the computer system to
improve an individual’s organizational skills?”

Remember to use generalities as an

opportunity to ask for a specific example!
 Probing Skill: Probe based
on verbal clues
Probing
Strategy:
Follow a
verbal or Indicator: Determine the
non-verbal causes of problems and
lead evaluate alternative
solutions before taking
action
Probing Sometime candidate provides an answer
Strategies involving an event which took place many
years ago. The candidate’s skills may have
and Skills changed significantly since that time. So, it
Strategy #3: makes sense to probe for a more current
example. Or a candidate may give a current
Probe for a example which does not involve a work
current work situation. In this case, you may choose to
probe for a work example.
example
 • “Give me a more recent example of
following procedures.”
• “When was the last time you had to take
a stand on procedures?”
• “Tell me about a more current time you
Consider did the right thing by following
procedures.”
Probes Like… • “Describe a time in the last year when
you followed procedures even when
others didn’t.”

Remember to probe for a current work

example!
 Assessment
Centre Approach
to
Competency
Mapping
 Multiple Participants

Multiple Methods

Stress on Situational Methods

What is an
Assessment Multiple Assessors
Centre?
Behaviorally Based

Founded on Competencies

Integration of Data
 Selection

Promotion and Transfer

Assessment
Centres in High Potential Identification
Human
Resource
Management
Training and Development

Human Resource Planning

 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

A typical Assessors individually write evaluations reports,

documenting their observations of each
Assessment participant’s performance
Centre
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
Paper-and pencil test
Multiple-interview
batteries (regardless of Individual “clinical”
processes (panel or
how scores are assessments
sequential)
integrated)

Multiple measurement
Single work sample techniques without Labeling a building the
tests data integration nor is “Assessment Center”
…
 • Assessment Centre 0.65
Validity • Work Sample Tests 0.54
Coefficients • Cognitive Ability Tests 0.53

of • Personality Tests 0.39

• Bio-data 0.38
Different
• References 0.23
Selection • Interviews 0.19
Methods • Competency Based Interview 0.48+
 Validity
• FACE
• CONTENT
• CRITERION
• CONSTRUCT
 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
ORCSE
 Behavior
• What a person actually says or does
• Observable and verifiable by others

Behavior is not:

• Judgmental conclusions
• Feelings, opinions, or inferences
• Vague generalizations
• Statements of future actions

A statement is not behavioral if one has to ask “How did he/she do

that?”, “How do you know?”, or “What specifically did he/she say?” in
order to understand what actually took place.
 BEHAVIORAL CHECKLIST
Exercise : Leaderless Group Discussion Dimension Initiative
- Proposes a viable method to organize the meeting
- Proposes that an opinion be ruled out if all agree
- Proposes that the options initially chosen be discussed later
- Proposes various methods of organizing the discussion
- Proposed to begin by eliminating options
- Proposes that each member identify their priorities
- Proposes that each choose most preferred option
- Keeps the discussion active by moving on to other options
- Proposes revisions of an option
- Introduces a vote before discussion has ended
- Controls the discussion by speaking frequently
 EXAMPLE OF A RATING SCALE FOR AN EXERCISE

Dimensions +Evidence -Evidence Rating

Incisiveness
Gets a clear overview of an issue; relates pieces of
information; identifies causal relationships; gets to of the
problem ; identifies the most the hear productive lines of
enquiry; appreciates all the variables affecting an issue
Imagination
Generates options; evaluates options by examining the
positive and negative results; foresees others’ reaction;
Self-Confidence
Expresses and conveys a belief in own ability prepared to
take and support decisions; stands up to seniors takes
calculated risks

Sensitivity
Listens to others’ viewpoints; adapts to other people; takes
account of others’ needs; aware of others’ expectations

Multiple clear evidence of high level of competence & no substantial negative evidence 5
Clear evidence of competence and little negative evidence 4
Showed more positive evidence of competence than negative evidence 3
Showed sufficient negative evidence to be judged lacking in competence 2
Multiple clear evidence of lack of competence and no substantial positive evidence 1
 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
 Assessor Training Content
• Introduction to Assessment Centre

• The Competencies

• The Behavioral Assessment Process

• Practising the assessment process on the exercises

• Non-exercise components of the AC

• The Assessor Discussion

• How to give feedback

 Minimum Goals of Assessor Training

Must Exhibit a Thorough Knowledge of

• The Organization and jobs

• Assessment Techniques, relevant competencies etc.
• Typical Behaviors
• Recording and Classifying Behavior to competencies
• Evaluating and Rating Procedure
• Assessment Policies of the organization including how data
will be used
• Feedback procedure
• Role Playing
Assessment Centre
Feedback
Self-Awareness of Competence

SELF AWARENESS
LOW HIGH

LOW
UNCONSCIOUS CONSCIOUS
INCOMPETENCE INCOMPETENCE
COMPETENCE

UNCONSCIOUS CONSCIOUS
COMPETENCE COMPETENCE
HIGH
 Structure of Feedback
• Introduction
• Seek overall view of the participant of Centre
• Seek view of the participant on performance
• Take up individual exercises
• ask what happened
• ask how they felt they tackled the problem
• provide observer's objective view
• explore differences
• identify a couple of key points
• summarise overall performance
• Identify development priorities
 Guidelines
• Invite comments from the recipient
• Ensure the feedback is helpful, relevant, and
meaningful
• Keep your tone positive and constructive
• Offer feedback on observed behavior and not on
perceptions
• Offer a description of what you saw and heard rather
than a judgment
• Focus on behavior that can be changed
 Guidelines

• If there are many areas for development, prioritize them

and start with the most important
• Comment on things the individual did well as well as
areas for improvement –spend time on the good things
• Try to ensure that the recipient agrees with the feedback
by way of more and more behavioral evidence –but do
not force
• Relate the feedback to the recipient's actual job
 Resilience
Your performance in this competency was below the required standard overall
In the GD exercise you remained calm and effective, persevering with your arguments
“she has all the skills necessary to do the job”, “she is a very strong candidate,” “we
will be lucky to get her…” until your candidate was accepted by the group.

Your performance in the one-to-one interview with Simon was well below the
standards expected. You became agitated with Simon, wagged your finger at him
stating, “this situation is not acceptable” and “I will not allow this situation to
continue”. You did not attempt to alter your approach to win Simon over and
convince him of the need to alter his behavior. No acceptable solution was found
by the end of the exercise.

In the presentation exercise, your presentation was delivered in a calm and effective
manner. When the assessor changed the budget figure and asked how this would
affect your recommendations you became flustered and replied sharply “you’ll
have to give me time to re-work it”.

To be effective in this competency, it is necessary to maintain a high level of

performance across a range of challenging situations. This can be achieved by
remaining calm, reacting to changes positively and adapting your style to ensure
an acceptable solution is found to the problem.
 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
 PRINCIPLES OF SCHEDULING AC
• Ensure centre is designed for an even number of participants
• Ensure a ratio of one assessor to two participants
• Give numbers to the participants (1,2,3,4..) and letters to the observers
(A,B,C,D)
• Ensure that the centre starts with a group exercise
• Ensure that participants have continuous sequence of activity (ie. No
perception of wasting time)
• Ensure that Assessors use participants’ preparation time to mark the
previous exercise
• Ensure that every assessor sees every participant in at least one centre
activity
• Ensure adequate time is available for the feedback on the final day
• Ensure that participants waiting for a final feedback interview have
some task to occupy them.
Psychological Testing Approach
to
Competency Mapping
 What is a Psychological Test?
• A Psychological Test is an objective and standardized
procedure for measuring a psychological construct,
using a sample of behavior, developed according to
psychometric principles.
What is a Psychological Test?
Constructed according to psychometric principles

✓ Construction of item pool

✓ Piloting of experimental items
✓ Item selection
✓ Standardization
✓ Establishing reliability and validity
✓ Supported by Technical Manual
 ▪ Selection, Promotion
▪ Placement

Why do ▪ Training And Development

organizations ▪ Career Exploration And
conduct Guidance
assessment? ▪ Program Evaluation
▪ Research
 Assessment instruments can be
extremely useful when :
Importance ▪ A clear understanding of what to
of using measure exists
tests in a ▪ Ability to select appropriate tools
purposeful to measure that
manner ▪ Adequate training to the
administrator
 ▪ Do not expect to measure a
personal trait or ability with
perfect accuracy for every single
person

Limitations of ▪ No test is completely perfect to

occupational predict performance accurately
tests

▪ Selection errors are common

with personnel tests
 • INDIVIDUAL vs. GROUP

• SPEED vs. POWER

• MAXIMAL vs. TYPICAL PERFORMANCE

Types of
Psychological • ACHIEVEMENT vs. APTITUDE
Test
• IPSATIVE vs. NORMATIVE

• NORM REFERENCED vs. CRITERION

REFERENCED
PERSONALITY
TESTS

UNDERSTANDING 16 PF
 16 PF: Development

• Raymond B Cattell (1905-1998)

• Cattell's 16 Personality Factor Model constructed
using a lexical approach
• The goal was to identify the personality relevant
adjectives in the language relating to specific traits.
• First published in 1949
 16 PF: Development

Three major sources of data for Factor Analysis, for

research concerning personality traits

• L-Data (records of a person's behavior in society such as

court records as well as from ratings given by peers.
• Q-Data (participants to assess their own behaviors)
• T-Data (situation in which the subject is unaware of the
personality trait being measured).
 16 PF: Development

• Cattell's sample population was representative of

several age groups including children, adolescents,
and adults, and occupational groups, as well as
representing several countries including the U.S.,
Britain, Australia, New Zealand, France, Italy,
Germany, Mexico, Brazil, Argentina, India, and Japan
 16 PF: Development

• Through factor analysis, Cattell identified surface and

source traits.

• Cattell considered source traits much more important in

understanding personality than surface traits.

• The identified source traits became the primary basis for

the 16 PF Model.
 Personality Tests: General Principles Of
Interpretation

• Examination of Response Style Indicators

•
• Social Desirability
• Infrequency
• Acquiescence
• Fake bad
• Central Tendency
No F Low Description High Description
1 fA Distant Aloof Empathic
2 fB Low intellectance High Intellectance
3 fC Emotional Calm
4 fE Accommodating Dominant
5 fF Restrained Carefree, Lively
6 fG Expedient Conscientious
7 fH Shy Socially confident
8 fI Unsentimental Sensitive
9 fL Trusting Suspicious
10 fM Practical Imaginative
11 fN Direct, forthright Restrained, diplomatic
12 fO Confident, unworried Self-doubting, insecure
13 fQ1 Conventional Radical
14 Q2 Group Oriented Self-sufficient, Individualistic
15 Q3 Informal, uncontrolled Self-disciplined, will power
16 Q4 Composed, patient Tense driven, impatient
 • Identify the Competency
• Define and create 3 behavioral
indicators
• Identify primary factors
Deriving
Competency • Keep in mind the direction
Scores: Arm (positive vs. negative)
Chair • Assign weightage
Approach • Develop the formula
• Substitute the Sten Score
 • Identify the Competency
• Collect the competency rating
of about 100 employees by
others (boss, peer, etc.,)
• Administer 16 PF on the 100
Deriving employees
Competency • Run Multiple Regression
Scores: (Competency Score as DV, and
Empirical 16 PF scores as IVs)
Approach • Find the variance explained by
significant IVs
• Develop the formula
• Substitute the Sten Score
 Factor Variance Weightage
fA 0.08 22
fB ns -
fC ns -
fE -0.07 19
fF 0.03 8
Competency fG ns -

Scores: fH
fI
ns
ns
-
-
Empirical fL -0.06 17
fM ns -
Approach fN ns -
fO ns -
Q1 ns -
Q2 -0.12 34
Q3 ns -
Q4 ns -
Total 0.36 100
 Integrating HR with
Competency Model

Competency based Recruitment & Selection

 • Aligning the interview team

• Managing the interview and

assessment process

• Using Structured interviews

Ideal
Selection • Facilitating the debriefing meeting

Process • Competency based reference

checking

• Facilitating the selection decision

 Key requirements
• A validated competency model
Implementing that predicts success on the job
a • A set of interview questions
Competency-
Based • Interviewers with the training &
Selection experience to evaluate
System
• Forms to record results & help
compare & evaluate candidates
 Implementing a
Competency-Based Selection System

Competencies to word job advertisements

• This role requires people with a proven track record of; working with people;
working with information; Developing the business; Achieving results

• Successful Customer services staff operate as part of a team, providing support

to each other and sharing experiences. The role is demanding and its is
important that you are able to adapt your style to the different styles of others
and to present information in different ways when customers don’t understand
you the first time.
 Requires applicants to provide
evidence which means
Competency
examples from their
Based experience, that they will be
Application able to demonstrate the
Form competency when required
 Please tell us about a time you
worked in a team. Try to cover;
a short description of the team
Competency
and its goals; your role in the
Based team; how you realized that
Application other team members needed
Form motivating; what exactly you
did; what the result was
 Typical sifting rules

“A” ratings: strong evidence

• the answer is clear and directly answers the
questions asked
• the answer contains most of the indicators

Sifting “B” ratings

Competency- • acceptable evidence
based • the answer gives an indication that evidence
is present, but it is a little vague and needs to
application be explored more at interview
forms • the answer contains some indicators

“C” ratings
• poor evidence/lack of evidence
• the answer does not relate to the question
 • On the job
experience/challenging job
assignments (55%)
• Relationships and feedback
from on the job -360 degree
multi-rater assessments (15%)
Where • Off the job learning –
Development community involvement,
Takes Place? industry associations, etc.,
(15%)
• Training and Executive
Education (15%)
 • Recognition
• Understanding
Steps in • Self- Assessment
Designing
• Skill Practice/Feedback
Competency
Development • Job Application Goal Setting
• Follow up Support
 The theory of experiential
EXPERIENTIAL learning stresses the
LEARNING importance of managers
AND experiencing things for
LEARNING themselves as the basis for their
STYLES development
 On-the-job
Intern rotations Teams
practice

Courses and
Project assignments
Training programs
Gain feedback

Concrete
Alone/Self study
Assess needs experience
Apply Learning
& Plan New Dialogue sessions
Set goals Observations
Steps And reflections
Determine Work with a
priorities Insights Mentor/ coach
Concepts
& Theories Work with peers

Books Web site Case studies Articles

Network of Review best Frameworks/ External

subject matter practices Models interviews
experts
135
Thank you!