COMPETENCY MAPPING
REF:paper from web
COMPETENCY
MAPPING
Over the past 10 years,
human resource and organizational development professionals have generated a
lot of interest in the notion of competencies as a key element and measure of
human performance. Competencies are becoming a frequently-used and
written-about vehicle for organizational applications such as:
* Defining the factors for success in jobs (i.e., work) and work roles within the organization
* Assessing the current performance and future development needs of persons holding jobs and roles
* Mapping succession possibilities for employees within the organization
* Assigning compensation grades and levels to particular jobs and roles
* Selecting applicants for open positions, using competency-based interviewing techniques
Competencies include the collection of success factors necessary for achieving important results in a specific job or work role in a particular organization. Success factors are combinations of knowledge, skills, and attributes (more historically called "KSA's") that are described in terms of specific behaviors, and are demonstrated by superior performers in those jobs or work roles. Attributes include: personal characteristics, traits, motives, values or ways of thinking that impact an individual's behavior.
* Defining the factors for success in jobs (i.e., work) and work roles within the organization
* Assessing the current performance and future development needs of persons holding jobs and roles
* Mapping succession possibilities for employees within the organization
* Assigning compensation grades and levels to particular jobs and roles
* Selecting applicants for open positions, using competency-based interviewing techniques
Competencies include the collection of success factors necessary for achieving important results in a specific job or work role in a particular organization. Success factors are combinations of knowledge, skills, and attributes (more historically called "KSA's") that are described in terms of specific behaviors, and are demonstrated by superior performers in those jobs or work roles. Attributes include: personal characteristics, traits, motives, values or ways of thinking that impact an individual's behavior.
Origin of Management
including Competency Mapping:
Chanakya's Arthshastra, an
ancient Indian script/ book on Political Science and Administration, written
some 3000 years ago. Other names of Chanakya were Mr. Kautilya, and Mr. Vishnu
Gupt. Constitutions of all the major countries have origin in this book. It
could be Indian Constitution, Irish, Canadian, USA
If Geeta, Bible, Kuran,
Gurugranthsahib, Adi Granth, Vedas, Vedanta are classical scripts in
spirituality then Arthshastra is one of the classical book for above mentioned
subjects. In fact all the classical scripts have everything put in gist to live
normal life happily. It is said that once you master classical books everything
becomes easier in later part of life and work.
Competence is a standardized
requirement for an individual to properly perform a specific job. It
encompasses a combination of knowledge, skills and behavior utilized to improve
performance. More generally, competence is the state or quality of being
adequately or well qualified, having the ability to perform a specific role.
For instance, management
competency includes the traits of systems thinking and emotional intelligence,
and skills in influence and negotiation. A person possesses a competence as
long as the skills, abilities, and knowledge that constitute that competence
are a part of them, enabling the person to perform effective action within a
certain workplace environment. Therefore, one might not lose knowledge, a
skill, or an ability, but still lose a competence if what is needed to do a job
well changes.
The competencies have five
characteristics, namely:
*
Motives: Things a person consistently thinks about or wants that cause
action, motives drive, direct and select behavior towards certain actions.
Example achievement motivation people consistently set challenging goals for
themselves, take responsibility for accomplishing them and use the feedback to
do better
*
Traits: Physical characteristics and consistent responses to situations.
Good eyesight is physical traits of a pilot. Emotional Self Control and
initiative are more complex consistent responses to situations.
*
Self Concept: A person's attitude value or self image. A person's values
are reactive or respondent motives that predict what a person would do in the
short run. Example: A person who values being a leader would be more likely to
exhibit leadership behavior.
*
Knowledge (Information a person has in a specific work area) Example: An
accountant's knowledge of various accounting procedures.
*
Skill (is the ability to perform certain mental or physical tasks)
Example: Mental competency includes analytical thinking. The ability to
establish cause and affect relationship.
The four general
competences are:
- Meaning Competence: Identifying with the
purpose of the organization or community and acting from the preferred
future in accordance with the values of the organization or community.
- Relation Competence: Creating and
nurturing connections to the stakeholders of the primary tasks.
- Learning Competence: Creating and looking
for situations that make it possible to experiment with the set of
solutions that make it possible to solve the primary tasks and reflect on
the experience.
- Change Competence: Acting in new ways
when it will promote the purpose of the organization or community and make
the preferred future come to life.
Types of competencies
1. Organizational
competencies — unique factors that make an organization competitive
2. Job/Role competencies—things an individual must demonstrate to be effective in a job, role, function, task, or duty, an organizational level,or in the entire organization.
3. Personal competencies—aspects of an individual that imply a level of skill, achievement, or output
2. Job/Role competencies—things an individual must demonstrate to be effective in a job, role, function, task, or duty, an organizational level,or in the entire organization.
3. Personal competencies—aspects of an individual that imply a level of skill, achievement, or output
Types of competencies
MANAGERIAL
Competencies which are
considered essential for staff with managerial or supervisory
responsibility
in any service or program area, including directors and senior posts.
Some managerial
competencies could be more relevant for specific occupations, however they are
applied horizontally across the Organization, i.e. analysis and decision-making,
team leadership, change management, etc.
GENERIC
Competencies which are
considered essential for all staff, regardless of their function or level, i.e.
communication, program execution, processing tools, linguistic, etc.
TECHNICAL/FUNCTIONAL
Specific competencies which
are considered essential to perform any job in the Organization within a
defined technical or functional area of work, i.e. environmental management,
industrial process sectors, investment management, finance and
administration, human resource management, etc.
Levels of Competency
1.
Practical competency - An employee's demonstrated ability to perform a set of
tasks.
2.
Foundational competence - An employee's demonstrated understanding of what and
why he / she is doing.
3.
Reflexive competence (An employee's ability to integrate actions with the
understanding of the action so that he / she learn from those actions and
adapts to the changes as and when they are required.
4.
Applied competence - An employee's demonstrated ability to perform a set of
tasks with understanding and reflexivity.
Application levels of a
competency
ADVANCED
Demonstrates high level of
understanding of the particular competency to perform fully and independently
related tasks.
Frequently demonstrates
application that indicates profound level of expertise. Can perform adviser or
trainer roles. Work activities are carried out consistently with high quality
standards.
PROFICIENT
Demonstrates a sound level
of understanding of the particular competency to adequately perform related
tasks, practically without guidance. Work activities are performed effectively
within quality standards.
KNOWLEDGEABLE
Demonstrates a sufficient
understanding of the particular competency to be used in the work place, but
requires guidance Tasks or work activities are generally carried out under
direction.
COMPETENCY MAPPING
Competency mapping is a
process through which one assesses and determines one's strengths as an
individual worker and in some cases, as part of an organization. It generally
examines two areas: emotional intelligence or emotional quotient (EQ), and
strengths of the individual in areas like team structure, leadership, and
decision-making. Large organizations frequently employ some form of competency
mapping to understand how to most effectively employ the competencies of
strengths of workers. They may also use competency mapping to analyze the
combination of strengths in different workers to produce the most effective
teams and the highest quality work.
The steps involved in
competency mapping with an end result of job evaluation include the following:
1)
Conduct a job analysis by asking incumbents to complete a position information
questionnaire (PIQ). This can be provided for incumbents to complete, or you
can conduct one-on-one interviews using the PIQ as a guide. The primary goal is
to gather from incumbents what they feel are the key behaviors necessary to
perform their respective jobs.
2)
Using the results of the job analysis, you are ready to develop a competency
based job description. A sample of a competency based job description generated
from the PIQ may be analyzed. This can be developed after carefully analyzing
the input from the represented group of incumbents and converting it to
standard competencies.
3)
With a competency based job description, you are on your way to begin mapping
the competencies throughout your human resources processes. The competencies of
the respective job description become your factors for assessment on the
performance evaluation. Using competencies will help guide you to perform more
objective evaluations based on displayed or not displayed behaviors.
4)
Taking the competency mapping one step further, you can use the results of your
evaluation to identify in what competencies individuals need additional
development or training. This will help you focus your training needs on the
goals of the position and company and help your employees develop toward the
ultimate success of the organization.
Behavioral event interview
A behavioral interview is a
structured interview that is used to collect information about past behavior.
Because past performance is a predictor of future behavior, a behavioral
interview attempts to uncover your past performance by asking open-ended
questions. Each question helps the interviewer learn about your past
performance in a key skill area that is critical to success in the position for
which you are interviewing. The interview will be conducted face-to-face whenever
possible.
Using the STAR Technique
In a behavioral interview,
the interviewer will ask questions about your past experiences. A useful way to
prepare for this style of questioning is to use the STAR technique. The STAR
technique is a way to frame the answers to each question in an organized manner
that will give the interviewer the most information about your past experience.
As you prepare to answer each question, consider organizing your response by
answering each of the following components of the STAR technique:
What was the Situation
in which you were involved?
What was the Task you needed to accomplish?
What Action(s) did you take?
What Results did you achieve?
What was the Task you needed to accomplish?
What Action(s) did you take?
What Results did you achieve?
Repertory grid
The repertory grid is a
technique for identifying the ways that a person construes his or her
experience. It provides information from which inferences about personality can
be made, but it is not a personality test in the conventional sense.
A grid consists of four
parts.
1.
A Topic: it is about some part of the person's experience
2.
A set of Elements, which are examples or instances of the Topic. Any
well-defined set of words, phrases, or even brief behavioral vignettes can be
used as elements. For example, to see how I construe the purchase of a car, a
list of vehicles within my price range could make an excellent set of elements
3.
A set of Constructs. These are the basic terms that the client uses to make
sense of the elements, and are always expressed as a contrast. Thus the meaning
of 'Good' depends on whether you intend to say 'Good versus Poor', as if you
were construing a theatrical performance, or 'Good versus Evil', as if you were
construing the moral or ontological status of some more fundamental experience.
4.
A set of ratings of Elements on Constructs. Each element is positioned between
the two extremes of the construct using a 5- or 7-point rating scale system;
this is done repeatedly for all the constructs that apply; and thus its meaning
to the client is captured, and statistical analysis varying from simple counting,
to more complex multivariate analysis of meaning, is made possible.
Step 1
The individual or group
begins with a repertory grid, pen or pencil, and five to eight blank cards.
Step 2
Then the elements are
written across the top of the grid.
Step 3
After this, the subject(s)
write numbers on one side of the cards which correspond with the elements at
the top of the grid.
Step 4
The cards are turned face
down, shuffled, and then three cards are drawn at random.
Step 5
The subject(s) mark on the
grid which three elements were drawn with an "X". They then
decide: "Out of the three elements chosen, which two seem to have
something more in common with each other?" These two elements are
connected with a line.
Step 6
Always on the left side of
the grid, the subject(s) will describe what aspect these two elements
share. On the right side, they will express what it is that makes the
third element different from the other two. (If this is too difficult,
people are allowed to write something they believe to be the opposite of the
left hand construct).
Step 7
Finally, the elements are
rated to the constructs. Each element is rated to the constructs on a
scale of one to five, with the left construct as "1" and the right
construct as "5". For example, on a scale of 1 to 5, with
"1" being most like a "lesson carefully designed for students
needs" and five as "giving students second language activities just
to kill the time", we see that the subject(s) rated the element, "students
are happy" as more like the left construct, with a rating of
"2", the element, "students are active" as like the right
construct, with a rating of "5", "students retain L2" as
like the left side with a rating of "1", and so on.
One the first row has been
rated, the individual or group turn the three cards over, shuffle them, and
begin the process all over again. They may reshuffle in the case of
drawing the same three card combination as before.
Repertory grids were an
invention of the late George Kelly, a mid-West American engineer turned
psychologist/psychotherapist who wrote up his work in the '50s. They consist of
a rectangular matrix of ratings of things called "elements" (usually
placed in the columns) each rated on adjectival phrases or simple adjectives
known as "constructs".
The following is an
example, a grid from an (imaginary) forensic psychotherapy patient:
"You to your
mother"
|
"Your mother to
you"
|
"You to your
father"
|
"Your father to
you"
|
"You to your
partner"
|
"Your partner to
you"
|
"You to your
victim"
|
"Your victim to
you"
|
"You to your
therapist"
|
"Your therapist to
you"
|
|
Domineering
|
2
|
3
|
4
|
4
|
5
|
4
|
2
|
4
|
5
|
6
|
Sexually attractive
|
2
|
2
|
3
|
3
|
6
|
4
|
5
|
4
|
4
|
2
|
Easily controlled
|
2
|
3
|
5
|
2
|
4
|
6
|
4
|
6
|
5
|
4
|
Rejecting
|
4
|
4
|
3
|
5
|
6
|
4
|
3
|
2
|
5
|
5
|
Loving
|
5
|
6
|
3
|
4
|
6
|
5
|
2
|
4
|
6
|
3
|
Neglecting
|
2
|
2
|
4
|
4
|
5
|
4
|
4
|
2
|
6
|
5
|
Sexually intimidating
|
2
|
5
|
3
|
6
|
6
|
3
|
2
|
4
|
2
|
2
|
Protective
|
1
|
5
|
1
|
1
|
5
|
5
|
1
|
3
|
2
|
1
|
Understanding
|
4
|
4
|
2
|
4
|
3
|
4
|
4
|
2
|
4
|
2
|
The
elements here are directional relationships:
"Your therapist to
you"
i.e. the first element represents the way he thinks he is toward his mother, the second is how he thinks she is toward him.
i.e. the first element represents the way he thinks he is toward his mother, the second is how he thinks she is toward him.
Critical incident technique
The CIT is a method for
getting a subjective report while minimising interference from stereotypical
reactions or received opinions. The user is asked to focus on one or more critical
incidents which they experienced personally in the field of activity being
analysed. A critical incident is defined as one which had an important effect
on the final outcome. Critical incidents can only be recognised
retrospectively.
CIT analysis uses a method
known as Content Analysis in order to summarise the experiences of many users
or many experiences of the same user.
The Critical Incident
Technique (or CIT) is a set of procedures used for collecting direct
observations of human behavior that have critical significance and meet
methodically defined criteria. These observations are then kept track of as
incidents, which are then used to solve practical problems and develop broad
psychological principles. A critical incident can be described as one that
makes a significant contribution - either positively or negatively - to an
activity or phenomenon. Critical incidents can be gathered in various ways, but
typically respondents are asked to tell a story about an experience they have
had.
CIT is a flexible method
that usually relies on five major areas. The first is determining and reviewing
the incident, then fact-finding, which involves collecting the details of the
incident from the participants. When all of the facts are collected, the next
step is to identify the issues. Afterwards a decision can be made on how to
resolve the issues based on various possible solutions. The final and most
important aspect is the evaluation, which will determine if the solution that
was selected will solve the root cause of the situation and will cause no
further problems.
Advantages
- Flexible method that can be used
to improve multi-user systems.
- Data is collected from the
respondent's perspective and in his or her own words.
- Does not force the respondents
into any given framework.
- Identifies even rare events that
might be missed by other methods which only focus on common and everyday
events.
- Useful when problems occur but
the cause and severity are not known.
- Inexpensive and provides rich
information.
- Emphasizes the features that will
make a system particularly vulnerable and can bring major benefits (e.g.
safety).
- Can be applied using
questionnaires or interviews.
Disadvantages
- A first problem comes from the
type of the reported incidents. The critical incident technique will rely
on events being remembered by users and will also require the accurate and
truthful reporting of them. Since critical incidents often rely on memory,
incidents may be imprecise or may even go unreported.
- The method has a built-in bias
towards incidents that happened recently, since these are easier to
recall.
- It will emphasize only rare
events; more common events will be missed.
- Respondents may not be accustomed
to or willing to take the time to tell (or write) a complete story when
describing a critical incident.
COMPETENCY ASSESSMENT
Competency assessment
involves the measurement of an individual's competencies. Measures include
cognitive ability tests, biodata instruments, structured interviews, job
knowledge tests, diagnostic and promotion tests, and measures of customer
service, and social skills. With the advent of increased agency responsibility
for staffing decisions, valid personnel selection assessments are more critical
than ever. The Office of Personnel Management's research and development staff
are experts in producing selection methods that can be tailored to specific
agency needs.
Key Features
- Selection methods cover the
entire spectrum of job-relevant abilities, including reasoning and social
skills, and are offered in a variety of formats:
o
Multiple-choice tests, either computer-based or paper and pencil
o Structured interviews
o Biodata questionnaires
o Job-knowledge tests
o Social skills inventories
o Executive assessment centers
o Language-learning ability tests
o Physical performance tests
o Professional examinations for managers and executives
o Structured interviews
o Biodata questionnaires
o Job-knowledge tests
o Social skills inventories
o Executive assessment centers
o Language-learning ability tests
o Physical performance tests
o Professional examinations for managers and executives
- Complete documentation of
development process and validity analysis
- Nationwide network of test
administrators can effectively and efficiently administer tests of OPM
design
Why You May Want To Use
These Services
- Increased productivity
- Enhanced diversity of candidates
360 DEGREE FEEDBACK
In human resources or
industrial/organizational psychology, 360-degree feedback, also known as
'multi-rater feedback', 'outsource feedback', or 'outsource assessment', is
employee development feedback that comes from all around the employee.
"360" refers to the 360 degrees in a circle. The feedback would come
from subordinates, peers, and managers in the organizational hierarchy, as well
as self-assessment, and in some cases external sources such as customers and
suppliers or other interested stakeholders. It may be contrasted with upward
feedback, where managers are given feedback by their direct reports, or a
traditional performance appraisal, where the employees are most often reviewed
only by their manager.
The results from 360-degree
feedback are often used by the person receiving the feedback to plan their
training and development. The results are also used by some organizations for
making promotional or pay decisions, which is sometimes called "360-degree
review."
Benefits
- Individuals get a broader
perspective of how they are perceived by others than previously possible.
- Increased awareness of and
relevance of competencies.
- Increased awareness by senior
management that they too have development needs.
- More reliable feedback to senior
managers about their performance.
- Gaining acceptance of the
principle of multiple stakeholders as a measure of performance.
- Encouraging more open feedback —
new insights.
- Reinforcing the desired
competencies of the business.
- Provided a clearer picture to
senior management of individual's real worth (although there tended to be
some 'halo' effect syndromes).
- Clarified to employees critical
performance aspects.
- Opens up feedback and gives
people a more rounded view of performance than they had previously.
- Identifying key development areas
for the individual, a department and the organization as a whole.
- Identifying strengths that can be
used to the best advantage of the business.
- A rounded view of the
individual's/ teams/ organization's performance and what the strengths and
weaknesses are.
- Raised the self-awareness of
people managers of how they personally impact upon others — positively and
negatively.
- Supporting a climate of
continuous improvement.
- Starting to improve the climate/
morale, as measured through the survey.
- Focused agenda for development.
Forced line managers to discuss development issues.
- Perception of feedback as more
valid and objective, leading to acceptance of results and actions
required.
- Gaps are identified in one's
self-perception versus the perception of the manager, peer or direct
reports.
- Customizing the questions to
one's organizational competencies.
For
competency mapping work sheet :
Competency
mapping involves the process by which we determine:
The nature and scope of a specific job role, the skills required, the level of knowledge required, and the behavioral capacities required to apply those skills and knowledge in that role. Often the information/data gathering process involves interviews with individuals experienced in the position as well as observation of the role being performed. Behavioral competencies are derived from the raw data, and competencies defined, selected, and prioritized. A great resource to consult is "Competence at Work: Models for Superior Performance" (Lyle Spencer with Signe Spencer) and "The Art and Science of Competency Models" (Anntoinette D. Lucia with Richard Lepsinger) .
The nature and scope of a specific job role, the skills required, the level of knowledge required, and the behavioral capacities required to apply those skills and knowledge in that role. Often the information/data gathering process involves interviews with individuals experienced in the position as well as observation of the role being performed. Behavioral competencies are derived from the raw data, and competencies defined, selected, and prioritized. A great resource to consult is "Competence at Work: Models for Superior Performance" (Lyle Spencer with Signe Spencer) and "The Art and Science of Competency Models" (Anntoinette D. Lucia with Richard Lepsinger) .
Competency Mapping is a
process of identify key competencies for an organization and/or a job and
incorporating those competencies throughout the various processes (i.e. job
evaluation, training, recruitment) of the organization. To ensure we are both
on the same page, we would define a competency as a behavior (i.e.
communication, leadership) rather than a skill or ability.
The steps involved in
competency mapping with an end result of job evaluation include the following:
1)
Conduct a job analysis by asking incumbents to complete a position information
questionnaire(PIQ). This can be provided for incumbents to complete, or you can
conduct one-on-one interviews using the PIQ as a guide. A sample PIQ that we
use when conducting this step with our clients was provided to this client. The
primary goal is to gather from incumbents what they feel are the key behaviors
necessary to perform their respective jobs.
2)
Using the results of the job analysis, you are ready to develop a competency
based job description. A sample of a competency based job description generated
from the PIQ was provided to this client. This was developed after carefully
analyzing the input from the represented group of incumbents and converting it
to standard competencies.
3)
With a competency based job description, you are on your way to begin mapping
the competencies throughout your human resources processes. The competencies of
the respective job description become your factors for assessment on the
performance evaluation. Using competencies will help guide you to perform more
objective evaluations based on displayed or not displayed behaviors.
4)
Taking the competency mapping one step further, you can use the results of your
evaluation to identify in what competencies individuals need additional
development or training. This will help you focus your training needs on the
goals of the position and company and help your employees develop toward the
ultimate success of the organization.
Implementing competency mapping process (View
Comments)
Sonam
Bhatia
Posted
On Friday, October 23, 2009 at 03:44:27 PM
Human competence is the
most important element which leads to the success of any business. The
organisation has to make a “buy or make choice.” It is not possible to
buy all the talent externally; rather organisations need to develop talent
internally by ensuring that an employee holding a particular job position is
equipped with the right kind of skills at a right time and cost. It is due to
this reason that competency mapping has gained so much relevance in the present
scenario.
To understand the meaning of Competency Mapping we need to understand the meaning of competency and competence.
Competency - It refers to the desired level of attitude, knowledge and skills required to do a job in the best possible manner.
Competence – It refers to the actual level of knowledge, skills and attitude possessed by the employee holding a particular job position.
Competency mapping is the process of finding out the difference between the desired level of competency required by a particular job position and actual level of competency possessed by the employee holding that job position. The process of competency mapping can be used in recruitment and selection, training and development, performance appraisal, succession planning, coaching and various other areas of HR.
Following are the steps to be followed to carry out the competency mapping process:
Identify the positions to be studied: The first step in competency mapping is to identify the job positions to be studied and while doing competency mapping we need to keep in mind that it is done for job positions and not for persons holding job position.
Job analysis: The next step is to conduct
the job analysis of the selected job position through observation,
questionnaire, interview method, diary method, log record, critical incident
method or with the help of panel of experts.
Prepare job description and
job specification to identify the KRA’ s and KPA’s: Based on the information
taken through the job analysis, prepare competency based job description and
job specification and also identify the KRA’s and KPA’s for each job position.
Identify the required
competencies: Based
on identifying the KRA’s and the KPA’s for each job position identify 6-7 most
crucial competencies required to do a job.
Preparing a competency
dictionary: Once
the competencies are identified the next step is to prepare a competency
dictionary. For this, the competency has to be defined first and then using the
behaviorally anchored rating scales the competencies need to be classified into
3-level or 5-level rating scale.
Preparing a competency
matrix: Once
the dictionary is prepared and the classification is done for each competency
the next step is to prepare competency matrix clearly showing the level of
competency required for each job position against each competency. The level
required for each job position may be decided either by a brainstorming session
with the HR and the management or through 360 degree feedback depending upon
the suitability of the organisation.
Measuring the gaps: Once the matrix is designed
the next step is to check the deviation between the required level of
competency and the actual level of competency possessed by the employee holding
a particular job position. The ratings may be given either by the brainstorming
session or through 360 degree feedback depending upon the suitability of
organisation.
Thus, these are the steps
of competency mapping process and once the gaps are found in the performance
training can be given to employees to fill the gap; it can be used for
performance appraisal. Competency mapping can also be used for coaching and
succession planning, and finally if HR knows exactly the right kind of skills
for a particular job position it can acquire as well as make just the right
kind of talent.
The need for competency mapping (View
Comments)
Sheetal
Srivastava
Posted
On Monday, July 27, 2009 at 12:41:33 PM
The economic downturn has
made companies sit up and recognise the need to have the best quality manpower
working with them if they are to tide over the financial crisis looking large
over the industry. This is where competency mapping has risen high up in the
priority list for many organisations. Let’s find out
Finding the right fit for
the right job is a matter of concern for most organisations especially in
today’s economic crisis. As meeting an individual's career aspirations are
concerned, once the organisation gives an employee the perspective of what is
required from him/her to reach a particular position, it drives them to develop
the competencies for the same.
Competencies enable individuals to identify and articulate what they offer -regardless of the job. 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. Introduction of competency mapping has also involved introducing skill appraisals in performance appraisals.
Competencies enable individuals to identify and articulate what they offer -regardless of the job. 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. Introduction of competency mapping has also involved introducing skill appraisals in performance appraisals.
Need of the hour
“The slowing economy around the world has put new and increased pressure on an organisation’s capability to get more out of the available resource they have, and this often translates into pressure on the individual employees. That is where it is important to correlate performance result with competencies. It is therefore imperative to define a set of core competencies which corresponds the organisation’s key market differentiator,” says Gyanendra Acharya, manager - human resources, Hughes Systique Corporation.
The current economic downturn has created a situation for companies to scale down various overhead costs to meet their growth requirements. “Competency modeling identifies the precise set of competencies and proficiency levels needed for every role in the organisation. This system helps identify specific areas of training and maps employee growth to strategic business needs. During a difficult economic situation, it becomes particularly important for organisations to sustain their competitive edge in the industry by investing in learning and development programs that will empower employees to build on their strategic career objectives,” notes Narendra Raje, director - learning and development, Unisys.
Competency mapping – An important HR tool
Companies have long realised the importance of competency mapping as an important HR function. This is especially relevant in this recessionary environment where human capital is one of the most important assets of an organisation and needs to be nurtured. According to Ajay Trehan, founder, CEO, AuthBridge “There is always a need to have the best quality manpower. More and more companies are using competency mapping tools to screen and hire people with specific competencies. There might be a need for a person with excellent writing skills or an excellent creative mind. When individuals must seek new jobs, knowing one’s competencies can give one a competitive edge in the market.”
Professional Aptitude Council, a global talent mapping organisation, through its assessment tests for competency mapping helps companies understand their employees better. PAC has a set of modules used to help organisations assess their existing talent pool. These tests assess a person on the basis of Aptitude, Domain Skills, Communication Skills and Personality and Psychometric fit. "This involves making crucial decisions as to place which employee in which project, identify core competency area of employees etc. These tools that PAC uses help organisations plan their training requirements in the long run," notes Naveen Manjunath, managing director (
Unisys
Adding further to this he says, “Unisys
CBay Systems has the advantage of employees delivering and exceeding requisite performance levels since the former has mapped out competencies that are required to perform specific roles. “New hires are pegged against these that are required for the role before being hired to ensure they fit as per their deliverables. Existing employees are periodically reviewed with the help of assessment tools and based on the gap analysis we provide them necessary training and development to hone the requisite competency. The action plans for the competency development outcome based on such assessments are finalised and the entire initiative is institutionalised,” confirms Sanjay Shanmugaum, vice president - human resources, CBay Systems.
Competency mapping not only helps know your competencies but also your weak areas which can be worked upon. Besides increasing employee morale and enhancing productivity, it induces fresh thinking, fosters innovation and thereby aims to provide an enriching job experience.
CM
PDF
5
Competency
Mapping UNIT 8 COMPETENCY MAPPING
Objectives
After
completion of the unit, you should be able to:
l understand
the concept of job analysis;
l explain the
competency approach to job analysis;
l describe
the meaning of competency mapping and various methods involved
in it; and
l appreciate
the benefits of competency mapping.
Structure
8.1
Introduction
8.2
Competency Approach to Job Analysis
8.3 Uses of
Competency Approach in an Organisation
8.4 Benefits
of the Competency Approach
8.5
Competency Mapping
8.6 Methods
of Competency Mapping
8.7 Summary
8.8 Self
Assessment Questions
8.9 Further Readings
8.1
INTRODUCTION
Job analysis refers
to the process of examining a job to identify its component parts
and
circumstances in which it is performed. The critical concern for you as a job
analyst
should be to treat jobs as units of organisation. It acts as a tool which
provides
the information
base for a wide range of organisational and managerial functions. Job
analysis
consists of two functions such as Job Description and Job Specification,
which are
closely related to each other. Job description is a broad statement of the
purpose, duties
and responsibilities of a job and job specification is a broad statement
which
specifies about the job holder, i.e., his/her qualification, experience
required etc.
The present
unit discusses the competency approach to job analysis and the concept of
competency
mapping.
8.2
COMPETENCY APPROACH TO JOB ANALYSIS
A skill is a
task or activity required for competency on the job. Competency in a skill
requires
knowledge, experience, attitude, and feedback. Performance assessment
criteria
clearly define the acceptable level of competency for each skill required to
perform the
job. The individual’s level of competency in each skill is measured against
a performance
standard established by the organization. These competency skills are
grouped
according to a major function of the occupation, and are presented in a
twodimensional
chart. Each
skill has its own set of “learning outcomes”, which must be
mastered
before a competency in the particular skill is acknowledged.
6
Performance
Management
and Potential
Assessment
The
competency based job analysis involves the following steps:
a)
Identification of major job functions;
b)
Identification of skills performed within each of the major job functions;
c) Generation
of several drafts to be reviewed by employers and employees and
modified to
accurately reflect the skills performed on the job;
d)
Development of an occupational analysis chart. The chart is a two-dimensional
spreadsheet
chart displaying the major job functions and skills; and
e)
Identification of performance standards for each skill using a competency-based
rating scale
which describes various levels of performance.
8.3 USES OF
COMPETENCY APPROACH IN AN
ORGANISATION
Competency
approach is a foundation upon which to build a variety of human
resource
development initiatives. This adaptable, flexible, and scalable tool has been
used for the
following benefits to the organization:
a) provides a
systematic approach to planning training
b) customizes
training delivery to the individual or organization
c) evaluates
suitability of training programs to promote job competence
d) provides
employees with a detailed job description
e) develops
job advertisements
f) helps in
personnel selection
g) assists in
performance appraisals
h) targets
training to skills that require development
i) gives
credit for prior knowledge and experience
j) focuses on
performance improvement
k) promotes
ongoing employee performance development
l) identifies
employee readiness for promotion
m) guides
career development of employees
n) develops
modular training curriculum that can be clustered as needed
o) develops
learning programmes
8.4 BENEFITS
OF THE COMPETENCY APPROACH
There are
different approaches to competency analysis.While some competency
studies take
months to complete and result in vague statements that have little
relevance to
people in the organization but if done well they provide the following
benefits to
the organizations:
a) Increased
productivity;
b) Improved
work performance;
c) Training
that is focused on organizational objectives;
d) Employees
know up front what is expected of them;
e) Employees
are empowered to become partners in their own performance
development;
and
f) The
approach builds trust between employees and managers
7
One of the
strong points of this approach is that it requires interaction between the Competency
Mapping
employer and
the employee. The job analysis is a catalyst to meaningful discussion of
job
performance because the employer and employee have a common understanding of
expectations.
This is due to the explicit nature of the competency statements
pertaining to
the job. The fact that the employee conducts a self-appraisal of
performance
and the employer must confirm this assessment requires a counseling
type of
interaction to take place. The growth plan requires input from the employer
and the
employee for its development and follow-up.
8.5
COMPETENCY MAPPING
Competency
approach to job depends on competency mapping. Competency Mapping
is a process
to identify key competencies for an organization and/or a job and
incorporating
those competencies throughout the various processes (i.e. job
evaluation,
training, recruitment) of the organization. A competency is defined as a
behavior
(i.e. communication, leadership) rather than a skill or ability.
The steps
involved in competency mapping are presented below:
a) Conduct a
job analysis by asking incumbents to complete a position information
questionnaire(PIQ).
This can be provided for incumbents to complete, or used as
a basis for
conducting one-on-one interviews using the PIQ as a guide. The
primary goal
is to gather from incumbents what they feel are the key behaviors
necessary to
perform their respective jobs.
b) Using the
results of the job analysis, a competency based job description
is developed.
It is developed after carefully analyzing the input from
the
represented group of incumbents and converting it to standard
competencies.
c) With a
competency based job description, mapping the competencies can be
done. The
competencies of the respective job description become factors for
assessment on
the performance evaluation. Using competencies will help to
perform more
objective evaluations based on displayed or not displayed
behaviors.
d) Taking the
competency mapping one step further, one can use the results of one’s
evaluation to
identify in what competencies individuals need additional
development
or training. This will help in focusing on training needs required to
achieve the
goals of the position and company and help the employees develop
toward the
ultimate success of the organization.
Activity A
Prepare a
Position Information Questionnaire for two jobs you are familiar with and
derive the
outcome.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
.
8
Performance
Management
and Potential
Assessment 8.6 METHODS OF COMPETENCY MAPPING
It is not
easy to identify all the competencies required to fulfill the job requirements.
However, a
number of methods and approaches have been developed and successfully
tried out.
These methods have helped managers to a large extent, to identify and
reinforce
and/or develop these competencies both for the growth of the individual and
the growth of
the organization. In the following section, some major approaches of
competency
mapping have been presented.
1) Assessment
Centre
“Assessment
Centre” is a mechanism to identify the potential for growth. It is a
procedure
(not location) that uses a variety of techniques to evaluate employees for
manpower
purpose and decisions. It was initiated by American Telephone and
Telegraph
Company in 1960 for line personnel being considered for promotion to
supervisory
positions. An essential feature of the assessment center is the use of
situational
test to observe specific job behavior. Since it is with reference to a job,
elements
related to the job are simulated through a variety of tests. The assessors
observe the
behavior and make independent evaluation of what they have observed,
which results
in identifying strengths and weaknesses of the attributes being studied.
It is,
however, worth remembering that there is a large body of academic research
which
suggests that the assessment centre is probably one of the most valid
predictors
of
performance in a job and, if correctly structured, is probably one of the
fairest and
most
objective means of gathering information upon which a selection decision can be
based. From
the candidate’s perspective it is important to be natural and to be oneself
when faced
with an assessment centre, remembering always that you can only be
assessed on
what you have done and what the assessors can observe.
The
International Personnel Management Association (IPMA) has identified the
following
elements, essential for a process to be considered as assessment center:
a) A job
analysis of relevant behavior to determine attributes skills, etc. for
effective job
performance and what should be evaluated by assessment center.
b) Techniques
used must be validated to assess the dimensions of skills and
abilities.
c) Multiple
assessment techniques must be used.
d) Assessment
techniques must include job related simulations.
e) Multiple
assessors must be used for each assessed.
f) Assessors
must be thoroughly trained.
g) Behavioral
observations by assessors must be classified into some meaningful
and relevant
categories of attributes, skills and abilities, etc.
h) Systematic
procedures should be used to record observations.
i) Assessors
must prepare a report.
j) All
information thus generated must be integrated either by discussion or
application
of statistical techniques.
Data thus
generated can become extremely useful in identifying employees with
potential for
growth. Following are some of the benefits of the assessment center:
a) It helps
in identifying early the supervisory/ managerial potential and gives
sufficient
lead time for training before the person occupies the new position.
b) It helps
in identifying the training and development needs.
c) Assessors
who are generally senior managers in the organization find the training
for assessor
as a relevant experience to know their organization a little better.
9
d) The
assessment center exercise provides an opportunity for the organization to Competency
Mapping
review its
HRM policies.
Assessment
Centre is a complex process and requires investment in time. It should
safeguard
itself from misunderstandings and deviations in its implementation. For this,
the following
concerns should be ensured:
a) Assessment
Centre for diagnosis is often converted as Assessment Centre for
prediction of
long range potential.
b) The
assessors’ judgment may reflect the perception of reality and not the reality
itself.
c) One is not
sure if the benefits outweigh the cost.
Assessment
Centre comprises a number of exercises or simulations which have been
designed to
replicate the tasks and demands of the job. These exercises or simulations
will have
been designed in such a way that candidates can undertake them both singly
and together
and they will be observed by assessors while they are doing the exercises.
The main
types of exercises are presented below. Most organizations use a
combination
of them to assess the strengths, weaknesses and potential of employees.
a) Group
Discussions: In these, candidates are brought together as a committee
or
project team
with one or a number of items to make a recommendation on. Candidates
may be
assigned specific roles to play in the group or it may be structured in such a
way that all
the candidates have the same basic information. Group discussion allows
them to
exchange information and ideas and gives them the experience of working in a
team. In the
work place, discussions enable management to draw on the ideas and
expertise of
staff, and to acknowledge the staff as valued members of a team.
Some
advantages of group discussion are:
l Ideas can
be generated.
l Ideas can
be shared.
l Ideas can
be ‘tried out’.
l Ideas can
be responded to by others.
l When the
dynamics are right, groups provide a supportive and nurturing
environment
for academic and professional endeavour.
l Group
discussion skills have many professional applications.
l Working in
groups is fun!
A useful
strategy for developing an effective group discussion is to identify task and
maintenance
roles that members can take up. Following roles, and the dialogue that
might
accompany them in a group discussion have been identified.
1) Positive
Task Roles: These roles help in reaching the goals more effectively:
l Initiator:
Recommends novel ideas about the problem at hand, new ways to
approach the
problem, or possible solutions not yet considered.
l Information
seeker: Emphasises “getting the facts” by calling for
background
information from others.
l Information
giver: Provides data for forming decisions, including facts that
derive from
expertise.
l Opinion
seeker: Asks for more qualitative types of data, such as attitudes,
values, and
feelings.
l Opinion
giver: Provides opinions, values, and feelings.
l Clarifier:
Gives additional information- examples, rephrasing, applications
about points
being made by others.
l Summariser:
Provides a secretarial function.
1 0
Performance
Management
and Potential
Assessment
2) Positive
Maintenance Roles : These become particularly important as the
discussion
develops and opposing points of view begin to emerge:
l Social
Supporter: Rewards others through agreement, warmth , and praise.
l Harmonizer:
Mediates conflicts among group members.
l Tension
Reliever: Informally points out the positive and negative aspects of
the group’s
dynamics and calls for change, if necessary.
l Energiser:
Stimulates the group to continue working when the discussion
flags.
l Compromiser:
Shifts her/his own position on an issue in order to reduce
conflict in
the group.
l Gatekeeper:
Smoothes communication by setting up procedures and
ensuring
equal participation from members.
During an
effective group discussion each participant may take up a number of task
and maintenance
roles to keep the discussion moving productively.
In addition,
there are a number of negative roles which are often taken up in group
discussion.
They should be avoided during group discussions. The discussion group
may adopt the
ground rule that negative role behaviour will be censured by members
of the group.
Described below are some of the negative roles to be avoided:
l Disgruntled
non-participant: someone who does not contribute and whose
presence
inhibits the participation of other group members.
l Attacker:
someone who acts aggressively by expressing disapproval of
other members
and their contributions to the discussion.
l Dominator:
someone who takes control of the discussion by talking too
much,
interrupting other members, or behaving in a patronising way.
l Clown: someone
who ‘shows off’, refuses to take the discussion seriously,
or disrupts
it with inappropriate humour.
b) In
Tray: This type of exercise is normally undertaken by candidates
individually.
The materials
comprise a bundle of correspondence and the candidate is placed
in the role
of somebody, generally, which assumed a new position or replaced
their
predecessor at short notice and has been asked to deal with their
accumulated
correspondence. Generally the only evidence that the assessors have
to work with
is the annotations which the candidates have made on the articles of
mail. It is
important when undertaking such an exercise to make sure that the
items are not
just dealt with, but are clearly marked on the items any thoughts
that candidates
have about them or any other actions that they would wish to
undertake.
c) Interview
Simulations/Role Plays: In these exercises candidates meet
individually
with a role player or resource person. Their brief is either to gather
information
to form a view and make a decision, or alternatively, to engage in
discussion
with the resource person to come to a resolution on an aspect or issue
of dispute.
Typically, candidates will be allowed 15 -30 minutes to prepare for
such a
meeting and will be given a short, general brief on the objective of the
meeting.
Although the assessment is made mainly on the conduct of the meeting
itself,
consideration are also be given to preparatory notes.
d) Case
Studies / Analysis Exercises: In this type of exercise the candidate is
presented
with the task of making a decision about a particular business case.
They are
provided with a large amount of factual information which is generally
ambiguous
and, in some cases, contradictory. Candidates generally work
independently
on such an exercise and their recommendation or decision is
usually to be
communicated in the form of a brief written report and/or a
1 1
presentation
made to the assessors. As with the other exercises it is important Competency
Mapping
with this
kind of exercise to ensure that their thought processes are clearly
articulated
and available for the scrutiny of the assessors. Of paramount
importance,
if the brief requires a decision to be made, ensure that a decision is
made and
articulated.
2) Critical
Incidents Technique
It is
difficult to define critical incident except to say that it can contribute to
the
growth and
decay of a system. Perhaps one way to understand the concept would be to
examine what
it does. Despite numerous variations in procedures for gathering and
analyzing
critical incidents researchers and practitioners agree the critical incidents
technique can
be described as a set of procedures for systematically identifying
behaviours
that contribute to success or failure of individuals or organisations in
specific
situations. First of all, a list of good and bad on the job behaviour is
prepared
for each job.
A few judges are asked to rate how good and how bad is good and bad
behaviour,
respectively. Based on these ratings a check-list of good and bad behaviour
is prepared.
The next task
is to train supervisors in taking notes on critical incidents or outstanding
examples of
success or failure of the subordinates in meeting the job requirements.
The incidents
are immediately noted down by the supervisor as he observes them. Very
often, the
employee concerned is also involved in discussions with his supervisor
before the
incidents are recorded, particularly when an unfavourable incident is being
recorded,
thus facilitating the employee to come out with his side of the story.
The objective
of immediately recording the critical incidents is to improve the
supervisor’s
ability as an observer and also to reduce the common tendency to rely on
recall and
hence attendant distortions in the incidents. Thus, a balance-sheet for each
employee is
generated which can be used at the end of the year to see how well the
employee has
performed. Besides being objective a definite advantage of this
technique is
that it identifies areas where counseling may be useful.
In real world
of task performance, users are perhaps in the best position to recognise
critical
incidents caused by usability problems and design flaws in the user interface.
Critical
incident identification is arguably the single most important kind of
information
associated with task performance in usability -oriented context.
Following are
the criteria for a successful use of critical incident technique:
a) Data are
centred around real critical incidents that occur during a task
performance.
b) Tasks are
performed by real users.
c) Users are
located in their normal working environment.
d) Data are
captured in normal task situations, not contrived laboratory settings.
e) Users self
report their own critical incidents after they have happened.
f) No direct
interaction takes place between user and evaluator during the
description
of the incident(s).
g) Quality
data can be captured at low cost to the user.
Critical
Incidents Technique is useful for obtaining in-depth data about a particular
role or set
of tasks. It is extremely useful to obtain detailed feedback on a design
option. It
involves the following three steps:
Step
1:Gathering facts: The methodology usually employed through an open-ended
questionnaire,
gathering retrospective data. The events should have happened fairly
recently: the
longer the time period between the events and their gathering, the greater
the danger
that the users may reply with imagined stereotypical responses. Interviews
1 2
Performance
Management
and Potential
Assessment
can also be
used, but these must be handled with extreme care not to bias the user.
There are two
kinds of approaches to gather information:
1) Unstructured
approach: where the individual is asked to write down two good
things and
two bad things that happened when one was carrying out an activity.
2) Moderate
structured approach: where the individual is asked to respond to
following
questions relating to what happened when he/she was carrying out an
activity.
1) What lead
up to the situation?
2) What was
done that was especially effective or non- effective?
3) What was
the result( outcome)?
Step 2:
Content analysis: Second step consists of identifying the contents or themes
represented
by the clusters of incidents and conducting “retranslation” exercises
during which
the analyst or other respondents sort the incidents into content
dimensions or
categories. These steps help to identify incidents that are judged to
represent
dimensions of the behaviour being considered. This can be done using a
simple
spreadsheet. Every item is entered as a separate incident to start with, and
then
each of the
incidents is compiled into categories. Category membership is marked as
identical ,
quite similar and could be similar. This continues until each item is assigned
to a category
on at least a “quite similar” basis.Each category is then given a name
and the
number of the responses in the category are counted. These are in turn
converted
into percentages (of total number of responses) and a report is formulated.
Step 3:
Creating feedback: It is important to consider that both positive and negative
feedback be
provided. The poor features should be arranged in order of frequency,
using the
number of responses per category. Same should be done with the good
features. At
this point it is necessary to go back to the software and examine the
circumstances
that led up to each category of critical incident. Identify what aspect of
the interface
was responsible for the incident. Sometimes one finds that there is not
one, but
several aspects of an interaction that lead to a critical incident; it is their
conjunction
together that makes it critical and it would be an error to focus on one
salient
aspect .
Some of the
advantages of critical incident technique are presented below:
a) Some of
the human errors that are unconsciously committed can be traced and
rectified by
these methods. For example, a case study on pilots obtained detailed
factual
information about pilot error experiences in reading and interpreting
aircraft
instruments from people not trained in the critical incident technique (i.e.,
eyewitness or
the pilot who made the error)
b) Users with
no background in software engineering or human computer
interaction,
and with the barest minimum of training in critical incident
identification,
can identify, report, and rate the severity level of their own critical
incidents.
This result is important because successful use of the reported critical
incident
method depends on the ability of typical users to recognise and report
critical
incidents effectively.
Some of the
disadvantages of critical incidents method are presented below:
a) It focuses
on critical incidents therefore routine incidents will not be reported. It
is therefore
poor as a tool for routine task analysis.
b)
Respondents may still reply with stereotypes, not actual events. Using more
structure in
the form improves this but not always.
c) Success of
the user reported critical incident method depends on the ability of
typical end
users to recognise and report critical incidents effectively, but there is
no reason to
believe that all users have this ability naturally.
1 3
3) Interview
Techniques Competency Mapping
Almost every
organisation uses an interview in some shape or form, as part of
competency
mapping. Enormous amounts of research have been conducted into
interviews
and numerous books have been written on the subject. There are, however,
a few general
guidelines, the observation of which should aid the use of an interview
for
competency mapping.
The interview
consists of interaction between interviewer and applicant. If handled
properly, it
can be a powerful technique in achieving accurate information and getting
access to
material otherwise unavailable. If the interview is not handled carefully, it
can be a
source of bias, restricting or distorting the flow of communication.
Since the
interview is one of the most commonly used personal contact methods, great
care has to
be taken before, during and after the interview. Following steps are
suggested:
a) Before the
actual interviews begins, the critical areas in which questions will be
asked must be
identified for judging ability and skills. It is advisable to write
down these
critical areas, define them with examples, and form a scale to rate
responses. If
there is more than one interviewer, some practice and mock
interviews
will help calibrate variations in individual interviewers’ ratings.
b) The second
step is to scrutinize the information provided to identify skills,
incidents and
experiences in the career of the candidate, which may answer
questions
raised around the critical areas. This procedure will make interviews
less removed
from reality and the applicant will be more comfortable because the
discussion
will focus on his experiences.
c) An
interview is a face-to-face situation. The applicant is “on guard” and careful
to present
the best face possible. At the same time he is tense, nervous and
possibly
frightened. Therefore, during the interview, tact and sensitivity can be
very useful.
The interviewer can get a better response if he creates a sense of
ease and
informality and hence uncover clues to the interviewee’s motivation,
attitudes,
feelings, temperament, etc., which are otherwise difficult to
comprehend.
d) The
fundamental step is establishing “rapport”, putting the interviewee at ease;
conveying the
impression that the interview is a conversation between two
friends, and
not a confrontation of employer and employee. One way to achieve
this is by
initially asking questions not directly related to the job, that is, chatting
casually
about the weather, journey and so on.
e) Once the
interviewee is put at ease the interviewer starts asking questions, or
seeking
information related to the job. Here again it is extremely important to
lead up to
complex questions gradually. Asking a difficult, complex question in
the beginning
can affect subsequent interaction, particularly if the interviewee is
not able to
answer the question. Thus it is advisable for the pattern to follow the
simple-to-complex
sequence.
f) Showing
surprise or disapproval of speech, clothes, or answers to questions can
also inhibit
the candidate. The interviewee is over-sensitive to such reactions.
Hence, an
effort to try and understand the interviewee’s point of view and
orientation
can go a long way in getting to know the applicant.
g) Leading
questions should be avoided because they give the impression that the
interviewer
is seeking certain kinds of answers. This may create a conflict in the
interviewee,
if he has strong views on the subject. Nor should the interviewer
allow the
interview to get out of hand. He should be alert and check the
interviewee
if he tries to lead the discussion in areas where he feels extremely
competent, if
it is likely to stray from relevant areas.
1 4
Performance
Management
and Potential
Assessment
h) The
interviewer should be prepared with precise questions, and not take too
much time in
framing them.
Once this
phase is over, the interviewers should discuss the interviewee, identify areas
of agreement
and disagreement, and make a tentative decision about the candidate. It
will be
helpful if, in addition to rating the applicant, interviewers made short notes
on
their
impression of candidates’ behavior responses; which can then be discussed
later.
If the
interview is to continue for many days, an evaluation of the day’s work,
content
of questions
and general pattern of response should be made for possible mid-course
correction.
In addition,
a large number of methods have been developed to measure and map
competencies.
Most of them are of recent origin and are designed to identify those
skills,
attitudes and knowledge that are suited most for specific jobs. Some of these
techniques
are briefly presented below:
Activity B
Assume that
you are conducting interview for the post of “Marketing Executive” of a
company.
Describe how you will perform this job by considering the guidelines
provided in
the above section.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
4) Questionnaires
Questionnaires
are written lists of questions that users fill out questionnaire and
return. You
begin by formulating questions about your product based on the type of
information
you want to know. The questionnaire sources below provide more
information
on designing effective questions. This technique can be used at any stage
of
development, depending on the questions that are asked in the questionnaire.
Often,
questionnaires
are used after products are shipped to assess customer satisfaction with
the product.
Such questionnaires often identify usability issues that should have been
caught
in-house before the product was released to the market.
a) Common
Metric Questionnaire (CMQ): They examine some of the competencies
to work
performance and have five sections: Background, Contacts with People,
Decision
Making, Physical and Mechanical Activities, and Work Setting.
The
background section asks 41 general questions about work requirements such as
travel,
seasonality, and license requirements. The Contacts with People section asks
62 questions
targeting level of supervision, degree of internal and external contacts,
and meeting
requirements. The 80 Decision Making items in the CMQ focus on
relevant
occupational knowledge and skill, language and sensory requirements, and
managerial
and business decision making. The Physical and Mechanical Activities
section
contains 53 items about physical activities and equipment, machinery, and
tools. Work
Setting contains 47 items that focus on environmental conditions and
other job
characteristics. The CMQ is a relatively new instrument.
b) Functional
Job Analysis: The most recent version of Functional Job Analysis uses
seven scales
to describe what workers do in jobs. These are:Things, Data, People,
Worker
Instructions, Reasoning, Maths, and Language.
1 5
Each scale
has several levels that are anchored with specific behavioral statements and Competency
Mapping
illustrative
tasks and are used to collect job information.
c) Multipurpose
Occupational System Analysis Inventory (MOSAIC): In this
method each
job analysis inventory collects data from the office of personnel
management
system through a variety of descriptors. Two major descriptors in each
questionnaire
are tasks and competencies. Tasks are rated on importance and
competencies
are rated on several scales including importance and requirements for
performing
the task. This is mostly used for US government jobs.
d) Occupational
Analysis Inventory: It contains 617 “work elements.” designed to
yield more
specific job information while still capturing work requirements for
virtually all
occupations. The major categories of items are five-fold: Information
Received,
Mental Activities, Work Behavior, Work Goals, and Work Context.
Respondents
rate each job element on one of four rating scales: part-of-job, extent,
applicability,
or a special scale designed for the element. Afterwards , the matching is
done between
competencies and work requirements.
e) Position
Analysis Questionnaire (PAQ): It is a structured job analysis instrument
to measure
job characteristics and relate them to human characteristics. It consists of
195 job
elements that represent in a comprehensive manner the domain of human
behavior
involved in work activities. These items fall into following five categories:
a)
Information input (where and how the worker gets information),
b) Mental
processes (reasoning and other processes that workers use),
c) Work
output (physical activities and tools used on the job),
d)
Relationships with other persons, and
e) Job context
(the physical and social contexts of work).
f) Work
Profiling System(WPS): It is designed to help employers accomplish human
resource
functions. The competency approach is designed to yield reports targeted
toward
various human resource functions such as individual development planning,
employee
selection, and job description. There are three versions of the WPS tied to
types of
occupations: managerial, service, and technical occupations. It contains a
structured
questionaire which measures ability and personality attributes.
Activity C
Prepare a
questionnaire to analyse a particular job with which you are familiar with.
Refer back to
the types of questionnaires discussed in the section while structuring
your
questions.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
5) Psychometric
Tests
Many organizations
use some form of psychometric assessment as a part of their
selection
process. For some people this is a prospect about which there is a natural
and
understandable wariness of the unknown.
1 6
Performance
Management
and Potential
Assessment
A psychometric
test is a standardized objective measure of a sample of behavior. It is
standardized
because the procedure of administering the test, the environment in which
the test is
taken, and the method of calculating individual scores are uniformly
applied. It
is objective because a good test measures the individual differences in an
unbiased
scientific method without the interference of human factors. Most of these
tests are
time bound and have a correct answer. A person’s score is calculated on the
basis of
correct answers. Most tests could be classified in two broad categories:
a) Aptitude
Tests: They refer to the potentiality that a person has to profit from
training. It
predicts how well a person would be able to perform after training and not
what he has
done in the past. They are developed to identify individuals with special
inclinations
in given abilities. Hence they cover more concrete, clearly defined or
practical
abilities like mechanical aptitude, clinical aptitude and artistic aptitude
etc.
b) Achievement
Tests: These tests measure the level of proficiency that a person has
been able to
achieve. They measure what a person has done. Most of these tests
measure such
things as language usage, arithmetic computation and reasoning etc.
8.7 SUMMARY
An effective
manager is one who is able to assign jobs to the correct personnel, which
requires
perfect job analysis. Job analysis is also useful to make decisions relating to
organisational
planning and design, recruitment and selection of personnel, their
training,
appraisal and development and other managerial functions. For all these to
happen
smoothly there is a requirement of competency approach to job analysis.
8.8 SELF
ASSESSMENT QUESTIONS
1) Discuss
the concept of “Competency Mapping”.
2) Describe
the roles that are necessary in group discussion citing suitable
examples.
3) Write
short notes on:
a) Assessment
Centre
b)
Psychometric Tests
c) Interview
Techniques
8.9 FURTHER READINGS
Flippo,
E.B.(1994) Principles of Personnel Management. New Delhi
Hill.
Saiyadain,
M.S.(2003) Human Resources Management .New Delhi
Hill.
Saiyadain,
M.S.(2003) Organisational Behaviour .New Delhi
Sanghi,
S.(2004) The Handbook of Competency Mapping. New Delhi
Publications.
沒有留言:
張貼留言