COMPETENCY MAPPING

“Knowing is not enough; we must apply.

Willing is not enough we must do.”

- Goethe
Brief History:
A Precursor of Competency
Modeling
 1950’s: John Flanagan
 1954 established Critical Incidents Technique as a precursor to
the key methodology used in rigorous competency studies
 significant behavioral events that distinguish between average
and superior performers.
 It is Flanagan’s critical incidents technique that sixteen years
later inspires David McClelland to discover and develop the term
of “competency”
Brief History:
The Concept of Competency
 1970’s: “Testing for Competence Rather than Intelligence”
(McClelland, 1973)
 Competency: “an underlying characteristic of a person which
enables them to deliver superior performance in a given job, role,
or situation.”
 Not biased
 Can be learned and developed over time
 Implication: If competencies are made visible and training is
accessible, individuals can understand and develop the required
level of performance
Brief History:
Competency Modeling
Matures
 1980’s:
 “Certain characteristics or abilities of the person enable him
or her to demonstrate the appropriate specific actions.”
(Boyatzis,Richard E. The Competent Manager: A Model for
Effective Performance. New York: Wiley, 1982, p. 12).
 the first empirically-based and fully-researched book on
competency model developments
 specific behavior and clearly defined performance outcomes
 like Flanagan, stressed importance of systematic analysis in
 collecting and analyzing examples of the actual performance of
individuals doing the work
 behavioral event interview (BEI)
 TODAY!

40 years after the first

competency model, more than
half of the Fortune 500
companies are using competency
modeling.
 COMPETENCY Vs. COMPETENCE

 Competency:
A person- related concept that refers to the dimensions of behaviour
lying behind competent performer.

 Competence:
A work- related concept that refers to areas of work at which the
person is competent

 Competencies:
Often referred as the combination of the above two.
 CONCEPT OF COMPETENCY

 Skill:
Ability accomplish
 Talent:
Inherent ability
 Competency:
Underline characteristics that give rise to skill accomplishment
Knowledge, skill and attitude

Dr. MG Jomon, XIMB

 DEFINITION
 First popularized by Boyatzis (1982) with Research result on clusters
of competencies:
“A capacity
that exists in a person
that leads to behaviour
that meets the job demands
within parameters of organizational environment,
and that, in turn
brings about desired results”

Dr. MG Jomon, XIMB

Competencies are generic knowledge, motive, trait,
social role or a skill of a person linked to superior
performance on the job.
Hayes 1979
Competencies are personal characteristics that
contribute to effective managerial performance.
Albanese 1989
WHAT IS COMPETENCY?

A competency is defined
as a behavior or set of behaviors
that describes
excellent performance
in a particular work context
THE ICEBERG

ONLY 10% OF ANY

ICEBERG IS VISIBLE.
THE REMAINING 90%
IS BELOW SEA LEVEL.
 THE ICEBERG

VISIBLE 10 %
ABOVE SEA LEVEL
SEA LEVEL

INVISIBLE
BELOW SEA LEVEL

90 %
THE ICEBERG

The Iceberg phenomena

Is
also applicable
on
human beings …
 THE ICEBERG

KNOWLEDGE
KNOWN &
TO OTHERS
SKILLS SEA LEVEL

UNKNOWN
TO OTHERS

ATTITUDE
 THE ICEBERG

KNOWN
TO OTHERS
BEHAVIOR
SEA LEVEL

UNKNOWN
TO OTHERS

VALUES – STANDARDS – JUDGMENTS

ATTITUDE
MOTIVES – ETHICS - BELIEFS
 A competency is
an underlying characteristic
of
a person
which enables him/her
to deliver
superior performance
in a given job, role or situation.
Competencies are
INPUTS
 They consist of clusters of
knowledge, skills, and personal
attributes
that AFFECT an
individual’s ability to PERFORM
How do competencies differ from skills
and knowledge?
• Competencies only include behaviors that demonstrate
excellent performance.
• Therefore, they do not include knowledge, but do
include "applied" knowledge or the behavioral
application of knowledge that produces success.
• In addition, competencies do include skills, but only
the manifestation of skills that produce success.
• Finally, competencies are not work motives, but do
include observable behaviors related to motives.
Components of
Competency
• Skill
capabilities acquired through practice.
• Knowledge
• understanding acquired through learning.
• Personal attributes
• inherent characteristics which are brought to the job
• Behavior
• The observable demonstration of some competency,
• skill, knowledge and personal attributes attributed to
• excellent performance
Does he use his knowledge ?

Does he use his skill?

Does he use his attitude/motive?

JOB AND COMPETENCY

COMPETENCY JOB

Underlying characteristic Superior performance in a

of a person’s inputs. given job , role or situation.
Cluster of knowledge, Individual’s ability to
attitude and skill. perform
Generic Linked to superior

knowledge,motive,trait,rol performance on the job

Contribute to effective
e or a skill.
Personal charcteristics,set managerial performance
Succeddfully perform a
of skills,related knowledge
and attributes. task or an activity within a
specific function or job
WHY DO WE NEED COMPETENCIES WHEN WE
ALREADY HAVE JOB DESCRIPOTIONS?
• In contrast to a job description, which typically lists the
tasks or functions and responsibilities for a particular
role, a set of competencies (or competency ‘profile’) lists
the abilities needed to conduct those tasks or functions.

Too often job descriptions are not worded in a manner

that enables an employee's performance to be effectively
measured. Competencies on the other hand are described
in terms such that they can be observed, measured and
rated against criteria that are standardized and required to
do the job effectively
 Competencies

Distinguish
Exemplary Performers
from
Average Performers
 TYPES OF COMPETENCIES
Generic or specific:
Threshold or performance:
 Basic competencies required to do the job, which do not differentiate
between high and low performers
 Performance competencies are those that differentiate between high and low
performers

Differentiating Competencies:
 Behavioral characteristics that high performers display

Dr. MG Jomon, XIMB

COMPERTENCIES DEALING WITH
PEOPLE
INFLUENCING AND
LEADING OTHERS COMMUNICATING
Establishing focus Attention to

Providing motivation communication

Oral communication
Fostering Teamwork
Written communication
Empowering others Persuasive
Manage change communication
Develop others Interpersonal awareness
Influencing others
Managing performance
Building collaborative
Fostering Diversity
relationship
COMPETENCIES DEALING WITH
BUSINESS
PREVENTING AND
SOLVING PROBLEM ACHIEVING RESULTS
Diagnostic information Initiative
gathering Enterpreneurial
Analytical thinking orientation
Fostering innovation
Forward thinking
Result orientation
Coceptual thinking
Thoroughness
Strategic thinking
Decisiveness
Technical expertise
Business acumen
Global prospective
COMPETENCIES DEALING WITH
SELF MANAGEMENT
Self confidence
Stress Management
Personal Credibility
Flexibility
What is a competency model?
• A competency model is a set of success factors, often called
competencies that include the key behaviors required for
excellent performance in a particular role. Excellent
performers on-the-job demonstrate these behaviors much more
consistently than average or poor performers. These
characteristics generally follow the 80-20 rule in that they
include the key behaviors that primarily drive excellent
performance. They are generally presented with a definition
and key behavioral indicators.
In contrast, competencies do not include "baseline" skills and
knowledge (i.e., commonly expected performance
characteristics such as finishing assigned work, answering the
telephone, writing follow-up letters, etc.), job tasks, or unusual
or idiosyncratic behaviors that may contribute to a single
individual's success.
Competency Model Framework
COMPETENCY MAPPING

Competency mapping is a process of identifying

key competencies
for a particular position in an organisation, and then
using it for job-evaluation, recruitment, training and
development, performance management, succession
planning, etc.
What is a global competency dictionary?
A Competency Dictionary comprises of key
Competencies, Competency definitions, Competency
types, Competency levels and appropriate supporting
behavioral indicators.
ESTABLISHING FOCUS

 The ability to develop and communicate goals in support of

the business’ mission.
 a) Acts to align own unit’s goals with the strategic direction
of the business
 b) Ensures that people in the unit understand how their
work relates to the business’s mission
 c) Ensures that everyone understands and identifies with
the unit’s mission
 d) Ensures that the unit develops goals and a plan to help
fulfill the business’s mission
PROVIDING MOTIVATIONAL SUPPORT

 Skill at enhancing others’ commitment to their work.

 a) Recognizes and rewards people for their achievements
 b) Acknowledges and thanks people for their contributions
 c) Expresses pride in the group and encourages people to
feel good about their accomplishments
 d) Finds creative ways to make people’s work rewarding
 e) Signals own commitment to a process by being
personally present and involved at key events
 f) Identifies and promptly tackles morale problems
 g) Gives talks or presentations that energize groups
ORAL COMMUNICATION

 Expressing oneself clearly in conversations and interactions with

others.

1. Speaks clearly and can be easily understood

2. Tailors the content of speech to the level and experience of the
audience
3. Uses appropriate grammar and choice of words in 0ral speech
4. Organizes ideas clearly in oral speech
5. Expresses ideas concisely in oral speech
6. Maintains eye contact when speaking with others
7. Summarizes or paraphrases his/her understanding of what others have
said to verify understanding and prevent miscommunication
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LISTENS FOSTERS ADAPTS COMMUNICATE COMMUNICA
CAREFULLY TWO WAY COMMUNICA S TES
AND COMMUNI TION TO COMPLEX STRATEGICAL
PRESENTS CATION OTHERS MESSAGES LY
INFORMATIO
N
LISTEN ELICIT ADAPTS HANDLES ON COMMUNICA
ACTIVELY COMMENT CONTENT THE SPOT TES
WITHOUT S/FEEDBA AND TONE TO COMPLEX STRATEGICAL
INTRUPTING CK ON SUIT THE QUESTIONS LY
WHAT TARGET
HAS BEEN AUDIENCE
SAID
CHECKS OWN OPENLY ANTICIPATE DELIVERS IDENTIFIES
UNDERSTNDI DISCUSS REACTIONS DIFFICULT AND
NG OF DIFFEREN MESSAGES IMPLEMENT
OTHERS T WITH CLARITY, POLICIES
PERSPECT TACT AND
IVES DIPLOMACY
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PLANS TASKS APPLIES DEVELOPS PLAN INTEGRATE PLANS AND
AND PLANNING FOR THE AND EVALUATE ORGANISES AT
ORGANISES PRICIPLES TP BUSINESS UNIT PLANS TO A STRATEGIC
OWN WORK ACHIEVE WORK ACHIEVE LEVEL
GOALS BUSINESS
GOALS

IDENTIFIES ORGANISES CONSIDERS A ESTABLISHES ENSURES

REQUIREMENTS WORK RANGE OF ALTERNATIVE RESOURCES
AND USES ACCORDING TO FACTORS IN COURSES OF ARE AVAILABLE
AVAILABLE PROJECT AND PLANNING ACTION TO ACHIEVE SET
RESOURCES TIME PROCESS OBJECTIVES
MANAGEMENT
PRICIPLES

COMPLETES PRACTICES AND IDENTIFIES ENSURES THAT SETS AND

TASK IN PLANS FOR ACTIVITIES SYSTEMS ARE COMMUNICATE
ACCORDANCE CONTINGENTS THAT WILL IN PLACE S PRIORITIES
WITH PLANS RESULT IN WITHIN THE
OVERALL BROADER
IMPROVEMENT. ORGANISATION
Stages of Competency Catalogue
Development
•Introduce the concept of competency

•Deciding the scope of competency project

Stage 2a: Identifying Employee Core Competencies
􀂃 possessed by all employees regardless of their functions.
􀂃 Review business vision and strategy
􀂃 Identify Employee Core Competencies (behaviors) to achieve strategy
Stage 2b: Identifying Job Relevant Competencies
􀂃 Relevant to each existing function/job/role.
􀂃 Determine and understand the nature of the job/role/position to be analyzed.
􀂃 Conduct focus group discussion
How are the competencies identified for
each job?
• The competencies are derived primarily from a task
analysis. This involves identifying the critical task of
the job together with the jobholder and the immediate
superior.
• It is important that only the critical tasks are
considered, as these are the ones that enable the
jobholder to perform.
• The critical tasks are then recorded as competency
requirements.
•
How are the competencies identified for
each job?
In addition, the Performance Criteria to which the
jobholder must satisfy are described.
The Performance Criteria are the standards to which
the jobholder must demonstrate when carrying out the
tasks.
 For e.g. a Welder when joining two metal sheets
together must ensure that the workplace is safe for him
to carry out the task. He must also ensure that the weld
that he produces meets the quality standards and that
he welds within the specified time frame
How are the competencies identified for
each job?
The identified competencies, the Performance Criteria
and the Required Competency Level
are then
validated by the Head of Department
to ensure that it reflects
the current competency requirement of the
jobholder
and
standards
set by the Company on the Performance Criteria.
Conduct behavioral event interview to identify
behavior indicators.
Define the competency with a description which
includes the previously identified behavior indicators
Scale each identified behavior indicator from lower to
higher levels of performance.
Validate and confirm the matrix of competency
catalogue with key stakeholders
•Define number of positions to be reviewed
• Identify roles and responsibilities of each position
(JD)
• Establish competency matrix: match the roles and
responsibilities with the competencies
• Analyze the weight of the roles and
responsibilities as a basis to decide the level of
proficiencies
 ROLE COMPETENCIES
A set of competencies required to perform a given
role
Each competency has a skill set

Dr. MG Jomon, XIMB

 IDENTIFICATION OF ROLE
COMPETENCIES

Structure and list of roles

Definition of roles
Job description
Competency requirement

Dr. MG Jomon, XIMB

 STRUCTURE AND LIST OF
ROLES: STEPS
Organizational structure study and examination
List all the roles in the structure
Identify redundant and overlapping roles
Final list of roles

Dr. MG Jomon, XIMB

 DEFINITION OF ROLE: STEPS

Identify KPAs of the role

Link the KPAs with Dept. and Organizational goals
State the content of the above in one or two sentences
Position the role in perspective with that of others

Dr. MG Jomon, XIMB

 JOB DESCRIPTION: STEPS

List down all the activities/tasks

 small and big
 Routine and Creative

Categorize activities under major heads

Dr. MG Jomon, XIMB

 COMPETECNY IDENTIFICATION:
STEPS

Identify against each activity the following:

 Role holder interview and listing
 Day in the Life of Study
 Internal/External customer interview and listing
 Star performer interview and listing
 Role holder critical incident analysis
 Management Climate Study
 Benchmarking

Consolidate the above and make a checklist of

competencies
Rank- order and finalize on 5/6 competencies critical to
the role

Dr. MG Jomon, XIMB

COMPETENCY IDENTIFICATION TOOLS

 Attitude – Management Climate & Attitudinal Study

 Set of Questions measuring 8 characteristics of Attitudinal Capability
 Measures & identifies gaps
 Management Style
 System Orientation
 Organisation Culture/Decision Making
 Quality
 Customer Service
 Change
 Communication
 Accountability
 Also looks at perceived performance & opportunities for improvement
 Benchmarking against other capable organizations
 Outcomes : Organizational, Team & Individual Gaps
COMPETENCY IDENTIFICATION TOOLS

 Behaviour & Skills- Day in the Life of Outlet Manager

 Snapshot of Productivity & Effectiveness of Key Managers
 4 -8 Hours observation of critical skills, behaviour & attitude to succeed
 Measurement of AS-IS, DESIRED & SHOULD-BE
 Outcomes : Organizational, Team & Individual Gaps

 Behaviour & Skills- Top Performer Survey

 20 top performers of Café Coffee Day and let them calibrate and rank the
necessary competencies for superior performance
 Outcomes : Organizational, Team & Individual Requirements

 Values : Top management interviews

 Outcomes : Key Values to Uphold
Example of Day in the life of Study
15%

67% 69% 68%

100%

PREPARATION BUILDING THE IDENTIFYING THE NEEDS CLOSING THE DEAL ADMINISTRATION
RELATIONSHIP AND OBJECTIONS

Complied Not Complied

 Pre-meeting, Meeting & Post-meeting issues analyzed on

 Preparation, Building relationship, Identifying needs & objections, closing & administration

 Diagnosis of sales man’s selling effectiveness & alignment to business needs

 COMPETENCY ASESSMENT

Following methods are used:

 Assessment/Development Centre
 360 Degree feedback
 Role plays
 Case study
 Structured Experiences
 Simulations
 Business Games

Dr. MG Jomon, XIMB

 COMPETENCY MAPPING
Strategy structure congruence
Structure Role congruence
 Each role to be unique
 Non-Repetitive
 Value adding

Vertical and horizontal role congruence

Ensure non repetitive tasks in two different roles
Ensure core competencies for each task
Link all the above and position to bring in competitive
advantage

Dr. MG Jomon, XIMB

 COMPETENCIES APPLICATIONS
Competency frameworks: Define the competency
requirements that cover all the key jobs in an
organization. This consists of generic competencies.

Competency maps: Describe the different aspects of

competent behaviour in an occupation against
competency dimensions such as strategic capability,
resource management and quality.

Competency profiles: A set of competencies that are

require to perform a specified role.

Dr. MG Jomon, XIMB

 Competency Flow Model

COMPETENCY

Competencies are to performance what DNA is to people

 Job Description vs.
Competency Model
Job description looks at what.
elements of the jobs and defines the job into sequences
of tasks necessary to perform the job
 Competency model focuses on how.
studies the people who do the job well (STARs), and
defines the job in terms of the characteristics and
behaviors of these people.
 SAMPLE CORE IDEOLOGIES OF
SELECTED COMPANIES
American Express Co.: customer service, reliability,
The Boeing Co.: pioneers; product safety andquality
Citicorp: autonomy , aggressiveness and self-confidence
General Electric Co.: technology ,balance among
stakeholders,
Procter & Gamble Co.: honesty and
fairness,respect for individual
3M Corp.: innovation, initiative and personal
growth,
Wal-Mart Stores Inc.: commitment, enthusiasm;
Walt Disney Co.: creativity, dreams, imagination
WHY USE COMPETENCIES?
• When done correctly, implementing competencies within your organization
gives you the means to: Translate the organization’s vision and goals into
expected employee behavior
• Implement more effective and legally defensible recruitment, selection and
assessment methods
• Reduce hiring costs and absenteeism / turnover rates
• Identify areas for employee development that are directly linked to desired
outcomes and organizational objectives
• Target training dollars in areas that are will realize the most return on investment
• Set more effective (and valid) criteria for developing and evaluating performance
• Identify gap between present skill sets and future requirements
• And if downsizing is required, ensure retention of the essential competencies for
the success of the organization.
• Furthermore, by communicating these competencies to employees, organizations
empower employees to take charge of their careers, direct their own personal
development, and continually self-evaluate and improve.
• What are Roles?
What are the benefits of implementing a competency-based
approach to developing professionals?
• For the Associates, competency-based practices:
Identify the success criteria (i.e., behavioral standards
of performance excellence) required to be successful in
their role.
• Provide a more specific and objective assessment of
their strengths and specify targeted areas for
professional development.
• Provide development tools and methods for enhancing
their skills.
• Provide the basis for a more objective dialogue with
their manager or team about performance,
development, and career related issues.
For The Company,

• competency-based practices: Reinforce corporate strategy, culture, and

vision.
• Establish expectations for performance excellence, resulting in a
systematic approach to professional development, improved job
satisfaction, and better employee retention.
• Increase the effectiveness of training and professional development
programs by linking them to the success criteria (i.e., behavioral
standards of excellence).
• Provide data on development needs that emerge from group and/or
organizational composites that are an outcome of multi-rater assessments.
• Provide a common framework and language for discussing how to
implement and communicate key strategies.
• Provide a common understanding of the scope and requirements of a
specific role
• Provide common, organization-wide standards for career levels that
enable employees to move across business boundaries.
For Managers
 Identify performance criteria to improve the accuracy
and ease of the hiring and selection process.
Provide more objective performance standards.
Clarify standards of excellence for easier
communication of performance expectations to direct
reports.
Provide a clear foundation for dialogue to occur
between the manager and employee about
performance, development, and career-related issues
Specific Improvements Related to Using
Competency-Based Systems
5-10% in rate of hiring successful candidates.
15-20% in retention of desired employees.
15-25% in morale as measured in employee surveys.
20% in goal completion by individuals and teams
How will Career Development Framework benefit
the company in terms of training?
• Training and development will be more focused, as it
will address specific gaps in competencies. It will no
longer be based on qualitative justifications. Though in
the initial period, training expenditure may increase,
depending on the number of competency gaps, in the
long term, the return on training expenditure may is
justifiable when competencies gaps are addressed and
employees perform to expectations.
How is competency linked to Training
and Development?
Reconciliation between the Required Competency
Level and your Current Competency Level will
determine whether there are gaps to be addressed. The
gaps will allow the employees to focus on the training
and development programs necessary. There is no
longer a need for employees to wonder what training is
necessary.
How do I use the Competency Dictionary?
• The Competency Dictionary can be used for many
Human Resource Management purposes, such as: A
guide in creating job descriptions
• A guide for hiring managers during behavior-based job
interviews.
• A self-assessment tool for employees and managers
• A performance management guide for
managers/supervisors
• A training evaluation tool
THANK YOU