Korn Ferry Leadership Architect - Research Guide and Technical Manual

Korn Ferry
Leadership
Architect™
Global Competency Framework
About Korn Ferry Research Guide and

Korn Ferry is a global organizational consulting firm. We help Technical Manual
clients synchronize strategy and talent to drive superior performance.
We work with organizations to design their structures, roles,
and responsibilities. We help them hire the right people to bring
their strategy to life. And we advise them on how to reward, develop,
and motivate their people.
© Korn Ferry 2014-2019. All rights reserved.

Item number 82277
HKF-82277-WB-V3-CVR.pdf
Korn Ferry Leadership Architect™
Research Guide and Technical Manual
No part of this work may be copied or transferred to any other expression or form
without a license from Korn Ferry.
For the sake of linguistic simplicity in this product, where the masculine form is
used, the feminine form should also be understood to be included.
www.kornferry.com
Korn Ferry Leadership Architect™

Research Guide and Technical Manual
Item number 82277 Version 14.4b—02/2019

Table of contents Table of contents
Introduction to the Korn Ferry Leadership Architect™ Research Guide and Technical Manual..................................... 1 Introduction to the Korn Ferry Leadership Architect™ Research Guide and Technical Manual..................................... 1
Section I – Introduction to competencies and competency modeling..................................................................................... 3 Section I – Introduction to competencies and competency modeling..................................................................................... 3
Section II – Competencies that drive business strategy....................................................................................................................11 Section II – Competencies that drive business strategy....................................................................................................................11
Section III – The foundation of the Korn Ferry Leadership Architect™ library..................................................................... 33 Section III – The foundation of the Korn Ferry Leadership Architect™ library..................................................................... 33
Section IV – Career Stallers and Stoppers............................................................................................................................................. 55 Section IV – Career Stallers and Stoppers............................................................................................................................................. 55
Section V – Korn Ferry Leadership Architect™ relationship to other constructs...............................................................57 Section V – Korn Ferry Leadership Architect™ relationship to other constructs...............................................................57
Section VI – Legacy competency mappings........................................................................................................................................ 68 Section VI – Legacy competency mappings........................................................................................................................................ 68

HKF-82277-WB-V3-MAN.pdf
Section VII – Frequently asked questions...............................................................................................................................................75 Section VII – Frequently asked questions...............................................................................................................................................75
References.............................................................................................................................................................................................................. 83 References.............................................................................................................................................................................................................. 83
Korn Ferry Leadership Architect™ Research Guide and Technical Manual Korn Ferry Leadership Architect™ Research Guide and Technical Manual
Introduction to the Korn Ferry Leadership Architect™ Research Guide and Introduction to the Korn Ferry Leadership Architect™ Research Guide and
Technical Manual Technical Manual
What is the Korn Ferry Leadership Architect™? What is the Korn Ferry Leadership Architect™?
The Korn Ferry Leadership Architect™ is a Global Competency Framework that helps employees The Korn Ferry Leadership Architect™ is a Global Competency Framework that helps employees
perform personal assessments of their strengths and weaknesses or the strengths and weaknesses perform personal assessments of their strengths and weaknesses or the strengths and weaknesses
of others. It can be used in building competency profiles, interviewing, career development, and of others. It can be used in building competency profiles, interviewing, career development, and
performance reviews. The Korn Ferry Leadership Architect™ is also useful in HR planning, such as performance reviews. The Korn Ferry Leadership Architect™ is also useful in HR planning, such as
determining what kinds of key job experiences would be pivotal in developing managers so they can determining what kinds of key job experiences would be pivotal in developing managers so they can
better activate the organization’s strategy. In addition, the Korn Ferry Leadership Architect™ helps better activate the organization’s strategy. In addition, the Korn Ferry Leadership Architect™ helps
individuals build comprehensive, research-based, and experience-tested development plans on the individuals build comprehensive, research-based, and experience-tested development plans on the
most common development needs. most common development needs.
This manual is designed primarily as a technical reference to help deepen your understanding of the This manual is designed primarily as a technical reference to help deepen your understanding of the
research background behind the Korn Ferry Leadership Architect™. research background behind the Korn Ferry Leadership Architect™.
You can refer to this technical manual for a variety of purposes: You can refer to this technical manual for a variety of purposes:
• Build your knowledge regarding best practices in competency modeling. • Build your knowledge regarding best practices in competency modeling.
• Build your knowledge regarding the research background for the Korn Ferry • Build your knowledge regarding the research background for the Korn Ferry
Leadership Architect™. Leadership Architect™.
• Review some key findings from our normative studies and empirical research. • Review some key findings from our normative studies and empirical research.
• Find answers to some frequently asked questions. • Find answers to some frequently asked questions.
Contributors Contributors
Guangrong Dai Guangrong Dai
Stacy Davies Stacy Davies
Andrea Deege Andrea Deege
Maynard Goff Maynard Goff
Sarah Hezlett Sarah Hezlett
Jeff Jones Jeff Jones
Paula Kerr Paula Kerr
Susan D’Mello Susan D’Mello
J. Evelyn Orr J. Evelyn Orr
Paul Storfer Paul Storfer
King Yii Tang King Yii Tang
© Korn Ferry 2014-2019. All rights reserved. 1 © Korn Ferry 2014-2019. All rights reserved. 1
Section I – Introduction to competencies and competency modeling Section I – Introduction to competencies and competency modeling
For most organizations, the investment in human capital represents a significant proportion of all For most organizations, the investment in human capital represents a significant proportion of all
investments. This is not a foolhardy gamble. Human capital is a lever that has the potential to propel investments. This is not a foolhardy gamble. Human capital is a lever that has the potential to propel
a business to a very competitive position. But, it depends on how well human capital is managed. It a business to a very competitive position. But, it depends on how well human capital is managed. It
is the job of strategic HR and the talent management function in particular to attract, develop, and is the job of strategic HR and the talent management function in particular to attract, develop, and
deploy the right talent for the right roles. When executive teams recognize HR as a strategic and deploy the right talent for the right roles. When executive teams recognize HR as a strategic and
enabling function, leveraging talent becomes a focus and a differentiator for the business. enabling function, leveraging talent becomes a focus and a differentiator for the business.
Study after study has found that strategic HR is more likely to have a positive impact on business Study after study has found that strategic HR is more likely to have a positive impact on business
success when there is alignment. success when there is alignment.
• First, the talent strategy must align to the business strategy. This means that an organization’s • First, the talent strategy must align to the business strategy. This means that an organization’s
approach to talent must enable the organization’s accomplishment of its business objectives. approach to talent must enable the organization’s accomplishment of its business objectives.
• Second, there must be alignment across all talent management practices. When talent • Second, there must be alignment across all talent management practices. When talent
management practices are integrated, the different practices and processes reinforce each management practices are integrated, the different practices and processes reinforce each
other and they have a more powerful overall effect on how human capital is positioned to other and they have a more powerful overall effect on how human capital is positioned to
support the business. support the business.
• Third, how work is accomplished must be aligned, both to achieve efficiency and to facilitate • Third, how work is accomplished must be aligned, both to achieve efficiency and to facilitate
effective collaboration across all levels of the organization. effective collaboration across all levels of the organization.
For many organizations, competencies have become the red thread that links all talent management For many organizations, competencies have become the red thread that links all talent management
practices together and aligns talent strategy to business strategy. Competencies provide a clear practices together and aligns talent strategy to business strategy. Competencies provide a clear
set of expectations that are aspirational in the same way a business strategy is aspirational. set of expectations that are aspirational in the same way a business strategy is aspirational.
Competencies describe leadership skills that are general enough to prepare leaders for a dynamic Competencies describe leadership skills that are general enough to prepare leaders for a dynamic
business environment, one in which jobs are never the same from year to year. And competencies are business environment, one in which jobs are never the same from year to year. And competencies are
the “how” of performance. the “how” of performance.
The question then becomes, how can an organization use competencies to advance its business The question then becomes, how can an organization use competencies to advance its business
goals? That brings us to the purpose of this technical manual—to explore best practices in goals? That brings us to the purpose of this technical manual—to explore best practices in
competency modeling. Based on the collected wisdom and experience of Korn Ferry competency competency modeling. Based on the collected wisdom and experience of Korn Ferry competency
experts, those best practices and recommendations are presented here. experts, those best practices and recommendations are presented here.
Competencies are the skills and behaviors required for success that can be observed (Lombardo Competencies are the skills and behaviors required for success that can be observed (Lombardo
& Eichinger, 2009). Examples include Business Insight, Plans and Aligns, Collaborates, and & Eichinger, 2009). Examples include Business Insight, Plans and Aligns, Collaborates, and
Situational Adaptability. Competencies enable us to make meaningful contributions that Situational Adaptability. Competencies enable us to make meaningful contributions that
support the organization. And, because competencies shape our behavior, they determine to support the organization. And, because competencies shape our behavior, they determine to
a large extent how we do our jobs, how we accomplish goals (Ruyle & Orr, 2011). a large extent how we do our jobs, how we accomplish goals (Ruyle & Orr, 2011).
Historical perspective on competencies and competency modeling Historical perspective on competencies and competency modeling
The history of competency modeling can be traced back to the work of psychologist David The history of competency modeling can be traced back to the work of psychologist David
McClelland. In the article “Testing for Competence Rather Than ‘Intelligence,’” McClelland (1973) McClelland. In the article “Testing for Competence Rather Than ‘Intelligence,’” McClelland (1973)
argued that assessment tools such as intelligence tests predict academic performance more than argued that assessment tools such as intelligence tests predict academic performance more than
success on the job. Instead of testing for traits related to intelligence that are far removed from success on the job. Instead of testing for traits related to intelligence that are far removed from
practical outcomes, McClelland suggested that the best test for selection and employment purposes practical outcomes, McClelland suggested that the best test for selection and employment purposes
would be one that assesses real job skills. would be one that assesses real job skills.
Shortly after this article was published, job analysis techniques and assessment centers were Shortly after this article was published, job analysis techniques and assessment centers were
increasingly implemented in organizations. The objective of job analysis is to identify work activities increasingly implemented in organizations. The objective of job analysis is to identify work activities
involved in a job and specify what is required of the worker. Assessment centers evaluate job involved in a job and specify what is required of the worker. Assessment centers evaluate job
candidates on these worker requirements through techniques such as work simulations, in-basket candidates on these worker requirements through techniques such as work simulations, in-basket
exercises, and leaderless group discussions. During the 1970s, things began to change when exercises, and leaderless group discussions. During the 1970s, things began to change when
the results of assessment centers began to influence the field (Bray, Campbell, & Grant, 1974). the results of assessment centers began to influence the field (Bray, Campbell, & Grant, 1974).
Practitioners and researchers discovered that many organizations using assessment centers were Practitioners and researchers discovered that many organizations using assessment centers were
assessing roughly the same skills. They found substantial overlap across the skill sets for different assessing roughly the same skills. They found substantial overlap across the skill sets for different
jobs in different organizations. It became clear that a common set of competencies could specify the jobs in different organizations. It became clear that a common set of competencies could specify the
job requirements for a wide range of jobs across industries (Thornton & Byham, 1982). job requirements for a wide range of jobs across industries (Thornton & Byham, 1982).
These findings from assessment centers spurred the competency modeling movement during the late These findings from assessment centers spurred the competency modeling movement during the late
1980s and early 1990s. The 1993 publication of the book Competence at Work (Spencer & Spencer, 1980s and early 1990s. The 1993 publication of the book Competence at Work (Spencer & Spencer,
1993) was a major milestone (Boyatzis, 2007). Based on the analysis of hundreds of competency 1993) was a major milestone (Boyatzis, 2007). Based on the analysis of hundreds of competency
studies conducted over two decades using McClelland/McBer methodology, it offered generic studies conducted over two decades using McClelland/McBer methodology, it offered generic
models for a number of roles, including managers. Competency modeling had made enough of an models for a number of roles, including managers. Competency modeling had made enough of an
inroad that in 1997, the Society for Industrial and Organizational Psychology commissioned a task inroad that in 1997, the Society for Industrial and Organizational Psychology commissioned a task
force to investigate and review the practice of competency modeling (Schippmann et al., 2000). force to investigate and review the practice of competency modeling (Schippmann et al., 2000).
The task force identified some key benefits of competency modeling over traditional job-analysis The task force identified some key benefits of competency modeling over traditional job-analysis
techniques. techniques.
Schippmann et al. (2000) found that competency modeling and competencies (a) establish a Schippmann et al. (2000) found that competency modeling and competencies (a) establish a
link between roles and business goals and strategies, (b) serve as a platform for training and link between roles and business goals and strategies, (b) serve as a platform for training and
development applications, (c) emphasize long-term organizational fit versus short-term job match, development applications, (c) emphasize long-term organizational fit versus short-term job match,
(d) capture value and personality orientations that are not typically seen in job analysis, and (e) (d) capture value and personality orientations that are not typically seen in job analysis, and (e)
enhance face validity through the language and spirit that is important to the organizations. Despite enhance face validity through the language and spirit that is important to the organizations. Despite
the identified benefits, some experts involved in this study were skeptical about the viability of the identified benefits, some experts involved in this study were skeptical about the viability of
competency modeling and expected it to die quickly. competency modeling and expected it to die quickly.
To the contrary! Competency modeling continued to gain popularity, becoming an increasingly To the contrary! Competency modeling continued to gain popularity, becoming an increasingly
common and well-established practice. Hay Group conducted competency projects and validation common and well-established practice. Hay Group conducted competency projects and validation
studies across the globe (Boyatzis, 2007). The growing popularity of competency modeling was studies across the globe (Boyatzis, 2007). The growing popularity of competency modeling was
probably aided by the shift in the nature of work—from routinized tasks and activities to knowledge- probably aided by the shift in the nature of work—from routinized tasks and activities to knowledge-
based work. Competencies made it easier to observe and measure the quality of work output. A based work. Competencies made it easier to observe and measure the quality of work output. A
benchmarking study by the American Productivity and Quality Council in 2004 found that every one benchmarking study by the American Productivity and Quality Council in 2004 found that every one
of their “best practice organizations” had developed a competency model designed to guide their of their “best practice organizations” had developed a competency model designed to guide their
selection and development efforts. In fact, because competencies can be aligned to organizational selection and development efforts. In fact, because competencies can be aligned to organizational
strategy and provide a general framework of capabilities, it is difficult to find any organization today strategy and provide a general framework of capabilities, it is difficult to find any organization today
that doesn’t have a competency model (Hollenbeck, 2009). What has driven the widespread use of that doesn’t have a competency model (Hollenbeck, 2009). What has driven the widespread use of
competency modeling? competency modeling?
The driving forces behind competency modeling The driving forces behind competency modeling
There are many reasons competency modeling has become so popular. According to one study by There are many reasons competency modeling has become so popular. According to one study by
the Aberdeen Group (2007), the top drivers for using competencies include: the Aberdeen Group (2007), the top drivers for using competencies include:
• Alignment with business objectives • Alignment with business objectives
• Enhanced productivity • Enhanced productivity
• Increasing workforce nimbleness • Increasing workforce nimbleness
• Identifying and developing high potentials and the retention of top talent • Identifying and developing high potentials and the retention of top talent
Much of this surge in popularity has to do with the nature of today’s dynamic business climate. To Much of this surge in popularity has to do with the nature of today’s dynamic business climate. To
be effective, organizations and employees must demonstrate the flexibility and agility to adapt and be effective, organizations and employees must demonstrate the flexibility and agility to adapt and
change their behaviors as the situation changes. It is a business imperative to switch from a job- change their behaviors as the situation changes. It is a business imperative to switch from a job-
centered model to a more general, person-centered model. Because competencies focus on broader centered model to a more general, person-centered model. Because competencies focus on broader
skills required for success in a changing work environment, many experts believe the interest in the skills required for success in a changing work environment, many experts believe the interest in the
practice of competency modeling will continue to grow in the future. practice of competency modeling will continue to grow in the future.
4 © Korn Ferry 2014-2019. All rights reserved. 4 © Korn Ferry 2014-2019. All rights reserved.
The call for strategic HR The call for strategic HR
In many organizations, labor costs account for more than 50% of the total cost of doing business. In many organizations, labor costs account for more than 50% of the total cost of doing business.
Managing human capital strategically can help a firm obtain a competitive advantage (Porter, 1985). Managing human capital strategically can help a firm obtain a competitive advantage (Porter, 1985).
Achieving competitive advantage through human capital requires a strategic approach to HR. Achieving competitive advantage through human capital requires a strategic approach to HR.
Strategic human resource management aligns internal HR practices with organizational strategies Strategic human resource management aligns internal HR practices with organizational strategies
to build employees’ skills, knowledge, and abilities in an effort to support the execution of those to build employees’ skills, knowledge, and abilities in an effort to support the execution of those
strategies to achieve business objectives. strategies to achieve business objectives.
However, HR has struggled for a long time to play a strategic role in organizations (Lawler & However, HR has struggled for a long time to play a strategic role in organizations (Lawler &
Mohrman, 2003; Ulrich, 1997). Competency modeling has the potential to fill an important void Mohrman, 2003; Ulrich, 1997). Competency modeling has the potential to fill an important void
in the traditional HR function by infusing day-to-day employee behavior with strategic relevance in the traditional HR function by infusing day-to-day employee behavior with strategic relevance
(Sanchez & Levine, 2009). Because the competency modeling process includes a substantial effort (Sanchez & Levine, 2009). Because the competency modeling process includes a substantial effort
to understand an organization’s business context and competitive strategy, it establishes a direct to understand an organization’s business context and competitive strategy, it establishes a direct
line of sight between individual competency requirements and the broader goals of the organization line of sight between individual competency requirements and the broader goals of the organization
(Schippmann et al., 2000). (Schippmann et al., 2000).
In other words, competency modeling takes strategic objectives into consideration and identifies In other words, competency modeling takes strategic objectives into consideration and identifies
competencies critical for achieving the strategic goals. In this regard, competency modeling is competencies critical for achieving the strategic goals. In this regard, competency modeling is
different from traditional job analysis. Competency modeling is forward-looking. It specifies skill different from traditional job analysis. Competency modeling is forward-looking. It specifies skill
requirements for the successful execution of long-range strategies. In contrast, traditional job analysis requirements for the successful execution of long-range strategies. In contrast, traditional job analysis
focuses on the here and now and portrays the job as it has been performed to date. focuses on the here and now and portrays the job as it has been performed to date.
Since competency modeling is future-oriented and signals strategic intentions of the organization, it Since competency modeling is future-oriented and signals strategic intentions of the organization, it
is instrumental in influencing employee behaviors. As an HR executive in a large financial company is instrumental in influencing employee behaviors. As an HR executive in a large financial company
declared, “(Competencies) articulate what we would like an organization or an individual to be declared, “(Competencies) articulate what we would like an organization or an individual to be
better at. Competencies are important, as they help to communicate what an organization or better at. Competencies are important, as they help to communicate what an organization or
individual stands for or what the expectation is” (Hayton & McEvoy, 2006). Job analysis, on the other individual stands for or what the expectation is” (Hayton & McEvoy, 2006). Job analysis, on the other
hand, does not focus on the aspirational. Table 1 highlights some of the key differences between hand, does not focus on the aspirational. Table 1 highlights some of the key differences between
competency modeling and job analysis. competency modeling and job analysis.
Table 1. The difference between competency modeling and traditional job analysis Table 1. The difference between competency modeling and traditional job analysis
TRADITIONAL JOB ANALYSIS COMPETENCY MODELING TRADITIONAL JOB ANALYSIS COMPETENCY MODELING
Focused on the past/present Future-focused Focused on the past/present Future-focused
Describes what has been/is done Describes how it should be done Describes what has been/is done Describes how it should be done
Linked to day-to-day operations Linked to organizational strategy Linked to day-to-day operations Linked to organizational strategy
Emphasizes mostly technique aspect of the job Captures value and personality orientation Emphasizes mostly technique aspect of the job Captures value and personality orientation
Describes behavior Influences behavior Describes behavior Influences behavior
Links to a specific job Applies to many jobs Links to a specific job Applies to many jobs
Linking corporate core competencies to individual employee competencies Linking corporate core competencies to individual employee competencies
In 1990, Prahalad and Hamel introduced the concept of “core competence” for the corporation. These In 1990, Prahalad and Hamel introduced the concept of “core competence” for the corporation. These
authors observed that some companies achieved more sustainable competitive advantages over authors observed that some companies achieved more sustainable competitive advantages over
others through establishing and managing a portfolio of core competencies rather than a portfolio others through establishing and managing a portfolio of core competencies rather than a portfolio
of businesses. The concept of core competence has since had a significant amount of influence on of businesses. The concept of core competence has since had a significant amount of influence on
human resource management. human resource management.
Corporate core competencies reflect the collective capabilities of the organization. Traditionally, Corporate core competencies reflect the collective capabilities of the organization. Traditionally,
human resource management has been concerned with individual skills, knowledge, and abilities. human resource management has been concerned with individual skills, knowledge, and abilities.
Corporate competencies are formed when individual skills, knowledge, and abilities are widely shared Corporate competencies are formed when individual skills, knowledge, and abilities are widely shared
across all employees in an organization. Fundamentally, corporate core competencies are reflected in across all employees in an organization. Fundamentally, corporate core competencies are reflected in
human capital and institutionalized in organizations through strategic human resource management human capital and institutionalized in organizations through strategic human resource management
practices (Werbel & DeMarie, 2005). Edward Lawler (1994) called for a competency-based approach practices (Werbel & DeMarie, 2005). Edward Lawler (1994) called for a competency-based approach
to organizing and managing human capital. He contended that the skills of individual employees to organizing and managing human capital. He contended that the skills of individual employees
are critical to developing and supporting organizational performance, particular organizational are critical to developing and supporting organizational performance, particular organizational
capabilities, and strategic direction. capabilities, and strategic direction.
By adopting competency-based HR practices, organizations can create systems that proactively By adopting competency-based HR practices, organizations can create systems that proactively
support the development of specific corporate competencies. Such core competence models have support the development of specific corporate competencies. Such core competence models have
been gaining popularity and have become one of the mainstream business strategies for many been gaining popularity and have become one of the mainstream business strategies for many
organizations. organizations.
It’s important to note the difference between core, functional, and technical competencies. It’s important to note the difference between core, functional, and technical competencies.
• Competencies are measurable behavioral skills that contribute to success on the job. Core • Competencies are measurable behavioral skills that contribute to success on the job. Core
competencies are a set of competencies an organization identifies that are aligned with and competencies are a set of competencies an organization identifies that are aligned with and
support corporate core values and business strategies. These competencies define what type of support corporate core values and business strategies. These competencies define what type of
company it wants to be or how the company is different from other companies. company it wants to be or how the company is different from other companies.
• Functional competencies describe the capabilities that are shared across the entire function. • Functional competencies describe the capabilities that are shared across the entire function.
Typically, these are behavioral competencies, although they may be foundational technical skills/ Typically, these are behavioral competencies, although they may be foundational technical skills/
capabilities. capabilities.
• Technical competencies describe the necessary expertise in a specific role or set of roles (but • Technical competencies describe the necessary expertise in a specific role or set of roles (but
typically not across the entire function). For example, the ability to work with an accounts typically not across the entire function). For example, the ability to work with an accounts
payable system may be required in part of a finance department but not everyone in the function payable system may be required in part of a finance department but not everyone in the function
needs that capability. needs that capability.
These different types of competencies can provide clear expectations and specificity. They can These different types of competencies can provide clear expectations and specificity. They can
also create complexity in competency models. The number and types of functional or technical also create complexity in competency models. The number and types of functional or technical
competency models and job families vary by organization. Inevitably, there is a struggle to balance competency models and job families vary by organization. Inevitably, there is a struggle to balance
the desire to create broadband functions and the need to get competencies closest to the position so the desire to create broadband functions and the need to get competencies closest to the position so
they are relevant to the job they attempt to describe. they are relevant to the job they attempt to describe.
The number of functions may also help to determine the competencies used in specific models. For The number of functions may also help to determine the competencies used in specific models. For
example, in the report “The Role of Competencies in Driving Financial Performance,” Bersin (2007) example, in the report “The Role of Competencies in Driving Financial Performance,” Bersin (2007)
states that “Because financial services companies tend to be stove-piped into distinct functional states that “Because financial services companies tend to be stove-piped into distinct functional
business units, [a good] communication [competency] breaks down these large barriers and makes business units, [a good] communication [competency] breaks down these large barriers and makes
individuals more effective and gives them greater perspective.” individuals more effective and gives them greater perspective.”
The dynamic nature of what is required for success in the modern business world The dynamic nature of what is required for success in the modern business world
A critical issue in human resource management is to match individuals with specific position A critical issue in human resource management is to match individuals with specific position
requirements. It requires accurate and thorough information for the role. In other words, requirements. It requires accurate and thorough information for the role. In other words,
organizations need to understand the tasks to be performed and the skills, knowledge, and abilities organizations need to understand the tasks to be performed and the skills, knowledge, and abilities
required for effective performance in a role. Yet, as competition and technological innovations required for effective performance in a role. Yet, as competition and technological innovations
increase and product life cycles get shorter, jobs are becoming more dynamic. Tasks, roles, and the increase and product life cycles get shorter, jobs are becoming more dynamic. Tasks, roles, and the
skills required change frequently in the modern business world. skills required change frequently in the modern business world.
Competency modeling is a good method for profiling the dynamic aspect of changing requirements. Competency modeling is a good method for profiling the dynamic aspect of changing requirements.
There are two basic reasons for this. First, as discussed previously, competency modeling is forward- There are two basic reasons for this. First, as discussed previously, competency modeling is forward-
looking and future-oriented. It not only specifies what is essential in the current role, but also looking and future-oriented. It not only specifies what is essential in the current role, but also
identifies what is critical for future situations. Second, competencies are intentionally defined in identifies what is critical for future situations. Second, competencies are intentionally defined in
generic terms (McClelland, 1973). They represent clusters of personal characteristics for performance generic terms (McClelland, 1973). They represent clusters of personal characteristics for performance
dimensions rather than very narrow-scoped skills (Tett, Guterman, Bleier, & Murphy, 2000). dimensions rather than very narrow-scoped skills (Tett, Guterman, Bleier, & Murphy, 2000).
Competencies defined in this way obtain maximum generalizability to various job environments. Competencies defined in this way obtain maximum generalizability to various job environments.
These two reasons give competency modeling the flexibility to provide job information in a rapidly These two reasons give competency modeling the flexibility to provide job information in a rapidly
changing business world. changing business world.
The most critical determinant of the optimal framework for competency models is their link to The most critical determinant of the optimal framework for competency models is their link to
business performance. Competencies are the embodiment of the organization’s business strategy business performance. Competencies are the embodiment of the organization’s business strategy
through its people. Research shows that when managers identify the competencies required for through its people. Research shows that when managers identify the competencies required for
high performance, they are right approximately half of the time. The problem is that they don’t know high performance, they are right approximately half of the time. The problem is that they don’t know
which half! Ultimately, the ability (through research) to predict which capabilities are the most critical which half! Ultimately, the ability (through research) to predict which capabilities are the most critical
to performance allows for smaller, simpler, and more targeted models. to performance allows for smaller, simpler, and more targeted models.
Horizontally aligning HR practices for integrated talent management Horizontally aligning HR practices for integrated talent management
Competency models must facilitate the achievement of real and measurable business results. Competency models must facilitate the achievement of real and measurable business results.
Competency models should not be introduced as a stand-alone tool within a mature and fully Competency models should not be introduced as a stand-alone tool within a mature and fully
functioning talent management program. By themselves, the value of competency models is limited functioning talent management program. By themselves, the value of competency models is limited
to providing a common language to discuss how employees behave in terms of current performance to providing a common language to discuss how employees behave in terms of current performance
or whether they have the requisite skills and abilities to excel in other positions. The common or whether they have the requisite skills and abilities to excel in other positions. The common
language of competencies, when adopted into other practices, creates a shared mental model language of competencies, when adopted into other practices, creates a shared mental model
of performance and common language across HR processes throughout the employee life cycle. of performance and common language across HR processes throughout the employee life cycle.
However, when they are implemented in isolation or don’t connect with other programs, practices, However, when they are implemented in isolation or don’t connect with other programs, practices,
and the organization’s long-term goals, they have little impact, create more confusion, and can be and the organization’s long-term goals, they have little impact, create more confusion, and can be
scrutinized over the value they add. scrutinized over the value they add.
The desire to link HR and OD practices together at the enterprise level requires a common language The desire to link HR and OD practices together at the enterprise level requires a common language
and a finite set of knowledge, skills, and abilities (competencies) that could prove equally effective and a finite set of knowledge, skills, and abilities (competencies) that could prove equally effective
when used across levels and functions in the organization and support a number of distinct but when used across levels and functions in the organization and support a number of distinct but
interrelated HR processes (i.e., selection, development, performance management, and succession interrelated HR processes (i.e., selection, development, performance management, and succession
planning). An organization’s collection of competencies can articulate minimum qualifications for planning). An organization’s collection of competencies can articulate minimum qualifications for
a job; however, this makes the competency model less forward-looking and future-focused. It is a job; however, this makes the competency model less forward-looking and future-focused. It is
very challenging for organizations to use competency models to articulate both basic requirements very challenging for organizations to use competency models to articulate both basic requirements
and the stretch behaviors for future leaders. A better use for leadership competency models is to and the stretch behaviors for future leaders. A better use for leadership competency models is to
articulate the expectations that will differentiate candidates, evaluate performance quality, and articulate the expectations that will differentiate candidates, evaluate performance quality, and
provide a solid foundation from which highly effective HR and OD practices could be built. provide a solid foundation from which highly effective HR and OD practices could be built.
Competency modeling helps the HR function fulfill a strategic role by vertically aligning different Competency modeling helps the HR function fulfill a strategic role by vertically aligning different
HR practices to organizational strategic objectives. In addition, competency modeling facilitates the HR practices to organizational strategic objectives. In addition, competency modeling facilitates the
integration of talent management practices by horizontally aligning various HR practices (Bowen integration of talent management practices by horizontally aligning various HR practices (Bowen
& Ostroff, 2004). Integrated talent management takes on different meanings in organizations. The & Ostroff, 2004). Integrated talent management takes on different meanings in organizations. The
most obvious one pertains to the alignment of different components in a talent management system, most obvious one pertains to the alignment of different components in a talent management system,
including activities such as selecting, deploying, developing, engaging, and retaining employees. including activities such as selecting, deploying, developing, engaging, and retaining employees.
When different components are designed and implemented on the foundation of the same When different components are designed and implemented on the foundation of the same
model, they create a holistic system in which the pieces reinforce each other. For example, when model, they create a holistic system in which the pieces reinforce each other. For example, when
organizations select, develop, reward, and promote employees on the same set of competencies, organizations select, develop, reward, and promote employees on the same set of competencies,
the consistency communicates to employees the strategic importance of these competencies. This the consistency communicates to employees the strategic importance of these competencies. This
approach creates a strong organizational culture that contributes to the establishment of high- approach creates a strong organizational culture that contributes to the establishment of high-
performance work systems (Bowen & Ostroff, 2004). performance work systems (Bowen & Ostroff, 2004).
A less obvious but equally important implication of integrated talent management is the consistency A less obvious but equally important implication of integrated talent management is the consistency
of the HR systems across boundaries such as job families, business units, and geographies. Because of the HR systems across boundaries such as job families, business units, and geographies. Because
competencies are applicable to various jobs in a variety of job functions, competency-based HR competencies are applicable to various jobs in a variety of job functions, competency-based HR
practices create an HR system that connects different roles, making role comparison possible. practices create an HR system that connects different roles, making role comparison possible.
Now, different functions, different jobs, and different positions are interrelated, making integrated Now, different functions, different jobs, and different positions are interrelated, making integrated
and systematic talent management possible. This type of integration is particularly important for and systematic talent management possible. This type of integration is particularly important for
flattened organizations that call for boundaryless working systems (Barnes-Nelson, 1997) and flattened organizations that call for boundaryless working systems (Barnes-Nelson, 1997) and
globalized organizations that require standardization across cultures and geographies (De Meuse, globalized organizations that require standardization across cultures and geographies (De Meuse,
Dai, Hallenbeck, & Tang, 2008; Ryan, Wiechmann, & Hemingway, 2003). Dai, Hallenbeck, & Tang, 2008; Ryan, Wiechmann, & Hemingway, 2003).
Researchers have consistently recommended that organizations adopt an integrated approach to Researchers have consistently recommended that organizations adopt an integrated approach to
talent management (Becker & Huselid, 1999; Werbel & DeMarie, 2005; Wright & Snell, 1991). More and talent management (Becker & Huselid, 1999; Werbel & DeMarie, 2005; Wright & Snell, 1991). More and
more, organizations take this suggestion to heart as they design their human resource management more, organizations take this suggestion to heart as they design their human resource management
systems. This recommendation from researchers has galvanized much of the interest in competency systems. This recommendation from researchers has galvanized much of the interest in competency
modeling during the past two decades. modeling during the past two decades.
The popularity of developmental 360-degree feedback systems The popularity of developmental 360-degree feedback systems
Finally, competency modeling has become increasingly popular as more and more companies Finally, competency modeling has become increasingly popular as more and more companies
employ developmental 360-degree feedback programs as part of their talent management strategy. employ developmental 360-degree feedback programs as part of their talent management strategy.
It has been estimated that nearly 90% of Fortune 1000 firms in the United States use some form It has been estimated that nearly 90% of Fortune 1000 firms in the United States use some form
of 360-degree feedback (Expert Training Systems, 2011; Waldman & Atwater, 1998). This human of 360-degree feedback (Expert Training Systems, 2011; Waldman & Atwater, 1998). This human
resource practice also has gained popularity in many other countries (Brutus et al., 2006). For resource practice also has gained popularity in many other countries (Brutus et al., 2006). For
example, 85% of Australia’s top 500 corporations have adopted 360-degree feedback (Carruthers, example, 85% of Australia’s top 500 corporations have adopted 360-degree feedback (Carruthers,
2003). Designing and implementing a strong and effective human resource management system 2003). Designing and implementing a strong and effective human resource management system
requires not only a consistent process, but also consistent content (Bowen & Ostroff, 2004). requires not only a consistent process, but also consistent content (Bowen & Ostroff, 2004).
Competency modeling provides the common language and assessment criteria for jobs and Competency modeling provides the common language and assessment criteria for jobs and
positions across functions, across business units, and across geographies. Typically, 360-degree positions across functions, across business units, and across geographies. Typically, 360-degree
feedback asks the self, boss, peers, direct reports, and customers to rate an individual on a set of feedback asks the self, boss, peers, direct reports, and customers to rate an individual on a set of
skills. Competencies are accessible and easy for raters to comprehend because they are worded in skills. Competencies are accessible and easy for raters to comprehend because they are worded in
clear business language. In addition, competencies in 360-degree feedback describe observable clear business language. In addition, competencies in 360-degree feedback describe observable
behaviors. The language used and the behavioral descriptions enhance the meaningfulness and behaviors. The language used and the behavioral descriptions enhance the meaningfulness and
relevance of the assessment items to an individual’s job. Therefore, competencies are a natural fit relevance of the assessment items to an individual’s job. Therefore, competencies are a natural fit
for the developmental 360-degree feedback system. The proliferation of 360-degree feedback has for the developmental 360-degree feedback system. The proliferation of 360-degree feedback has
promoted the acceptance of competency modeling in many organizations. promoted the acceptance of competency modeling in many organizations.
The business impact of competencies The business impact of competencies

Although more and more companies have adopted competency modeling, a key question arises—is Although more and more companies have adopted competency modeling, a key question arises—is
there evidence that competencies yield a return on investment? In other words, does competency- there evidence that competencies yield a return on investment? In other words, does competency-
based HR generate positive outcomes for organizations? based HR generate positive outcomes for organizations?
The most sophisticated users of competencies are able to achieve the final step in realizing the value The most sophisticated users of competencies are able to achieve the final step in realizing the value
of their talent management efforts. When an organization is able to conduct advanced analytical of their talent management efforts. When an organization is able to conduct advanced analytical
research, then that organization is able to take full advantage of their competency modeling research, then that organization is able to take full advantage of their competency modeling
efforts. At that point, they can link competencies with organizational outcomes that matter, such efforts. At that point, they can link competencies with organizational outcomes that matter, such
as profitability, increased revenues, customer satisfaction, and employee engagement. When as profitability, increased revenues, customer satisfaction, and employee engagement. When
organizations can develop a process to determine which dimensions of performance (competencies, organizations can develop a process to determine which dimensions of performance (competencies,
behaviors) predict each critical strategic objective or outcome, they can achieve the real business behaviors) predict each critical strategic objective or outcome, they can achieve the real business
impact of the initiative. impact of the initiative.
A business impact analysis can help organizations determine: A business impact analysis can help organizations determine:
• Which competencies best differentiate “A” players (high performers) from “B” players (average • Which competencies best differentiate “A” players (high performers) from “B” players (average
performers) or “C” players (low performers). performers) or “C” players (low performers).
• Which behaviors have the greatest overall impact on outcomes, such as productivity, customer • Which behaviors have the greatest overall impact on outcomes, such as productivity, customer
service, and employee engagement. service, and employee engagement.
• Where efforts should be focused to gain the greatest performance improvement. • Where efforts should be focused to gain the greatest performance improvement.
• Where key business strategies or initiatives may be at risk due to talent constraints. • Where key business strategies or initiatives may be at risk due to talent constraints.
This analysis can use statistical methodologies to examine the ratings from a group of individuals to This analysis can use statistical methodologies to examine the ratings from a group of individuals to
determine the competencies and behaviors that have the most significant impact on key outcomes. determine the competencies and behaviors that have the most significant impact on key outcomes.
For example, if an organization wants to identify those competencies most closely associated with For example, if an organization wants to identify those competencies most closely associated with
individual productivity, the analysis would examine the relationship between competency ratings individual productivity, the analysis would examine the relationship between competency ratings
from feedback surveys and individual productivity data obtained from the organization. The resulting from feedback surveys and individual productivity data obtained from the organization. The resulting
analysis would generate relative-importance weights for the competencies included in the survey as analysis would generate relative-importance weights for the competencies included in the survey as
they relate to productivity. they relate to productivity.
A number of empirical studies have also attempted to address this issue of return on investment. A number of empirical studies have also attempted to address this issue of return on investment.
Below are some findings that highlight the business impact of competencies: Below are some findings that highlight the business impact of competencies:
• Russell’s (2001) longitudinal study found that top-level corporate executive performance can be • Russell’s (2001) longitudinal study found that top-level corporate executive performance can be
reliably predicted from assessments of top-level executive competencies. The competency-based reliably predicted from assessments of top-level executive competencies. The competency-based
executive assessment and selection procedure generated an estimated $3 million in annual profit executive assessment and selection procedure generated an estimated $3 million in annual profit
per candidate selected in this study. per candidate selected in this study.
• In a study with 62 health care facilities, Towler and Britt (2006) found that employee job • In a study with 62 health care facilities, Towler and Britt (2006) found that employee job
satisfaction was positively related to leadership competencies at 6 months (r = 0.42) and 9 satisfaction was positively related to leadership competencies at 6 months (r = 0.42) and 9
months (r = 0.43) after a leadership feedback program. In addition, leadership competencies were months (r = 0.43) after a leadership feedback program. In addition, leadership competencies were
also significantly related to industry experts’ performance ratings of the facilities (r = 0.50). also significantly related to industry experts’ performance ratings of the facilities (r = 0.50).
• Pluzdrak (2007) conducted a case study to examine how a leadership development program • Pluzdrak (2007) conducted a case study to examine how a leadership development program
influenced leadership competencies among a sample of vice presidents and how this influenced leadership competencies among a sample of vice presidents and how this
improvement on leadership competencies was related to business outcomes in a private label improvement on leadership competencies was related to business outcomes in a private label
sales and marketing organization. The study reported that changes in behavior among a set of sales and marketing organization. The study reported that changes in behavior among a set of
key competencies (e.g., Customer Focus, Interpersonal Savvy, Drive for Results, Decision Quality, key competencies (e.g., Customer Focus, Interpersonal Savvy, Drive for Results, Decision Quality,
Ethics and Values, and Integrity and Trust) were positively correlated to profits, turnover, and Ethics and Values, and Integrity and Trust) were positively correlated to profits, turnover, and
actual net. actual net.
• A Fortune 100 financial services company examined the link between their existing management • A Fortune 100 financial services company examined the link between their existing management
competency data with some key performance metrics (Clark & Weitzman, 2008). A regression competency data with some key performance metrics (Clark & Weitzman, 2008). A regression
analysis indicated that a list of 13 core competencies accounted for 54% of the difference analysis indicated that a list of 13 core competencies accounted for 54% of the difference
between supervisor performance and average/low performance for the first-year sales between supervisor performance and average/low performance for the first-year sales
commission measure and 30% of the difference between supervisor performance and retention. commission measure and 30% of the difference between supervisor performance and retention.
The study also found that by training and developing each average or low-performing executive The study also found that by training and developing each average or low-performing executive
to become one standard deviation better on the key competencies that drive performance, the to become one standard deviation better on the key competencies that drive performance, the
company would generate an additional $467,000 per executive in first-year commissions, while company would generate an additional $467,000 per executive in first-year commissions, while
reducing turnover costs by $580,000 per executive. reducing turnover costs by $580,000 per executive.
• A large, non-franchised coffee chain in the US wanted to understand what differentiated great • A large, non-franchised coffee chain in the US wanted to understand what differentiated great
district managers from good district managers. An evaluation of district manager competencies district managers from good district managers. An evaluation of district manager competencies
revealed that district managers who were rated above average in Staffing were outperforming revealed that district managers who were rated above average in Staffing were outperforming
their peers. In fact, by improving district managers’ skill in Staffing from below average to their peers. In fact, by improving district managers’ skill in Staffing from below average to
average, or from average to above average, the value was $16.7 million in additional annual average, or from average to above average, the value was $16.7 million in additional annual
revenue (Heine & Sevy, 2010). revenue (Heine & Sevy, 2010).
The findings from these studies are quite positive. But we believe these studies are just the tip of The findings from these studies are quite positive. But we believe these studies are just the tip of
the iceberg in terms of the actual benefits of a competency-based HR system. The majority of the the iceberg in terms of the actual benefits of a competency-based HR system. The majority of the
evaluative studies in the literature have focused on separate HR management practices such as evaluative studies in the literature have focused on separate HR management practices such as
selection or a leadership development program. selection or a leadership development program.
As discussed above, competency modeling provides a foundation for organizations to strategically As discussed above, competency modeling provides a foundation for organizations to strategically
align and integrate their talent management. The benefits of competency modeling are optimized align and integrate their talent management. The benefits of competency modeling are optimized
when different components in a talent management system are aligned and integrated to support the when different components in a talent management system are aligned and integrated to support the
achievement of the strategic goals. achievement of the strategic goals.
It has been increasingly recognized among researchers that the evaluation should move from a focus It has been increasingly recognized among researchers that the evaluation should move from a focus
on separate human resource management (HRM) practices and individual employee performance on separate human resource management (HRM) practices and individual employee performance
to a more macro focus on the overall set of HRM practices and company performance (Bowen & to a more macro focus on the overall set of HRM practices and company performance (Bowen &
Ostroff, 2004; Delery & Doty, 1996; Huselid & Becker, 1996). Future research will likely investigate how Ostroff, 2004; Delery & Doty, 1996; Huselid & Becker, 1996). Future research will likely investigate how
competency modeling contributes to the establishment of an integrated HR system and how this competency modeling contributes to the establishment of an integrated HR system and how this
system influences organizational outcomes. system influences organizational outcomes.
Section II – Competencies that drive business strategy Section II – Competencies that drive business strategy
A strategic approach to competencies A strategic approach to competencies

Building and maintaining competency models in an organization can take shape in a couple of Building and maintaining competency models in an organization can take shape in a couple of
different ways. A top-down approach is a more centralized approach that allows different functions different ways. A top-down approach is a more centralized approach that allows different functions
and business units to align with the organization’s broader strategy and goals. On the other hand, and business units to align with the organization’s broader strategy and goals. On the other hand,
a bottom-up approach gives subject-matter experts the opportunity to document the specific a bottom-up approach gives subject-matter experts the opportunity to document the specific
behaviors and skills associated with the best performers of a given role, function, or level. behaviors and skills associated with the best performers of a given role, function, or level.
Traditionally, many competency models have been created from the bottom up. This follows the Traditionally, many competency models have been created from the bottom up. This follows the
approach of traditional task- and skill-based job analyses and likely arises out of a need to (a) select approach of traditional task- and skill-based job analyses and likely arises out of a need to (a) select
employees for a specific role, (b) reorganize roles and responsibilities within a department, or (c) employees for a specific role, (b) reorganize roles and responsibilities within a department, or (c)
enhance the career planning and development for a given function. Thus, the need to document enhance the career planning and development for a given function. Thus, the need to document
what it takes to be successful in a role, a job family, or a job function is paramount. The bottom-up what it takes to be successful in a role, a job family, or a job function is paramount. The bottom-up
approach tends to be decentralized, which makes competency models very specific and useful for approach tends to be decentralized, which makes competency models very specific and useful for
individual roles and departments. But when siloed efforts to develop competency models multiply individual roles and departments. But when siloed efforts to develop competency models multiply
across the organization, it becomes nearly impossible to manage it all. Any attempt at aggregating across the organization, it becomes nearly impossible to manage it all. Any attempt at aggregating
different models in the organization may create a voluminous library of competencies that include different models in the organization may create a voluminous library of competencies that include
redundancies and varying levels of specificity. This approach makes it incredibly difficult to use redundancies and varying levels of specificity. This approach makes it incredibly difficult to use
for integrated talent management, comparison of internal candidates, and setting consistent for integrated talent management, comparison of internal candidates, and setting consistent
expectations for success (Storfer, 2011). expectations for success (Storfer, 2011).
A top-down approach to competency modeling involves selecting a universal set of competencies A top-down approach to competency modeling involves selecting a universal set of competencies
that are needed across the organization as a whole in order to advance the organization’s purpose, that are needed across the organization as a whole in order to advance the organization’s purpose,
vision and values, and strategy. This is a forward-looking, aspirational approach (Prastacos, vision and values, and strategy. This is a forward-looking, aspirational approach (Prastacos,
Soderquist, & Vakola, 2005). The competencies are then parsed based on relevancy for a particular Soderquist, & Vakola, 2005). The competencies are then parsed based on relevancy for a particular
function, job family, or role. This approach yields a number of benefits and is considered a best function, job family, or role. This approach yields a number of benefits and is considered a best
practice in development (Orr, Sneltjes, & Dai, 2009). practice in development (Orr, Sneltjes, & Dai, 2009).
There are a couple of key benefits to a top-down approach to competency management. First, there There are a couple of key benefits to a top-down approach to competency management. First, there
is greater assurance that competencies are aligned with organizational strategy, goals, and vision and is greater assurance that competencies are aligned with organizational strategy, goals, and vision and
values, thus giving assurance that the selected competencies will drive organizational results. This values, thus giving assurance that the selected competencies will drive organizational results. This
is advantageous in not only obtaining senior leadership adoption, but also ensuring sustainability is advantageous in not only obtaining senior leadership adoption, but also ensuring sustainability
of the competency model for tomorrow’s organization. Second, a top-down approach lends itself of the competency model for tomorrow’s organization. Second, a top-down approach lends itself
nicely to an integrated approach to talent management, specifically future-oriented programs such nicely to an integrated approach to talent management, specifically future-oriented programs such
as workforce planning, succession management, leadership development programs, and individual as workforce planning, succession management, leadership development programs, and individual
developmental planning. This alignment not only creates a broad and sturdy foundation from developmental planning. This alignment not only creates a broad and sturdy foundation from
which all HR and OD practices can be built, but also forces a common set of language to describe which all HR and OD practices can be built, but also forces a common set of language to describe
performance expectations—helping organizations select, develop, and retain the talent required to performance expectations—helping organizations select, develop, and retain the talent required to
achieve its goals, both today and tomorrow. achieve its goals, both today and tomorrow.
Without a thoughtful and strategic approach, developing and implementing a competency model in Without a thoughtful and strategic approach, developing and implementing a competency model in
any organization can quickly become victim to an unwieldy and unnecessarily complex task. To avoid any organization can quickly become victim to an unwieldy and unnecessarily complex task. To avoid
competency chaos and to maximize the value that can be achieved through strategic application of competency chaos and to maximize the value that can be achieved through strategic application of
competencies, six conditions must be met: competencies, six conditions must be met:
• Clear vision • Clear vision
• Aligned to business strategy • Aligned to business strategy
• Solid foundation • Solid foundation
• Executive commitment • Executive commitment
• Execution excellence • Execution excellence
• Ongoing management and governance • Ongoing management and governance
Clear vision – A view into a future where integrated human capital management processes reliably Clear vision – A view into a future where integrated human capital management processes reliably
yield the information and talent decisions needed to ensure a supply of superior leaders who yield the information and talent decisions needed to ensure a supply of superior leaders who
will drive improved performance. This condition includes an understanding of how each of the will drive improved performance. This condition includes an understanding of how each of the
talent management processes will be addressed and the associated competency requirements. talent management processes will be addressed and the associated competency requirements.
Also included is a clear vision of the desired culture of the organization and the message that the Also included is a clear vision of the desired culture of the organization and the message that the
competencies should send when they are presented to the organization. In addition, it includes a competencies should send when they are presented to the organization. In addition, it includes a
clear link to business outcomes, both for stakeholder buy-in and to evaluate impact. clear link to business outcomes, both for stakeholder buy-in and to evaluate impact.
Aligned to business strategy – A solid understanding of the outcomes desired from the Aligned to business strategy – A solid understanding of the outcomes desired from the
organization’s business strategy and their alignment with a mature talent management strategy. organization’s business strategy and their alignment with a mature talent management strategy.
Based on the organization’s strategic vision, the behaviors and experiences most crucial to Based on the organization’s strategic vision, the behaviors and experiences most crucial to
addressing its business needs are clearly linked (by competencies) to integrated human capital addressing its business needs are clearly linked (by competencies) to integrated human capital
management processes. management processes.
Solid foundation – A research-based, experience-tested competency framework. This becomes Solid foundation – A research-based, experience-tested competency framework. This becomes
the basis for integration of talent management applications and enables strategic, enterprise-wide the basis for integration of talent management applications and enables strategic, enterprise-wide
impact. A solid foundation requires a consistent and duplication-free competency framework, a set impact. A solid foundation requires a consistent and duplication-free competency framework, a set
of consistent competency profiles, and an underlying rationale that will support business analytics. of consistent competency profiles, and an underlying rationale that will support business analytics.
The content must be simple enough to adopt and use on an everyday basis and strong enough to The content must be simple enough to adopt and use on an everyday basis and strong enough to
support its objectives. Most often this will include a clear framework that parallels the organizational support its objectives. Most often this will include a clear framework that parallels the organizational
structure, including the number of hierarchical levels. This condition will serve as the foundation for structure, including the number of hierarchical levels. This condition will serve as the foundation for
competency-based activity. competency-based activity.
Executive commitment – Clear direction from executive management will help ensure that managers Executive commitment – Clear direction from executive management will help ensure that managers
and employees get involved early and often so that they understand the value in doing things and employees get involved early and often so that they understand the value in doing things
differently and begin to build skill and change behavior. differently and begin to build skill and change behavior.
Execution excellence – The best talent management applications implemented with the best Execution excellence – The best talent management applications implemented with the best
processes will not achieve desired business outcomes if managers and employees don’t know processes will not achieve desired business outcomes if managers and employees don’t know
where to start, or if they find the process too hard to use. In addition to skillful project management, where to start, or if they find the process too hard to use. In addition to skillful project management,
successful execution requires a simple implementation process that addresses technology and successful execution requires a simple implementation process that addresses technology and
infrastructure issues, competency foundation requirements, and organization/people concerns. It infrastructure issues, competency foundation requirements, and organization/people concerns. It
must make the new leadership “brand” memorable, measure the engagement, and reinforce the must make the new leadership “brand” memorable, measure the engagement, and reinforce the
message whenever and wherever necessary. message whenever and wherever necessary.
Of equal importance is the need to “market” the competencies so that employees see the need to Of equal importance is the need to “market” the competencies so that employees see the need to
make the required behavior changes to align with the articulated and desired behaviors. The science make the required behavior changes to align with the articulated and desired behaviors. The science
of advertising and marketing is based upon determining effective approaches to induce specified of advertising and marketing is based upon determining effective approaches to induce specified
behavior. Getting employees to change their behavior requires nothing less. behavior. Getting employees to change their behavior requires nothing less.
Ongoing management and governance – The organization will need a plan for managing and Ongoing management and governance – The organization will need a plan for managing and
updating competency content to keep it relevant and aligned to strategy. Competency models need updating competency content to keep it relevant and aligned to strategy. Competency models need
to evolve as the business strategy evolves. Updated competency models ensure that selection and to evolve as the business strategy evolves. Updated competency models ensure that selection and
development decisions are in line with the company’s strategic direction. development decisions are in line with the company’s strategic direction.
Developing competency models Developing competency models

1. Do not reinvent the wheel. Use a research-based competency library as the foundation. 1. Do not reinvent the wheel. Use a research-based competency library as the foundation.
Leadership competencies have already been identified, so do not waste precious time and Leadership competencies have already been identified, so do not waste precious time and
resources conducting a study to figure out what leadership competencies exist (Lombardo & resources conducting a study to figure out what leadership competencies exist (Lombardo &
Eichinger, 2002). Because most competency libraries have tremendous overlap, consider these Eichinger, 2002). Because most competency libraries have tremendous overlap, consider these
selection criteria as you’re looking for the right competency library: selection criteria as you’re looking for the right competency library:
• Accessible, practical, and simple. Line managers are most likely to adapt and use competencies • Accessible, practical, and simple. Line managers are most likely to adapt and use competencies
if they are written in clear, practical terms—not HR-speak. if they are written in clear, practical terms—not HR-speak.
• Ongoing research. Normative studies identify the skill level of the general population. When • Ongoing research. Normative studies identify the skill level of the general population. When
these are conducted on a regular basis, you are ensured that your competency profiles these are conducted on a regular basis, you are ensured that your competency profiles
are based on the most up-to-date research available. Validity studies make sure that the are based on the most up-to-date research available. Validity studies make sure that the
competencies identified in the library still function as distinct skills and are organized in the competencies identified in the library still function as distinct skills and are organized in the
appropriate themes. appropriate themes.
• Global relevance. For large, multi-national companies, it’s important that competency • Global relevance. For large, multi-national companies, it’s important that competency
profiles be valid on a global scale. Ensuring that the content of the competencies taps what profiles be valid on a global scale. Ensuring that the content of the competencies taps what
is important within and across cultures is the first essential step. This can be verified with is important within and across cultures is the first essential step. This can be verified with
global samples and validity studies that ensure cultural nuances are taken into account when global samples and validity studies that ensure cultural nuances are taken into account when
identifying the leadership skills required for success. identifying the leadership skills required for success.
• Consulting support or self-sufficiency. Seasoned competency modeling experts can lead • Consulting support or self-sufficiency. Seasoned competency modeling experts can lead
you through the process of building the right competency model and help you integrate you through the process of building the right competency model and help you integrate
competencies throughout your talent management practices. Alternatively, having the option competencies throughout your talent management practices. Alternatively, having the option
to become certified and “do it yourself” offers additional flexibility. to become certified and “do it yourself” offers additional flexibility.
• Integrated tools and resources. Access to resources that explain the competencies, standardize • Integrated tools and resources. Access to resources that explain the competencies, standardize
assessment, offer suggestions for development, or provide selection criteria helps you assessment, offer suggestions for development, or provide selection criteria helps you
integrate competencies into the everyday practices of your people managers. With integrated integrate competencies into the everyday practices of your people managers. With integrated
and scalable tools and resources, a competency model becomes the foundation for an and scalable tools and resources, a competency model becomes the foundation for an
integrated talent management system. integrated talent management system.
• Intellectual property license. Having the rights to the content allows you to customize and • Intellectual property license. Having the rights to the content allows you to customize and
integrate it into your organization. A license makes it easy to bring competencies to life within integrate it into your organization. A license makes it easy to bring competencies to life within
leadership development programs, career development materials, or your HR information leadership development programs, career development materials, or your HR information
systems and intranet. systems and intranet.
• Languages available. For competencies to be the lingua franca of talent management in your • Languages available. For competencies to be the lingua franca of talent management in your
organization, they must be translated and localized. Your associates around the world need to organization, they must be translated and localized. Your associates around the world need to
be able to speak competencies in their own language and cultural context. be able to speak competencies in their own language and cultural context.
2. Identify the target areas for competency profiles. 2. Identify the target areas for competency profiles.
Depending on the context, you may want to focus on creating organizational level, functional Depending on the context, you may want to focus on creating organizational level, functional
area, or role-specific competency profiles. area, or role-specific competency profiles.
• Core organization competency profiles reflect the set of critical competencies required • Core organization competency profiles reflect the set of critical competencies required
throughout the firm to shape the organizational capabilities and culture required to achieve throughout the firm to shape the organizational capabilities and culture required to achieve
the strategic intent (Ruyle & Orr, 2011). the strategic intent (Ruyle & Orr, 2011).
• Organizational-level-specific competency profiles are often used to enhance development, • Organizational-level-specific competency profiles are often used to enhance development,
career planning, and succession planning. career planning, and succession planning.
• Role-specific competency profiles based on job analyses are often used to create job • Role-specific competency profiles based on job analyses are often used to create job
descriptions, guide behavioral-based interviews, generate development plans, aid in selection descriptions, guide behavioral-based interviews, generate development plans, aid in selection
for assignments and promotions, and generally inform workforce planning activities. for assignments and promotions, and generally inform workforce planning activities.
In many cases, a comprehensive competency model will have more than one of these components. In many cases, a comprehensive competency model will have more than one of these components.
Figures 1 and 2 illustrate two of the many ways comprehensive competency models might be Figures 1 and 2 illustrate two of the many ways comprehensive competency models might be
structured. A competency model could specify leadership competencies by core, organizational structured. A competency model could specify leadership competencies by core, organizational
level, and functional area (see Figure 1). In a slightly altered approach, a competency model could level, and functional area (see Figure 1). In a slightly altered approach, a competency model could
highlight core competencies and organizational competencies grouped by theme (see Figure 2). highlight core competencies and organizational competencies grouped by theme (see Figure 2).
The competency profile for a specific role is found by combining the core, level-specific, and The competency profile for a specific role is found by combining the core, level-specific, and
function-specific competencies. For example, the competency profile for a vice president of finance function-specific competencies. For example, the competency profile for a vice president of finance
would include the core leadership competencies, executive level leadership competencies, and the would include the core leadership competencies, executive level leadership competencies, and the
leadership competencies for the finance function. leadership competencies for the finance function.
Figure 1. A competency model that specifies leadership competencies by core, organizational level, and Figure 1. A competency model that specifies leadership competencies by core, organizational level, and
functional area functional area
IT IT
g g
in in
et et
k
k
ar
ar
Ind Ind
M
M
ivi ivi
du du
al
al
er
er
ag
ag
Co
Co
Man
Man
ntrib
ntrib
CORE CORE
utor
utor
COMPETENCIES COMPETENCIES
S ale s
S ale s
HR
HR
E xe c utive E xe c utive
F i n a n ce F i n a n ce
Figure 2. A competency model that highlights core competencies and organizational level competencies – Figure 2. A competency model that highlights core competencies and organizational level competencies –
grouped by theme grouped by theme
Executive Executive
Business skills Business skills
1. 1.
2. 2.
Manager 3. Manager 3.
Operating skills Operating skills
Business skills 1. Business skills 1.
1. 1.
Individual 2.
2. Individual 2.
2.
Contributor 3. Contributor 3.
3. People skills 3. People skills
Operating skills 1. Operating skills 1.
Business skills 1. Business skills 1.
1. 2. 1. 2.
2. 3. 2. 3.
2. 3. 2. 3.
3. People skills 3. People skills
Operating skills 1. Operating skills 1.
1. 2. 1. 2.
2. 3. 2. 3.
3. 3.
People skills People skills
1. 1.
2. 2.
3. 3.
CORE COMPETENCIES CORE COMPETENCIES
3. Consult the research and the experts to know which competencies are most critical for success in 3. Consult the research and the experts to know which competencies are most critical for success in
different contexts. different contexts.
Empirical studies have analyzed which leadership skills are most strongly correlated with high Empirical studies have analyzed which leadership skills are most strongly correlated with high
performance ratings, business outcomes, and promotion. Conversely, studies have looked at how performance ratings, business outcomes, and promotion. Conversely, studies have looked at how
weaknesses in certain skills or the presence of problematic stallers and stoppers contribute to weaknesses in certain skills or the presence of problematic stallers and stoppers contribute to
demotion or termination. For example, studies show that Decision Quality and Resourcefulness demotion or termination. For example, studies show that Decision Quality and Resourcefulness
are both competencies significantly correlated with performance at all levels of leadership. Using are both competencies significantly correlated with performance at all levels of leadership. Using
these research findings can help you pick the most powerful competencies for your competency these research findings can help you pick the most powerful competencies for your competency
profiles. profiles.
Competency modeling experts are an invaluable resource to tap. They have observed Competency modeling experts are an invaluable resource to tap. They have observed
successful leaders in many contexts and have the experience to know how to identify the right successful leaders in many contexts and have the experience to know how to identify the right
competencies to include in a competency profile. Because they have conducted competency competencies to include in a competency profile. Because they have conducted competency
modeling exercises for numerous organizations across many geographies and levels, they have modeling exercises for numerous organizations across many geographies and levels, they have
developed a database of best-in-class profiles. A competency expert can help ensure that you developed a database of best-in-class profiles. A competency expert can help ensure that you
are combining the voices of your organization with research to build a model that will drive are combining the voices of your organization with research to build a model that will drive
success in your unique context. success in your unique context.
4. Identify key stakeholders to participate in the development of competency profiles. 4. Identify key stakeholders to participate in the development of competency profiles.
Key stakeholders could include executives, HR or organization development (OD) experts, Key stakeholders could include executives, HR or organization development (OD) experts,
or subject-matter experts who are stellar performers in the target position. Involving various or subject-matter experts who are stellar performers in the target position. Involving various
contributors provides a wide perspective on what is mission critical for a particular role or contributors provides a wide perspective on what is mission critical for a particular role or
position. Be careful not to cast the net too wide, however. Too many opinions can dilute the final position. Be careful not to cast the net too wide, however. Too many opinions can dilute the final
product. Be selective and involve the right stakeholders. The act of involving key stakeholders product. Be selective and involve the right stakeholders. The act of involving key stakeholders
goes a long way in acceptance and adoption of the competency profiles when you are ready goes a long way in acceptance and adoption of the competency profiles when you are ready
to roll them out to the organization. Leveraging stakeholders to inform the model shifts the to roll them out to the organization. Leveraging stakeholders to inform the model shifts the
ownership from just HR to firm-wide adoption. ownership from just HR to firm-wide adoption.
5. Design future-oriented competency profiles. 5. Design future-oriented competency profiles.

Competency profiles, as compared to traditional forms of job analysis, are designed to focus on Competency profiles, as compared to traditional forms of job analysis, are designed to focus on
what’s required for future success (Sanchez & Levine, 2009). Competency profiles are intended what’s required for future success (Sanchez & Levine, 2009). Competency profiles are intended
to help leaders achieve the business vision and strategies which are future-oriented; therefore, to help leaders achieve the business vision and strategies which are future-oriented; therefore,
competency profiles need to mirror that future orientation. Rather than a description of what competency profiles need to mirror that future orientation. Rather than a description of what
makes people successful today, the question we want to answer is what competencies will be makes people successful today, the question we want to answer is what competencies will be
critical for success tomorrow, given potential future challenges, expectations, and deliverables critical for success tomorrow, given potential future challenges, expectations, and deliverables
that will be required for the role or position. Expert facilitation of the competency modeling that will be required for the role or position. Expert facilitation of the competency modeling
process is one way to ensure that the stakeholders’ mindsets stay future-focused. process is one way to ensure that the stakeholders’ mindsets stay future-focused.
6. Classify competencies as price-of-admission versus competitive-edge. 6. Classify competencies as price-of-admission versus competitive-edge.
It can be tempting to include a long list of competencies. Those who have gone through It can be tempting to include a long list of competencies. Those who have gone through
this exercise know how hard it is to reduce the list. Many HR practitioners wonder how many this exercise know how hard it is to reduce the list. Many HR practitioners wonder how many
competencies to include in their organization’s competency model. It depends. It depends on competencies to include in their organization’s competency model. It depends. It depends on
how many competencies are needed to accurately predict high performance. It depends on how how many competencies are needed to accurately predict high performance. It depends on how
many competencies the organization has an appetite for. And it depends on how HR intends to many competencies the organization has an appetite for. And it depends on how HR intends to
use the model. A general guideline is to select 10 or fewer core competencies that can create use the model. A general guideline is to select 10 or fewer core competencies that can create
focus for the organization and another 5 to 15 competencies to address the skills that make a real focus for the organization and another 5 to 15 competencies to address the skills that make a real
difference for different jobs (Lombardo & Eichinger, 2002). difference for different jobs (Lombardo & Eichinger, 2002).
Another way to keep a competency model succinct and focused on differentiators is to classify Another way to keep a competency model succinct and focused on differentiators is to classify
mission-critical competencies as either price-of-admission (something that could be selected mission-critical competencies as either price-of-admission (something that could be selected
for) or a competitive-edge skill (something that could be selected for, but will most likely need for) or a competitive-edge skill (something that could be selected for, but will most likely need
to be developed). These decisions are made by referencing what the research shows. According to be developed). These decisions are made by referencing what the research shows. According
to normative data and developmental difficulty analysis, a competency such as Action Oriented to normative data and developmental difficulty analysis, a competency such as Action Oriented
is high in skill for most people and easiest to develop; therefore, it is a good candidate for the is high in skill for most people and easiest to develop; therefore, it is a good candidate for the
“price-of-admission” classification. A recruiter might screen for these when reviewing the resume “price-of-admission” classification. A recruiter might screen for these when reviewing the resume
or when conducting the screening interview. Develops Talent is a low skill for most people and or when conducting the screening interview. Develops Talent is a low skill for most people and
moderately difficult to develop, so this would be a competitive-edge competency in the “select moderately difficult to develop, so this would be a competitive-edge competency in the “select
for” category. Cultivates Innovation is a weakness for most people, so this would be something for” category. Cultivates Innovation is a weakness for most people, so this would be something
the organization would want to invest in developing. Classifying competencies into price-of- the organization would want to invest in developing. Classifying competencies into price-of-
admission, select for, or develop for allows a more fine-tuned approach and keeps employees admission, select for, or develop for allows a more fine-tuned approach and keeps employees
focused in the areas that are most critical to develop (Hallenbeck & Eichinger, 2006). focused in the areas that are most critical to develop (Hallenbeck & Eichinger, 2006).
Finally, another approach is to think of the overall competency model as the “Context” model, Finally, another approach is to think of the overall competency model as the “Context” model,
the library for a given job, position, level, or role, and then select a subset of those competencies, the library for a given job, position, level, or role, and then select a subset of those competencies,
also known as the “Focus,” on which to concentrate for a specific activity. This allows for a also known as the “Focus,” on which to concentrate for a specific activity. This allows for a
complete and effective model, but at the same time provides the simplicity of usage for the complete and effective model, but at the same time provides the simplicity of usage for the
employee. employee.
7. Link leadership competencies to technical/functional competency models. 7. Link leadership competencies to technical/functional competency models.
Leadership competencies account for most of what makes a person successful (Lombardo & Leadership competencies account for most of what makes a person successful (Lombardo &
Eichinger, 2009). However, specific technical/functional skills are important as well, especially at Eichinger, 2009). However, specific technical/functional skills are important as well, especially at
lower levels in the organization. Thinking through how to seamlessly link leadership expectations lower levels in the organization. Thinking through how to seamlessly link leadership expectations
with professional skill requirements can complete the picture for leaders. For example, your with professional skill requirements can complete the picture for leaders. For example, your
organization may have core organization-wide competencies as well as competencies identified organization may have core organization-wide competencies as well as competencies identified
for each level of leadership. Layered on top of that may be technical/functional competencies for each level of leadership. Layered on top of that may be technical/functional competencies
for functions such as finance or job families such as business analyst or project management. for functions such as finance or job families such as business analyst or project management.
This provides an employee with a broader understanding of the requirements for success for This provides an employee with a broader understanding of the requirements for success for
both the level (manager) and the function or technical area (design). Leadership competencies both the level (manager) and the function or technical area (design). Leadership competencies
and technical/functional competencies can link up in job descriptions, assessments, learning and and technical/functional competencies can link up in job descriptions, assessments, learning and
development, succession planning, and career pathing. development, succession planning, and career pathing.
8. Align competency profiles to the organization’s mission, vision and values, and business strategy. 8. Align competency profiles to the organization’s mission, vision and values, and business strategy.
Ideally, a competency model is used consistently as the common foundation for integrated Ideally, a competency model is used consistently as the common foundation for integrated
talent management practices and provides tangible support and reinforcement of the broader talent management practices and provides tangible support and reinforcement of the broader
organization’s purpose, vision and values, strategy, and organizational capabilities. This is the organization’s purpose, vision and values, strategy, and organizational capabilities. This is the
only way to fully leverage the potential of competency models. Unfortunately, this step is often only way to fully leverage the potential of competency models. Unfortunately, this step is often
overlooked. overlooked.
Involving executives who have contributed to setting the organization’s vision and business Involving executives who have contributed to setting the organization’s vision and business
objectives promotes a direct link between what needs to be accomplished in the future and the objectives promotes a direct link between what needs to be accomplished in the future and the
leadership skills that will get you there. Alternatively, if executives are unable to provide the time leadership skills that will get you there. Alternatively, if executives are unable to provide the time
required, have a competency consultant provide an expert mapping to translate the mission, required, have a competency consultant provide an expert mapping to translate the mission,
vision, values statements, or business objectives into the leadership competencies required vision, values statements, or business objectives into the leadership competencies required
to deliver in those areas. This step is critical because these are the unique qualities of your to deliver in those areas. This step is critical because these are the unique qualities of your
organization’s culture and strongly influence the right mix of competencies required for success organization’s culture and strongly influence the right mix of competencies required for success
at your organization. at your organization.
The organizational context of desired employee behavior and competencies The organizational context of desired employee behavior and competencies
Leveraging competencies to support the organizational variables may sound like a good idea in Leveraging competencies to support the organizational variables may sound like a good idea in
theory, but how exactly do you do it in practice? Korn Ferry offers a detailed methodology to help theory, but how exactly do you do it in practice? Korn Ferry offers a detailed methodology to help
practitioners think through competency selection when developing a competency model from the practitioners think through competency selection when developing a competency model from the
bottom up, or for a single role (Ruyle & Orr, 2011). This involves comparing competencies against a bottom up, or for a single role (Ruyle & Orr, 2011). This involves comparing competencies against a
set of criteria—such as availability of the skills in the labor marketplace and difficulty to development set of criteria—such as availability of the skills in the labor marketplace and difficulty to development
them—included in the most important competencies for a given level or role, etc. For any them—included in the most important competencies for a given level or role, etc. For any
competency, you can gauge the relative strength of the competency model based on how many of competency, you can gauge the relative strength of the competency model based on how many of
the criteria are satisfied. A similar approach can be used with respect to the organizational variables the criteria are satisfied. A similar approach can be used with respect to the organizational variables
(Bray et al., 1974). Competencies can be evaluated against criteria such as supporting the mission/ (Bray et al., 1974). Competencies can be evaluated against criteria such as supporting the mission/
purpose, the vision, each of the values, and the organizational capabilities. These organizational purpose, the vision, each of the values, and the organizational capabilities. These organizational
variables become factors that help ascertain which competencies are most mission critical to include variables become factors that help ascertain which competencies are most mission critical to include
in the competency framework. in the competency framework.
Gaps appearing will quickly highlight areas to reconsider or areas for further discussion to ensure Gaps appearing will quickly highlight areas to reconsider or areas for further discussion to ensure
that your organizational competency library drives success today and prepares your leaders for that your organizational competency library drives success today and prepares your leaders for
the challenges of tomorrow. And, as an ancillary benefit, evaluating competencies against criteria the challenges of tomorrow. And, as an ancillary benefit, evaluating competencies against criteria
forces you through the due diligence of competency selection, helps prepare you to articulate the forces you through the due diligence of competency selection, helps prepare you to articulate the
final selection to your executive committee, and provides much needed support for any skeptic’s final selection to your executive committee, and provides much needed support for any skeptic’s
acceptance you have to win over to ensure success. For additional support, you can always practice acceptance you have to win over to ensure success. For additional support, you can always practice
creating a few models or job profiles from the library to further aid in the final decision-making creating a few models or job profiles from the library to further aid in the final decision-making
process. process.
Figure 3 describes the relationship between key organizational variables and employee variables Figure 3 describes the relationship between key organizational variables and employee variables
such as overall performance and the demonstration of competencies that support the organization’s such as overall performance and the demonstration of competencies that support the organization’s
purpose for existence. We recognize that not all organizations have widely communicated each of purpose for existence. We recognize that not all organizations have widely communicated each of
these elements, and some have combined these for brevity. We also acknowledge that there are these elements, and some have combined these for brevity. We also acknowledge that there are
many definitions and frameworks for each of the elements depicted below. Figure 3 intends to create many definitions and frameworks for each of the elements depicted below. Figure 3 intends to create
a shared understanding of the relationship between high-level organization goals and individual a shared understanding of the relationship between high-level organization goals and individual
competencies. competencies.
Figure 3. Competencies drive the organization’s purpose Figure 3. Competencies drive the organization’s purpose
Mission/purpose Mission/purpose
ORGANIZATIONAL ORGANIZATIONAL
VARIABLES VARIABLES
Vision & values Vision & values
Culture Culture
Strategy Strategy
Organizational capabilities Organizational capabilities
Individual performance Individual performance
Demonstration of individual competencies Demonstration of individual competencies
An organization’s mission or purpose describes the organization’s reason for being. The two words An organization’s mission or purpose describes the organization’s reason for being. The two words
are often used interchangeably and are typically stated in a single sentence or short statement. The are often used interchangeably and are typically stated in a single sentence or short statement. The
statement avoids controversial remarks and is written with the intent of being clearly understood. The statement avoids controversial remarks and is written with the intent of being clearly understood. The
purpose answers the question of why the organization exists, but stops short at describing exactly purpose answers the question of why the organization exists, but stops short at describing exactly
how it does so. If the mission or purpose were the title of a book, the vision and values become a mini how it does so. If the mission or purpose were the title of a book, the vision and values become a mini
text on how to pursue achieving the mission. text on how to pursue achieving the mission.
Sample mission statements include: Sample mission statements include:

• We give the gift of sight to those who would otherwise live in darkness. • We give the gift of sight to those who would otherwise live in darkness.
• We make delectable cuisine accessible to all diners, regardless of food restrictions. • We make delectable cuisine accessible to all diners, regardless of food restrictions.
• We give neglected and abused pets a new life through adoption into a healthy, happy, loving • We give neglected and abused pets a new life through adoption into a healthy, happy, loving
home. home.
The vision brings the purpose statement from the esoteric to something more tangible by The vision brings the purpose statement from the esoteric to something more tangible by
giving guidance as to how the mission will be achieved. Vision statements often specify how the giving guidance as to how the mission will be achieved. Vision statements often specify how the
organization will leverage its strengths or differentiate itself from the competition. It often includes organization will leverage its strengths or differentiate itself from the competition. It often includes
a philosophy on how it will interact with all of the various stakeholder groups. The vision statement a philosophy on how it will interact with all of the various stakeholder groups. The vision statement
can position the organization’s goals in terms of dominance (footprint, percent market share, global can position the organization’s goals in terms of dominance (footprint, percent market share, global
reach, finest quality, highest profitability, etc.). It’s another way of phrasing the organization’s long- reach, finest quality, highest profitability, etc.). It’s another way of phrasing the organization’s long-
term goals. term goals.
Sample vision statements include: Sample vision statements include:

• Our vision is to ensure that all children have access to corrective eyewear so sight is one less • Our vision is to ensure that all children have access to corrective eyewear so sight is one less
barrier they have to worry about and they can see the beauty in the world. barrier they have to worry about and they can see the beauty in the world.
• We believe in bringing our wonderful culinary creations to each diner, treating everyone as • We believe in bringing our wonderful culinary creations to each diner, treating everyone as
individuals and providing everyone with a tailored experience. individuals and providing everyone with a tailored experience.
• We believe that even pets can smile, and we work to unite caring and capable families with • We believe that even pets can smile, and we work to unite caring and capable families with
disadvantaged animals, enhancing the lives of all involved. disadvantaged animals, enhancing the lives of all involved.
Linking competencies to vision Linking competencies to vision
If we were to use the second of the three vision examples presented above, and use this as another If we were to use the second of the three vision examples presented above, and use this as another
point of data to develop our organizational competency library, there are several questions we can point of data to develop our organizational competency library, there are several questions we can
pose for discussion to facilitate the initial mapping: pose for discussion to facilitate the initial mapping:
What constitutes wonderful? How do you bring a wonderful culinary experience to a diner? What What constitutes wonderful? How do you bring a wonderful culinary experience to a diner? What
exactly is a creation? Does presentation count? How do you treat each customer as an individual? exactly is a creation? Does presentation count? How do you treat each customer as an individual?
How do you tailor an experience? How do you ensure a good experience for everyone? How might How do you tailor an experience? How do you ensure a good experience for everyone? How might
you need to tailor the culinary creation to meet an individual’s needs? you need to tailor the culinary creation to meet an individual’s needs?
Having discussed the answers to questions such as these, it becomes easier to identify a list of Having discussed the answers to questions such as these, it becomes easier to identify a list of
competencies that support and drive vision. Remember, the purpose of this exercise is not to develop competencies that support and drive vision. Remember, the purpose of this exercise is not to develop
a specific job profile, but rather to derive the broader organizational library of competencies that are a specific job profile, but rather to derive the broader organizational library of competencies that are
needed for the organization to achieve its vision. The following five competencies are a subset of the needed for the organization to achieve its vision. The following five competencies are a subset of the
potential competencies that could be mapped and are presented along with an explanation: potential competencies that could be mapped and are presented along with an explanation:
• Customer Focus: Necessary to ensure all customers are treated as equally important, and that the • Customer Focus: Necessary to ensure all customers are treated as equally important, and that the
customer experience is tailored to the needs of the party and its individual members. customer experience is tailored to the needs of the party and its individual members.
• Drives Results: Essential for delivering excellence in both the customer experience and in the • Drives Results: Essential for delivering excellence in both the customer experience and in the
culinary creations. culinary creations.
• Interpersonal Savvy: Critical for reading the needs and expectations of each guest. • Interpersonal Savvy: Critical for reading the needs and expectations of each guest.
• Balances Stakeholders: Ensuring that the needs of all guests are anticipated. • Balances Stakeholders: Ensuring that the needs of all guests are anticipated.
• Nimble Learning: Meaning that learning is derived from what works well for the guests as well • Nimble Learning: Meaning that learning is derived from what works well for the guests as well
as those things they are less positive about. It means experimentation will be used to deliver a as those things they are less positive about. It means experimentation will be used to deliver a
positive experience. positive experience.
Linking competencies to values Linking competencies to values
An organization’s values are the foundation of its culture. Values are at the core of why we do what An organization’s values are the foundation of its culture. Values are at the core of why we do what
we do and how we are expected to treat one another, both inside and outside the organization. we do and how we are expected to treat one another, both inside and outside the organization.
In other words, values provide guidance for employees as to how to act and behave in pursuit of In other words, values provide guidance for employees as to how to act and behave in pursuit of
the vision and set expectations for what is considered acceptable behavior. Without the explicit the vision and set expectations for what is considered acceptable behavior. Without the explicit
statement of values the organization agrees to operate by, there could be varied ways of pursuing statement of values the organization agrees to operate by, there could be varied ways of pursuing
performance goals and some could threaten the organization’s reputation or stability. Although performance goals and some could threaten the organization’s reputation or stability. Although
values themselves are not overtly observable, there are observable behaviors to indicate whether values themselves are not overtly observable, there are observable behaviors to indicate whether
employees are operating in accordance with the agreed-upon values. Most organizations provide employees are operating in accordance with the agreed-upon values. Most organizations provide
precise definitions for what the values mean to the company. Thus, values are often the easiest of the precise definitions for what the values mean to the company. Thus, values are often the easiest of the
organizational variables to directly align with competencies and competency behaviors. organizational variables to directly align with competencies and competency behaviors.
Both the vision and values become a rallying point for employees to stand behind and unite as Both the vision and values become a rallying point for employees to stand behind and unite as
a common entity toward the organization’s shared goal, as long as they are messaged properly, a common entity toward the organization’s shared goal, as long as they are messaged properly,
understood, and compelling. Because values are often implied by observable behaviors, it becomes understood, and compelling. Because values are often implied by observable behaviors, it becomes
important to tie competency language and behaviors to the operating values of the organization. important to tie competency language and behaviors to the operating values of the organization.
The list of potential values is numerous, but organizations typically select those that deal with how The list of potential values is numerous, but organizations typically select those that deal with how
employees deal with one another and other stakeholders, how they approach risk and innovation, employees deal with one another and other stakeholders, how they approach risk and innovation,
communication, etc. communication, etc.
Of the organizational variables discussed above, values are the clearest way to ensure your Of the organizational variables discussed above, values are the clearest way to ensure your
competency model is aligned with the organization’s map to success, so we spend more time competency model is aligned with the organization’s map to success, so we spend more time
discussing it here. This is not to suggest that the vision and purpose should be ignored in order discussing it here. This is not to suggest that the vision and purpose should be ignored in order
to map your library and/or models, but that, by their very nature, they are more organizationally to map your library and/or models, but that, by their very nature, they are more organizationally
aspirational and less tangible to derive behavioral examples to include in the competency language. aspirational and less tangible to derive behavioral examples to include in the competency language.
Values are relatively more descriptive and concrete and we can compare them on behavioral terms. Values are relatively more descriptive and concrete and we can compare them on behavioral terms.
Behaviors demonstrating these values should be echoed and reflected in the competency language Behaviors demonstrating these values should be echoed and reflected in the competency language
for the sake of consistency and unifying a common message. For instance, if the organization for the sake of consistency and unifying a common message. For instance, if the organization
values taking calculated risks in the spirit of innovation, your competency model should include values taking calculated risks in the spirit of innovation, your competency model should include
something along the lines of risk taking and innovation. Their absence should be a clear indication of something along the lines of risk taking and innovation. Their absence should be a clear indication of
misalignment. However, if these values are aspirational and the culture is still somewhat risk averse misalignment. However, if these values are aspirational and the culture is still somewhat risk averse
in areas, you may wish to include something that speaks to standing up and voicing one’s opinion in areas, you may wish to include something that speaks to standing up and voicing one’s opinion
without consensus from one’s peers. Competency modeling can become an art and a science, with a without consensus from one’s peers. Competency modeling can become an art and a science, with a
bit of complexity. bit of complexity.
If you start with a list of defined organizational values and wish to select competencies that support If you start with a list of defined organizational values and wish to select competencies that support
them, we recommend taking an interim step before diving right in. Values are personal and held by them, we recommend taking an interim step before diving right in. Values are personal and held by
individuals and, as a set of psychological constructs, are not directly observable. You can, however, individuals and, as a set of psychological constructs, are not directly observable. You can, however,
draw inferences about individuals’ values based on their behavior, or observe whether their behavior draw inferences about individuals’ values based on their behavior, or observe whether their behavior
reinforces or is in opposition to a value. Thus, we recommend translating the values into how they reinforces or is in opposition to a value. Thus, we recommend translating the values into how they
would manifest in observable behaviors. This simple step will facilitate the mapping of competencies would manifest in observable behaviors. This simple step will facilitate the mapping of competencies
and can prove highly valuable for later uses in determining fit at the selection stage or evaluating and can prove highly valuable for later uses in determining fit at the selection stage or evaluating
fit for subsequent leadership promotions. More importantly, they can be shared with leaders as fit for subsequent leadership promotions. More importantly, they can be shared with leaders as
examples of how to model the organizational values. See Table 2 for an example of what it may look examples of how to model the organizational values. See Table 2 for an example of what it may look
like to map competencies to values. like to map competencies to values.
Table 2. Example mapping of competencies to organizational values Table 2. Example mapping of competencies to organizational values
RESULTS OPEN CUSTOMER RESULTS OPEN CUSTOMER

ORIENTATION COMMUNICATION ORIENTATION COLLABORATION INNOVATION ORIENTATION COMMUNICATION ORIENTATION COLLABORATION INNOVATION
Drives Results Communicates Balances Builds Effective Cultivates Drives Results Communicates Balances Builds Effective Cultivates
Effectively Stakeholders Teams Innovation Effectively Stakeholders Teams Innovation
Resourcefulness Drives Engagement Customer Focus Values Differences Global Perspective Resourcefulness Drives Engagement Customer Focus Values Differences Global Perspective
Some competencies may map to multiple values. Some values may have more competencies that Some competencies may map to multiple values. Some values may have more competencies that
reflect them than others. And the mapping of the competencies will largely depend on how the reflect them than others. And the mapping of the competencies will largely depend on how the
company sees the values playing out in behaviors and the definitions of the competencies. The company sees the values playing out in behaviors and the definitions of the competencies. The
names of the competencies may not be an obvious match, but the definition lends itself to the names of the competencies may not be an obvious match, but the definition lends itself to the
mapping. mapping.
After you have constructed a preliminary mapping to the values, do you notice any misses? Do After you have constructed a preliminary mapping to the values, do you notice any misses? Do
you need to add or swap out competencies that better support the purpose or vision but are you need to add or swap out competencies that better support the purpose or vision but are
not captured with the values? If you are following a top-down approach, once you have a library not captured with the values? If you are following a top-down approach, once you have a library
of organizational competencies, you can then develop models for specific roles, job families, or of organizational competencies, you can then develop models for specific roles, job families, or
functions that utilize a subset of the larger library (Lombardo & Eichinger, 2009). functions that utilize a subset of the larger library (Lombardo & Eichinger, 2009).
Organizational culture Organizational culture
Culture is a term that gets a lot of airtime but whose definition varies as much as the people that Culture is a term that gets a lot of airtime but whose definition varies as much as the people that
describe it. For our purposes, we look at organizational culture as “the way things are or get done describe it. For our purposes, we look at organizational culture as “the way things are or get done
around here.” Edgar Schein, in his research on organizational culture, says that culture cannot around here.” Edgar Schein, in his research on organizational culture, says that culture cannot
be measured quantitatively because many elements exist at the subconscious level and cannot be measured quantitatively because many elements exist at the subconscious level and cannot
be articulated, let alone objectively measured. There are a number of interesting models used to be articulated, let alone objectively measured. There are a number of interesting models used to
describe elements of organizational culture. Most of us can understand and communicate what a describe elements of organizational culture. Most of us can understand and communicate what a
flat vs. hierarchical organization looks like and how it impacts how decisions are made and how we flat vs. hierarchical organization looks like and how it impacts how decisions are made and how we
communicate. All of the preceding organizational terms (purpose, vision, and values) help shape and communicate. All of the preceding organizational terms (purpose, vision, and values) help shape and
are influenced by the organization’s culture. Your organization’s culture may give you some unique are influenced by the organization’s culture. Your organization’s culture may give you some unique
insight as to what competencies are important, but this should be a primary source for the language insight as to what competencies are important, but this should be a primary source for the language
you use to define your competencies and the behaviors associated with them. you use to define your competencies and the behaviors associated with them.
Linking competencies to strategy Linking competencies to strategy
As we move from the more aspirational to the more tangible elements of Figure 3, we come to As we move from the more aspirational to the more tangible elements of Figure 3, we come to
strategy. This is a topic about which entire volumes have been written, and we will shy away from strategy. This is a topic about which entire volumes have been written, and we will shy away from
many of the philosophical debates which lack consensus. We tend to think of strategy as having a many of the philosophical debates which lack consensus. We tend to think of strategy as having a
shorter life span than a purpose or vision, which is more enduring. Strategies may be pursued over shorter life span than a purpose or vision, which is more enduring. Strategies may be pursued over
a 2 to 4-year period, sometimes with multiple strategies in place simultaneously. But strategies are a 2 to 4-year period, sometimes with multiple strategies in place simultaneously. But strategies are
no less important, and they provide more frequent opportunities for communicating with employees no less important, and they provide more frequent opportunities for communicating with employees
and articulating specifically what is needed to execute the strategy successfully. Release of annual and articulating specifically what is needed to execute the strategy successfully. Release of annual
business plans or a new strategy can easily incorporate the core competencies that are needed business plans or a new strategy can easily incorporate the core competencies that are needed
for successful execution. Such messaging draws a clear and concrete line between competencies for successful execution. Such messaging draws a clear and concrete line between competencies
and individual behaviors and the successful attainment of organizational goals. Don’t assume that and individual behaviors and the successful attainment of organizational goals. Don’t assume that
employees will necessarily make the implicit connection. Be explicit and consistent with your key employees will necessarily make the implicit connection. Be explicit and consistent with your key
messages. Ensure they are thoughtful. With solid construction, combining key messages can tell a messages. Ensure they are thoughtful. With solid construction, combining key messages can tell a
coherent, consistent, and meaningful story. coherent, consistent, and meaningful story.
Sample strategies: Sample strategies:

• We will develop partnerships to identify at-risk children, create access to optometric care, and • We will develop partnerships to identify at-risk children, create access to optometric care, and
reinforce the value of sight with proper aftercare. reinforce the value of sight with proper aftercare.
• We match our culinary expertise to meet the food sensitivities of our diners to close a gap in the • We match our culinary expertise to meet the food sensitivities of our diners to close a gap in the
marketplace. marketplace.
• We will create opportunities for animals and families to meet through partnerships in the • We will create opportunities for animals and families to meet through partnerships in the
community and growing our volunteer base. community and growing our volunteer base.
If we were to use the second of the three strategy examples presented above, and use this as another If we were to use the second of the three strategy examples presented above, and use this as another
point of data to develop our organizational competency library, there are several questions we can point of data to develop our organizational competency library, there are several questions we can
pose for discussion to facilitate the initial mapping: pose for discussion to facilitate the initial mapping:
What is culinary expertise, where do we have it, and how does it compare to the expertise of our What is culinary expertise, where do we have it, and how does it compare to the expertise of our
competitors? How do we identify food sensitivities? How do we leverage culinary expertise to competitors? How do we identify food sensitivities? How do we leverage culinary expertise to
meet the food sensitivities of our diners? What does it mean to meet their needs? What is the meet the food sensitivities of our diners? What does it mean to meet their needs? What is the
marketplace gap we refer to? How does meeting food sensitivity needs fill this gap? marketplace gap we refer to? How does meeting food sensitivity needs fill this gap?
Having satisfactorily answered questions such as these, it becomes easier to identify a list of Having satisfactorily answered questions such as these, it becomes easier to identify a list of
competencies that support and drive this strategy forward. Remember, the purpose of this exercise competencies that support and drive this strategy forward. Remember, the purpose of this exercise
is not to develop a specific job profile, but rather to derive the broader organizational library is not to develop a specific job profile, but rather to derive the broader organizational library
of competencies that are needed for the organization to achieve its strategy. The following six of competencies that are needed for the organization to achieve its strategy. The following six
competencies are a subset of the potential competencies that could be mapped and are presented competencies are a subset of the potential competencies that could be mapped and are presented
along with an explanation: along with an explanation:
• Customer Focus: Necessary to ensure that all customers are treated as equally important, • Customer Focus: Necessary to ensure that all customers are treated as equally important,
regardless of food sensitivities or special requests. Customers are the reason the company stays regardless of food sensitivities or special requests. Customers are the reason the company stays
in business. in business.
• Communicates Effectively: In a restaurant environment, all employees on the line, as well as the • Communicates Effectively: In a restaurant environment, all employees on the line, as well as the
server, must be aware of food sensitivities to avoid accidental contamination. If this information is server, must be aware of food sensitivities to avoid accidental contamination. If this information is
not shared clearly and accurately, jobs cannot be performed effectively. not shared clearly and accurately, jobs cannot be performed effectively.
• Cultivates Innovation: Important to derive alternative dishes to satisfy all possible food • Cultivates Innovation: Important to derive alternative dishes to satisfy all possible food
sensitivities. sensitivities.
• Optimizes Work Processes: Essential for maintaining effective processes and systems that prevent • Optimizes Work Processes: Essential for maintaining effective processes and systems that prevent
food contamination. food contamination.
• Plans and Aligns: Critical for ensuring that all plates in a party come out hot and at the same time, • Plans and Aligns: Critical for ensuring that all plates in a party come out hot and at the same time,
regardless of differences in preparation time. regardless of differences in preparation time.
• Directs Work: Critical if each staff member is to be clear on their role in delivering the customer • Directs Work: Critical if each staff member is to be clear on their role in delivering the customer
experience. experience.
Organizational capabilities Organizational capabilities
Organizational capabilities are similar to competencies but at the level of the organization. These Organizational capabilities are similar to competencies but at the level of the organization. These
capabilities ensure that the organization can perform with reliable predictability, repeatedly, and capabilities ensure that the organization can perform with reliable predictability, repeatedly, and
efficiently (Smith, 2008). They are often used to take inventory of what currently exists and compare efficiently (Smith, 2008). They are often used to take inventory of what currently exists and compare
it to what will be needed in the future of the organization. For example, being first to market or being it to what will be needed in the future of the organization. For example, being first to market or being
innovative may be capabilities that the organization as a whole excels in, even if this is not true for innovative may be capabilities that the organization as a whole excels in, even if this is not true for
every single employee. The gap between the current and future state for needed capabilities can every single employee. The gap between the current and future state for needed capabilities can
prove informative as you build the broader organizational competency library. prove informative as you build the broader organizational competency library.
Individual performance and competencies Individual performance and competencies
Individual performance goals and demonstration of individual competencies are depicted separately Individual performance goals and demonstration of individual competencies are depicted separately
in Figure 3 because it demonstrates how the organization’s purpose translates into individual in Figure 3 because it demonstrates how the organization’s purpose translates into individual
employee performance, which should rest upon a foundation of competencies and behaviors. Many employee performance, which should rest upon a foundation of competencies and behaviors. Many
of our readers have seen similar graphics when it comes to depicting the cascade of organizational of our readers have seen similar graphics when it comes to depicting the cascade of organizational
goals to functional and individual performance objectives. An important step often missed in this goals to functional and individual performance objectives. An important step often missed in this
process is the translation of critical behaviors that support living the vision and values, being a role process is the translation of critical behaviors that support living the vision and values, being a role
model and getting objective results the right way. In some cases, behaviors and competencies are model and getting objective results the right way. In some cases, behaviors and competencies are
absent from performance goals, which could inadvertently convey the message that individuals are absent from performance goals, which could inadvertently convey the message that individuals are
not accountable for demonstrating competencies. In other cases, the same competencies appear not accountable for demonstrating competencies. In other cases, the same competencies appear
year after year on reviews and other forms, but the linkage is unclear, raters rush through their year after year on reviews and other forms, but the linkage is unclear, raters rush through their
completion, and overinflation is often a problem. completion, and overinflation is often a problem.
While it is possible for an organization to use a performance appraisal process that includes only While it is possible for an organization to use a performance appraisal process that includes only
objective measures, we believe that an employee’s performance represents not only what was objective measures, we believe that an employee’s performance represents not only what was
accomplished, but also how it was accomplished. While it is possible to achieve stellar results by accomplished, but also how it was accomplished. While it is possible to achieve stellar results by
cutting corners, selling subpar goods, or sacrificing service to customers, all of these behaviors could cutting corners, selling subpar goods, or sacrificing service to customers, all of these behaviors could
have a detrimental impact to customer retention or the organization’s reputation in the long-term. have a detrimental impact to customer retention or the organization’s reputation in the long-term.
Thus, while undesirable behaviors led to the good performance outcomes one year, the repetition of Thus, while undesirable behaviors led to the good performance outcomes one year, the repetition of
these same behaviors year after year is unlikely to result in sustainable performance over time. these same behaviors year after year is unlikely to result in sustainable performance over time.
We use this example of performance objectives, first, as perhaps the clearest way to illustrate the link We use this example of performance objectives, first, as perhaps the clearest way to illustrate the link
between the language of competencies, HR practices, and organizational variables. between the language of competencies, HR practices, and organizational variables.
Results at any cost. A sales professional has had difficulties with a supplier delivering goods Results at any cost. A sales professional has had difficulties with a supplier delivering goods
within the contractual date promised. He decides to go with a different vendor known for within the contractual date promised. He decides to go with a different vendor known for
substandard products and closes a sale before year-end just to make his numbers and earn his substandard products and closes a sale before year-end just to make his numbers and earn his
bonus. The customer had many problems with the product delivered—it was late, continued bonus. The customer had many problems with the product delivered—it was late, continued
to break, and the customer ended up losing money due to returns. While the salesperson may to break, and the customer ended up losing money due to returns. While the salesperson may
have met his numbers this time, it is unlikely that he can sustain this performance over time have met his numbers this time, it is unlikely that he can sustain this performance over time
using similar behaviors to close a deal. And, his behaviors damaged the company’s reputation. using similar behaviors to close a deal. And, his behaviors damaged the company’s reputation.
One of the issues that impacts an organization’s culture is the balance that they support between the One of the issues that impacts an organization’s culture is the balance that they support between the
what and the how of performance. Some organizations view them both as equally important, but a what and the how of performance. Some organizations view them both as equally important, but a
significant shift in priority in either direction not only makes a statement of culture, but can impact significant shift in priority in either direction not only makes a statement of culture, but can impact
organizational performance as well. organizational performance as well.
Implementing competency models Implementing competency models

Often the effort and investment around the development of competency models far exceeds the Often the effort and investment around the development of competency models far exceeds the
care and attention given to ensure that the competency models are integrated into HR practices care and attention given to ensure that the competency models are integrated into HR practices
and introduced to employees in the organization. Plan to spend at least as much time and effort (if and introduced to employees in the organization. Plan to spend at least as much time and effort (if
not 2–3 times more) on implementing competency profiles as you spend creating them. We like to not 2–3 times more) on implementing competency profiles as you spend creating them. We like to
encourage clients to have a road map for implementation before any competency modeling work encourage clients to have a road map for implementation before any competency modeling work
begins. This road map builds accountability for the implementation phase, and it helps start the begins. This road map builds accountability for the implementation phase, and it helps start the
change management process with key stakeholders. Here are some suggestions to keep in mind as change management process with key stakeholders. Here are some suggestions to keep in mind as
you begin applying the competency profiles you worked so hard to create. you begin applying the competency profiles you worked so hard to create.
Once you have finalized your organizational competency library, you can turn your efforts to Once you have finalized your organizational competency library, you can turn your efforts to
embedding the model into existing HR and OD practices. Using competencies as the red thread to embedding the model into existing HR and OD practices. Using competencies as the red thread to
weave all of the programs together with a common language reinforces what really matters to the weave all of the programs together with a common language reinforces what really matters to the
organization and keeps it simple for leaders and employees alike. Competencies should be at the organization and keeps it simple for leaders and employees alike. Competencies should be at the
core of all talent management practices for a fully integrated approach to talent management. But core of all talent management practices for a fully integrated approach to talent management. But
not all competencies are used for every practice. Figure 4 depicts competencies at the center of not all competencies are used for every practice. Figure 4 depicts competencies at the center of
all HR and OD programs and practices. The relationship between competencies and some of these all HR and OD programs and practices. The relationship between competencies and some of these
practices is obvious, while others are more indirect. But the importance of embedding competencies practices is obvious, while others are more indirect. But the importance of embedding competencies
and aligning them with existing practices is clear, given how competencies can be a powerful enabler and aligning them with existing practices is clear, given how competencies can be a powerful enabler
of business strategy and culture. of business strategy and culture.
Figure 4. Competencies related to HR and OD practices Figure 4. Competencies related to HR and OD practices
Employment Employment
branding / EVP branding / EVP
Organizational Workforce Organizational Workforce
design and planning design and planning
transformation and analytics transformation and analytics
Compensation and Compensation and

total rewards Recruitment, total rewards Recruitment,
employee selection, employee selection,
and placement and placement
Performance Performance
management Onboarding management Onboarding
process process
Competencies Competencies
Individual Individual
goal setting and goal setting and
Engagement performance Engagement performance
objectives objectives
Organizational Organizational
Succession training and Succession training and
planning development planning development
programs programs
Leadership Role-specific Leadership Role-specific

development development for development development for
Mentoring the individual Mentoring the individual
1. Start at the top. 1. Start at the top.

Setting expectations with employees regarding leadership behaviors will fall flat unless senior Setting expectations with employees regarding leadership behaviors will fall flat unless senior
leaders are on board. Get buy-in from senior leadership teams that these are the leadership leaders are on board. Get buy-in from senior leadership teams that these are the leadership
behaviors critical to any leader’s success in the organization. Consider providing executives with behaviors critical to any leader’s success in the organization. Consider providing executives with
a multi-rater assessment so that they can get feedback on their strengths and weaknesses. By a multi-rater assessment so that they can get feedback on their strengths and weaknesses. By
asking for feedback and creating an improvement plan for themselves, they are modeling the asking for feedback and creating an improvement plan for themselves, they are modeling the
behavior they want the rest of the organization to adopt. behavior they want the rest of the organization to adopt.
2. Evaluate current talent management practices and what motivates leaders to determine the best 2. Evaluate current talent management practices and what motivates leaders to determine the best
place to begin integrating competencies. place to begin integrating competencies.
Where to begin? It’s a big question and one that may be determined by either your current Where to begin? It’s a big question and one that may be determined by either your current
or your desired organizational culture. It’s important to take an inventory of your current HR or your desired organizational culture. It’s important to take an inventory of your current HR
and talent management practices and evaluate how embedded they are in the organization. and talent management practices and evaluate how embedded they are in the organization.
Processes that are widespread and well implemented may be a harder place to start because of Processes that are widespread and well implemented may be a harder place to start because of
the change management involved. On the other hand, less sophisticated processes allow room the change management involved. On the other hand, less sophisticated processes allow room
for improvement and employees will see added value right away. for improvement and employees will see added value right away.
Take interviewing and selection, for example. If the current state is decentralized and mostly Take interviewing and selection, for example. If the current state is decentralized and mostly
managed by the individual hiring manager, offering a competency-based selection process not managed by the individual hiring manager, offering a competency-based selection process not
only adds science to the process, but also makes it easier for those hiring managers. Identify the only adds science to the process, but also makes it easier for those hiring managers. Identify the
greatest need and begin there—other talent management practices will follow. greatest need and begin there—other talent management practices will follow.
Another way of determining the best place to begin integrating competencies is to consider Another way of determining the best place to begin integrating competencies is to consider
where competencies would most influence leaders’ behavior and where you would see results where competencies would most influence leaders’ behavior and where you would see results
most quickly. Depending on what motivates leaders in your organization, you could consider most quickly. Depending on what motivates leaders in your organization, you could consider
various starting points. Perhaps leaders feel valued when they receive individual assessment various starting points. Perhaps leaders feel valued when they receive individual assessment
and coaching—you could start with a multi-rater assessment process. Perhaps leaders in your and coaching—you could start with a multi-rater assessment process. Perhaps leaders in your
organization attach tremendous value to leadership development programs—you could build organization attach tremendous value to leadership development programs—you could build
a curriculum based on the competency profiles. If leaders in your organization are most driven a curriculum based on the competency profiles. If leaders in your organization are most driven
by career opportunities, you could focus on developing competencies through on-the-job by career opportunities, you could focus on developing competencies through on-the-job
assignments. Or, if you think it will be challenging to inspire behavior change with existing assignments. Or, if you think it will be challenging to inspire behavior change with existing
employees, you may begin using a competency-based interviewing and selection process for employees, you may begin using a competency-based interviewing and selection process for
new employees. new employees.
Employment branding/employment value proposition. Organizations that include their must- Employment branding/employment value proposition. Organizations that include their must-
have or desired competencies not only set expectations up front for candidates, but also create have or desired competencies not only set expectations up front for candidates, but also create
the perception that not just anyone can work here. It takes something special to become an the perception that not just anyone can work here. It takes something special to become an
employee, and this could increase the desirability of the organization—many times being the employee, and this could increase the desirability of the organization—many times being the
employer of choice is a strategic imperative. The evolution of interactive websites and social employer of choice is a strategic imperative. The evolution of interactive websites and social
media has made it easier for companies to market their employment brand with clear, consistent, media has made it easier for companies to market their employment brand with clear, consistent,
and compelling messages, with a lower investment of resources. and compelling messages, with a lower investment of resources.
Workforce planning and analytics. The success of these activities depends upon your Workforce planning and analytics. The success of these activities depends upon your
organization’s ability to accurately assess competencies in the current workforce and predict organization’s ability to accurately assess competencies in the current workforce and predict
those competencies that will be needed in the future. At the rate of change we’ve witnessed those competencies that will be needed in the future. At the rate of change we’ve witnessed
in the past few decades, such tasks seem challenging, but necessary. While technical skill in the past few decades, such tasks seem challenging, but necessary. While technical skill
sets and requirements may change with technology, interpersonal and leadership skills will sets and requirements may change with technology, interpersonal and leadership skills will
continue to increase in importance. Failure to estimate what is needed in your talent pipeline continue to increase in importance. Failure to estimate what is needed in your talent pipeline
will undoubtedly hinder, if not paralyze, the organization. And competencies lie at the heart of will undoubtedly hinder, if not paralyze, the organization. And competencies lie at the heart of
the matter. Since functional and technical competencies are likely to change more frequently, the matter. Since functional and technical competencies are likely to change more frequently,
they must be revised as needed to accurately capture the work being performed and ensure the they must be revised as needed to accurately capture the work being performed and ensure the
organization is set up for success in achieving its purpose, vision and values, and strategy. organization is set up for success in achieving its purpose, vision and values, and strategy.
Recruitment and selection. These processes are perhaps one of the most obvious and easiest Recruitment and selection. These processes are perhaps one of the most obvious and easiest
areas to embed competencies and align your model with existing practices. Structured, areas to embed competencies and align your model with existing practices. Structured,
competency-based, behavioral interviews can yield tremendous insight into how effectively competency-based, behavioral interviews can yield tremendous insight into how effectively
a candidate has demonstrated competencies in past experiences, while providing a valid and a candidate has demonstrated competencies in past experiences, while providing a valid and
legally defensible method of assessment when used appropriately with trained interviewers legally defensible method of assessment when used appropriately with trained interviewers
(Hallenbeck & Eichinger, 2006). Additionally, situational judgment tests and job simulations (Hallenbeck & Eichinger, 2006). Additionally, situational judgment tests and job simulations
can provide additional sources of information about a candidate’s level of proficiency with can provide additional sources of information about a candidate’s level of proficiency with
certain competencies. As with all selection tools and practices, you will need to ensure that the certain competencies. As with all selection tools and practices, you will need to ensure that the
competencies are job-related and necessary for successful performance in the job and that the competencies are job-related and necessary for successful performance in the job and that the
tools measuring these competencies are valid and legally defensible. tools measuring these competencies are valid and legally defensible.
Onboarding. Getting a new hire acclimated and performing is another area where competencies Onboarding. Getting a new hire acclimated and performing is another area where competencies
are helpful. Onboarding is a great opportunity to introduce new hires to the competencies that are helpful. Onboarding is a great opportunity to introduce new hires to the competencies that
are most important for their roles, as well as where they can find additional information about are most important for their roles, as well as where they can find additional information about
further developing competencies for their current jobs and for future career planning. This is further developing competencies for their current jobs and for future career planning. This is
not where you would introduce the complexity of the entire library down to all the behavioral not where you would introduce the complexity of the entire library down to all the behavioral
statements, but you can share competencies that are common to the performance management statements, but you can share competencies that are common to the performance management
process or their level in the organization. process or their level in the organization.
Learning and development. Learning and development programs can link a desired change Learning and development. Learning and development programs can link a desired change
in skill to the specific leadership competencies that are developed in each offering. Individual in skill to the specific leadership competencies that are developed in each offering. Individual
development plans should be competency-based and can either emphasize bringing development plans should be competency-based and can either emphasize bringing
performance up to an acceptable level, improving upon already effective performance levels, performance up to an acceptable level, improving upon already effective performance levels,
or preparing the employee to take on a new role. Both leadership and functional/technical or preparing the employee to take on a new role. Both leadership and functional/technical
competencies may be highlighted in these plans, and if your organization behaviorally competencies may be highlighted in these plans, and if your organization behaviorally
differentiates competencies based on level of effectiveness or organizational level, such differentiates competencies based on level of effectiveness or organizational level, such
descriptors will prove invaluable in development discussions and planning. descriptors will prove invaluable in development discussions and planning.
Mentoring. Mentors can be a wonderful resource for sharing how they handled past experiences Mentoring. Mentors can be a wonderful resource for sharing how they handled past experiences
and providing ideas about how to improve competency proficiency and become more effective. and providing ideas about how to improve competency proficiency and become more effective.
This practice is heavily influenced by the organization’s culture in terms of whether or not a This practice is heavily influenced by the organization’s culture in terms of whether or not a
mentoring program exists, the nature of the objectives, and the degree of structure. mentoring program exists, the nature of the objectives, and the degree of structure.
Leadership development is one of the practices where organizational culture and competencies Leadership development is one of the practices where organizational culture and competencies
collide to influence its design. For a practice such as 360-degree feedback, the items can be collide to influence its design. For a practice such as 360-degree feedback, the items can be
revised to reflect the new competency language for alignment. Action learning projects can also revised to reflect the new competency language for alignment. Action learning projects can also
be tailored to develop specific competencies such as problem solving or strategic thinking, and be tailored to develop specific competencies such as problem solving or strategic thinking, and
if there is a cohort, participants can share strategies for becoming more effective in different if there is a cohort, participants can share strategies for becoming more effective in different
competencies. competencies.
Succession planning. This is a practice where assessing competencies can drive critical talent Succession planning. This is a practice where assessing competencies can drive critical talent
decisions and create a pipeline of ready talent for your system. Identifying bench candidates that decisions and create a pipeline of ready talent for your system. Identifying bench candidates that
can effectively backfill a vacant position requires that the person has the competencies that are can effectively backfill a vacant position requires that the person has the competencies that are
essential for success in the target role. Although the ability to perform the job effectively is an essential for success in the target role. Although the ability to perform the job effectively is an
essential consideration for placement, other factors such as fit with the culture or balance with essential consideration for placement, other factors such as fit with the culture or balance with
the other leadership team members should be taken into account. the other leadership team members should be taken into account.
Engagement. Some models of employee engagement have been mapped to competencies. Engagement. Some models of employee engagement have been mapped to competencies.
This helps translate what leaders need to do more of, or better, in order to increase employee This helps translate what leaders need to do more of, or better, in order to increase employee
engagement. Like 360-degree feedback, engagement summary reports can provide managers engagement. Like 360-degree feedback, engagement summary reports can provide managers
with key information on their own competency shortcomings. When followed by sincere and with key information on their own competency shortcomings. When followed by sincere and
heartfelt action, managers can model the performance-feedback-improvement loop to their team. heartfelt action, managers can model the performance-feedback-improvement loop to their team.
Performance management process. The performance management process can include rating Performance management process. The performance management process can include rating
competency behaviors and results as part of the formal process. Competencies lend richness competency behaviors and results as part of the formal process. Competencies lend richness
to the language of performance. This practice facilitates the feedback process and makes it to the language of performance. This practice facilitates the feedback process and makes it
easier for managers to discuss how the effectiveness of different behaviors contributed to the easier for managers to discuss how the effectiveness of different behaviors contributed to the
results. Competency ratings can be done separately, but the link between behaviors and results is results. Competency ratings can be done separately, but the link between behaviors and results is
weakened. Two approaches to including competencies in the performance management process weakened. Two approaches to including competencies in the performance management process
can be used, both leveraging a subset of competencies: can be used, both leveraging a subset of competencies:
(1) Select a subset of the individual’s competencies that are essential for effectiveness. (1) Select a subset of the individual’s competencies that are essential for effectiveness.
(2) Use the same subset of competencies from the organizational library for all employees, such (2) Use the same subset of competencies from the organizational library for all employees, such
as those that exemplify the organizational values. as those that exemplify the organizational values.
Keep in mind, some competencies are better suited for use in performance management than Keep in mind, some competencies are better suited for use in performance management than
others. For example, competencies like Resourcefulness, Decision Quality, Drives Results, and others. For example, competencies like Resourcefulness, Decision Quality, Drives Results, and
Business Insight are more concrete and observable, which makes them easier for managers to Business Insight are more concrete and observable, which makes them easier for managers to
rate. Other competencies like Situational Adaptability and Manages Complexity are not as easily rate. Other competencies like Situational Adaptability and Manages Complexity are not as easily
connected with the achievement of performance goals, and it would be better to avoid including connected with the achievement of performance goals, and it would be better to avoid including
them in the performance management process. them in the performance management process.
Compensation and total rewards. An organization’s total rewards philosophy will largely depend Compensation and total rewards. An organization’s total rewards philosophy will largely depend
upon its culture, but some organizations opt to pay for higher proficiency in competencies, upon its culture, but some organizations opt to pay for higher proficiency in competencies,
favorably rewarding those individuals who outperform their colleagues. Additionally, favorably rewarding those individuals who outperform their colleagues. Additionally,
organizations frequently draw parallels between compensation broadbands and organization organizations frequently draw parallels between compensation broadbands and organization
levels for leadership competencies. levels for leadership competencies.
Organizational design and transformation. These are reliant almost equally on organizational Organizational design and transformation. These are reliant almost equally on organizational
culture and competencies. The structure of the organization has drastic implications for what is culture and competencies. The structure of the organization has drastic implications for what is
needed to successfully execute the job responsibilities. Risk taking, problem solving, strategic needed to successfully execute the job responsibilities. Risk taking, problem solving, strategic
thinking, communication, and developing others are all competencies that become more or thinking, communication, and developing others are all competencies that become more or
less important, depending upon the span of control and how the responsibilities are distributed less important, depending upon the span of control and how the responsibilities are distributed
across the company. Any type of change to the organization design requires understanding the across the company. Any type of change to the organization design requires understanding the
difference between the current and future state, what is needed for success in the future, and difference between the current and future state, what is needed for success in the future, and
taking a careful inventory of current talent. In some cases, your current talent may not be a good taking a careful inventory of current talent. In some cases, your current talent may not be a good
fit for the new roles, and external talent may need to be infused into the organization. fit for the new roles, and external talent may need to be infused into the organization.
3. Enable your integrated talent management processes with the right technology. 3. Enable your integrated talent management processes with the right technology.
Consider the underlying technologies that link your talent management processes. You will likely Consider the underlying technologies that link your talent management processes. You will likely
want to embed the organization’s competency profiles in your human resource management want to embed the organization’s competency profiles in your human resource management
system (HRMS), talent management system (TMS), learning management system (LMS), system (HRMS), talent management system (TMS), learning management system (LMS),
communication portal, or other system that allows you to communicate and update the content communication portal, or other system that allows you to communicate and update the content
as needed. Ensure that the applications you have in place are able to draw upon the appropriate as needed. Ensure that the applications you have in place are able to draw upon the appropriate
inputs and provide the appropriate outputs to other HR applications—a critical foundation for all inputs and provide the appropriate outputs to other HR applications—a critical foundation for all
future efforts to integrate processes. By mapping the interactions of processes and conducting future efforts to integrate processes. By mapping the interactions of processes and conducting
a future state/current state gap analysis, you can assess the best place to begin your efforts to a future state/current state gap analysis, you can assess the best place to begin your efforts to
integrate competencies into talent management processes. integrate competencies into talent management processes.
It is important to carefully consider which system you want to use and how the processes built It is important to carefully consider which system you want to use and how the processes built
into the systems will impact your existing process approach. Further, and most importantly, it into the systems will impact your existing process approach. Further, and most importantly, it
is critical to identify the “systems of record” for people, job, and competency data in case you is critical to identify the “systems of record” for people, job, and competency data in case you
develop more than one version of the truth and fall into competency or data chaos. Take care develop more than one version of the truth and fall into competency or data chaos. Take care
not to let the latest technology platform drive your competency strategy; just because there is not to let the latest technology platform drive your competency strategy; just because there is
a certain field or workflow within a system, does not mean that it is based on best practices or a certain field or workflow within a system, does not mean that it is based on best practices or
right for your organization. right for your organization.
4. Give something before expecting something from others. 4. Give something before expecting something from others.
Before you get too eager to assess and evaluate everyone against the mission-critical leadership Before you get too eager to assess and evaluate everyone against the mission-critical leadership
skills, make sure that you are setting them up for success. In some cases, you might be raising skills, make sure that you are setting them up for success. In some cases, you might be raising
the bar on leadership expectations. Or perhaps the content of the competency profile is different the bar on leadership expectations. Or perhaps the content of the competency profile is different
from the behaviors that have been rewarded in the past. Either way, it will be important to from the behaviors that have been rewarded in the past. Either way, it will be important to
provide employees with development resources so that they feel set up for success. Consider provide employees with development resources so that they feel set up for success. Consider
introducing employees to the competencies in a positive, purely developmental setting before introducing employees to the competencies in a positive, purely developmental setting before
you put competencies into selection tools or even multi-rater surveys. This introduction will help you put competencies into selection tools or even multi-rater surveys. This introduction will help
build goodwill and promote the overall adoption of competencies into the organization. build goodwill and promote the overall adoption of competencies into the organization.
5. Anticipate that you will revisit and refresh your competency profiles. 5. Anticipate that you will revisit and refresh your competency profiles.
Business strategies change. The competency model you create and roll out to the organization Business strategies change. The competency model you create and roll out to the organization
needs to reflect adjustments in organizational strategy, vision, and direction. Think about how needs to reflect adjustments in organizational strategy, vision, and direction. Think about how
you will communicate these changes and make updates to materials and resources employees you will communicate these changes and make updates to materials and resources employees
are using. For example, you may find a way to house competency profiles on a centralized drive are using. For example, you may find a way to house competency profiles on a centralized drive
and encourage employees to download them as needed. This centralization would allow you to and encourage employees to download them as needed. This centralization would allow you to
make revisions as necessary. Communicating the long-term plan for using competency profiles in make revisions as necessary. Communicating the long-term plan for using competency profiles in
your organization will also reassure employees that this is not a passing fad—it’s a new, strategic your organization will also reassure employees that this is not a passing fad—it’s a new, strategic
way to integrate talent management efforts. And remember to schedule a regular review of your way to integrate talent management efforts. And remember to schedule a regular review of your
competencies after each scheduled organizational strategic planning session. competencies after each scheduled organizational strategic planning session.
6. Determine how you will measure your results. 6. Determine how you will measure your results.
What is the business impact you expect to see based on your efforts? Set your targets in key What is the business impact you expect to see based on your efforts? Set your targets in key
areas such as skill development, engagement, higher productivity, performance ratings, reduced areas such as skill development, engagement, higher productivity, performance ratings, reduced
turnover, or more ready-now candidates for key positions. While it is very complex to measure, it turnover, or more ready-now candidates for key positions. While it is very complex to measure, it
is not unrealistic to assume that a best-in-class integrated talent management system will result is not unrealistic to assume that a best-in-class integrated talent management system will result
in increased shareholder value (Huselid, 1995; Pfeffer, 1998). in increased shareholder value (Huselid, 1995; Pfeffer, 1998).
7. Assess your organization’s talent management strategy. 7. Assess your organization’s talent management strategy.
Overcoming competency chaos may seem difficult. To make it easier, we recommend a three- Overcoming competency chaos may seem difficult. To make it easier, we recommend a three-
step process that considers the current maturity of the organization’s talent management step process that considers the current maturity of the organization’s talent management
strategies: strategies:
(1) Figure out where we are now: (1) Figure out where we are now:
• How mature are our current talent management strategies? • How mature are our current talent management strategies?
• What’s our existing business need and vision for strategic talent management? • What’s our existing business need and vision for strategic talent management?
• What talent management applications and IT systems do we have in place and how well • What talent management applications and IT systems do we have in place and how well
aligned are they? aligned are they?
• What are our competency assets and how can they be put together to create a cohesive • What are our competency assets and how can they be put together to create a cohesive
foundation? foundation?
• Where do we have gaps? • Where do we have gaps?
• What is the level of executive commitment to overcome barriers and realize success? • What is the level of executive commitment to overcome barriers and realize success?
(2) Determine where we need to go: (2) Determine where we need to go:
• What is required to support development and learning systems? • What is required to support development and learning systems?
• What about selection readiness assessment? • What about selection readiness assessment?
• What is needed to stand up to the scrutiny of pay for performance or succession planning • What is needed to stand up to the scrutiny of pay for performance or succession planning
and promotion decisions? and promotion decisions?
• What kind of competency framework will we need to minimize overlap, redundancy, and • What kind of competency framework will we need to minimize overlap, redundancy, and
chaos? chaos?
(3) Build a strategy road map: (3) Build a strategy road map:
• What is the foundational architecture? • What is the foundational architecture?
• What do we need first? • What do we need first?
• What’s needed for a quick win? • What’s needed for a quick win?
• What more will be needed? • What more will be needed?
• What is our time frame? • What is our time frame?
Table 3 suggests five levels of maturity in competency implementation (paralleling the model/ Table 3 suggests five levels of maturity in competency implementation (paralleling the model/
structure outlined by Carnegie Mellon in their People Capability Maturity Model) that can be used to structure outlined by Carnegie Mellon in their People Capability Maturity Model) that can be used to
diagnose and assess the current level of your organization. It also suggests the conditions that should diagnose and assess the current level of your organization. It also suggests the conditions that should
be present to move from one level of maturity to the next. Using this table, organizations can create a be present to move from one level of maturity to the next. Using this table, organizations can create a
specific agenda to sequentially progress toward greater maturity. specific agenda to sequentially progress toward greater maturity.
For example, an organization must start with a strategy that has the end result in mind. If the goal For example, an organization must start with a strategy that has the end result in mind. If the goal
is a system to identify, differentiate, and develop talent for better decisions of all types—selection, is a system to identify, differentiate, and develop talent for better decisions of all types—selection,
promotion, development, and succession—then an integrated talent management system will be promotion, development, and succession—then an integrated talent management system will be
needed with organization-wide analytics based on an aligned set of standards for all processes—from needed with organization-wide analytics based on an aligned set of standards for all processes—from
recruitment to retirement. This means better tools to: recruitment to retirement. This means better tools to:
• Build, customize, and manage a single, consistent competency and model library. • Build, customize, and manage a single, consistent competency and model library.
• Structure those competency models to provide both vertical and horizontal comparability. • Structure those competency models to provide both vertical and horizontal comparability.
• Leverage information about competencies by getting different applications to talk to each other. • Leverage information about competencies by getting different applications to talk to each other.
• Enable managers to make sound decisions about jobs and people on a daily basis. • Enable managers to make sound decisions about jobs and people on a daily basis.
Table 3. Competency implementation maturity/utility model (abridged) Table 3. Competency implementation maturity/utility model (abridged)
MATURITY LEVEL MATURITY LEVEL

CRITERIA 1 2 3 4 5 CRITERIA 1 2 3 4 5
1. BUSINESS NEED: pilot, EXPERIMENT MANAGEMENT PERFORMANCE INTEGRATED ENTERPRISE 1. BUSINESS NEED: pilot, EXPERIMENT MANAGEMENT PERFORMANCE INTEGRATED ENTERPRISE
play to core visibility; do latest Communication Improve PERFORMANCE Shareholder Value play to core visibility; do latest Communication Improve PERFORMANCE Shareholder Value
thing; fad (competency list as productivity, reduce Profit, ROI thing; fad (competency list as productivity, reduce Profit, ROI
values statement), costs, cut cycle values statement), costs, cut cycle
Control e.g., perf times, correct Control e.g., perf times, correct
mgmt rating on specific problem mgmt rating on specific problem
employees in a job (e.g., high new employees in a job (e.g., high new
or unit hire failure rate, or unit hire failure rate,
turnover) turnover)
2. ORG SPAN, IMPACT: • One-off pilot • Single job in • Multiple org • Multiple business: • Enterprise- 2. ORG SPAN, IMPACT: • One-off pilot • Single job in • Multiple org • Multiple business: • Enterprise-
pilot to enterprise-wide study: single several org units units, processes, functions, wide: multiple pilot to enterprise-wide study: single several org units units, processes, functions, wide: multiple
job, workgroup, (e.g., sales); several operations linked processes businesses job, workgroup, (e.g., sales); several operations linked processes businesses
department jobs in one job to produce linked in profit department jobs in one job to produce linked in profit
family, function economic center balanced family, function economic center balanced
outcome scorecard outcome scorecard
3. HR APPLICATION: • Single HR function: • Two or more HR • Several HR • Several HR and • All HR functions 3. HR APPLICATION: • Single HR function: • Two or more HR • Several HR • Several HR and • All HR functions
One to all job/team/org functions: A and functions that other business across multiple One to all job/team/org functions: A and functions that other business across multiple
analysis/design B, but not linked interact in causal functions (product businesses, analysis/design B, but not linked interact in causal functions (product businesses,
or staffing or synergistically flow value chain development/R&D, geographies or staffing or synergistically flow value chain development/R&D, geographies
development or to improve to increase supply, production, development or to improve to increase supply, production,
perf management, performance performance (e.g., finance, perf management, performance performance (e.g., finance,
or compensation better staffing marketing/sales) or compensation better staffing marketing/sales)
+ training + perf that interact to + training + perf that interact to
mgmt) improve business mgmt) improve business
performance performance
4. COMPETENCY • Many data • Standardized data • Standardized • Standardized • Standardized 4. COMPETENCY • Many data • Standardized data • Standardized • Standardized • Standardized
METHODOLOGY: collection methods: collection: survey, BEI, 360 survey, BEI, 360 survey, BEI, 360 survey, METHODOLOGY: collection methods: collection: survey, BEI, 360 survey, BEI, 360 survey, BEI, 360 survey,
inconsistent methods to panel, survey; no perf management test competency test competency test competency inconsistent methods to panel, survey; no perf management test competency test competency test competency
standardized, reliable, standards form assessment assessment assessment standardized, reliable, standards form assessment assessment assessment
validated methods methods linked methods validated methods methods linked methods
worldwide worldwide
5. CONTENT: random • No standard • Standard core • Standard core • Standard core • Standard core 5. CONTENT: random • No standard • Standard core • Standard core • Standard core • Standard core
ramblings to competency competency competency competency competency ramblings to competency competency competency competency competency
standardized, reliable, dictionaries or dictionary used dictionary used dictionary used dictionary used standardized, reliable, dictionaries or dictionary used dictionary used dictionary used dictionary used
validated content definitions across org units; across processes; across business enterprise- validated content definitions across org units; across processes; across business enterprise-
local supplements local supplements; functions; local wide with local local supplements local supplements; functions; local wide with local
$EVA of supplements; supplements; $EVA of supplements; supplements;
competence at $EVA of $EVA of competence at $EVA of $EVA of
unsuccessful, competence at competence at unsuccessful, competence at competence at
average, and unsuccessful, unsuccessful, average, and unsuccessful, unsuccessful,
superior (+1SD) average, and average, and superior (+1SD) average, and average, and
points on superior (+1SD) superior (+1SD) points on superior (+1SD) superior (+1SD)
performance bell points on points on performance bell points on points on
curve performance bell performance bell curve performance bell performance bell
curve curve curve curve
6. IT SYSTEMS, • None • Integrated HR • Integrated HR • Integrated HR • Integrated HR 6. IT SYSTEMS, • None • Integrated HR • Integrated HR • Integrated HR • Integrated HR
SOFTWARE SUPPORT: database or linked database or linked and linked ERP and linked ERP SOFTWARE SUPPORT: database or linked database or linked and linked ERP and linked ERP
unit databases; unit databases databases databases unit databases; unit databases databases databases
none to integrated HRIS none to integrated HRIS
simple survey simple survey
to ERP; s-o-a predictive • Statistics software • SEM and time • SEM and time to ERP; s-o-a predictive • Statistics software • SEM and time • SEM and time
database reporting database reporting
(e.g., SPSS) to series statistics series statistics (e.g., SPSS) to series statistics series statistics
analytics analytics
test reliability to test balanced to test balanced test reliability to test balanced to test balanced
and validity of scorecard value scorecard value and validity of scorecard value scorecard value
HR competency chain/causal chain/causal HR competency chain/causal chain/causal
independent flow models: flow models: independent flow models: flow models:
variables “upstream” “upstream” variables “upstream” “upstream”
to predict competency competency to predict competency competency
dependent (HR learning and (HR learning and dependent (HR learning and (HR learning and
variables $EVA innovation), ops innovation), ops variables $EVA innovation), ops innovation), ops
outcomes and customer IVs and customer outcomes and customer IVs and customer
prediction of DV IVs prediction prediction of DV IVs prediction
business financial of global business financial of global
outcomes business financial outcomes business financial
outcomes outcomes
Adapted from the Competency Maturity Model by Lyle M. Spencer and Paul D. Storfer. Reprinted with permission. Adapted from the Competency Maturity Model by Lyle M. Spencer and Paul D. Storfer. Reprinted with permission.
So, for example, if you have determined that your organization is currently at Level 2 and you wish to So, for example, if you have determined that your organization is currently at Level 2 and you wish to
move the organization to Level 3, there are certain things that you must have and certain things you move the organization to Level 3, there are certain things that you must have and certain things you
must do to make that happen. Some of these will affect the culture and people in the organization must do to make that happen. Some of these will affect the culture and people in the organization
and the corresponding competency initiatives, and some will require investments in technology and and the corresponding competency initiatives, and some will require investments in technology and
systems infrastructure. systems infrastructure.
With Table 3 and Table 4, you can create your own tailored plan with specific initiatives that assist With Table 3 and Table 4, you can create your own tailored plan with specific initiatives that assist
in increasing the maturity of the organization and advancing toward Talent Management Value in increasing the maturity of the organization and advancing toward Talent Management Value
Realization. Realization.
Table 4. Maturity Level 3 plan Table 4. Maturity Level 3 plan
TO THE EXTENT THESE ARE NOT IN TO THE EXTENT THESE ARE NOT IN
PLACE, TO REACH MATURITY LEVEL 3, PLACE, TO REACH MATURITY LEVEL 3,
MATURITY LEVEL 3 YOU WOULD NEED TO: MATURITY LEVEL 3 YOU WOULD NEED TO:
People/org • Formalized HR management structure, within • Define the organizational structure People/org • Formalized HR management structure, within • Define the organizational structure
culture which HR seeks to provide some level of culture which HR seeks to provide some level of
• Define the rules and roles of job • Define the rules and roles of job
strategic information to senior executives strategic information to senior executives
functions (non-specific) for executives, functions (non-specific) for executives,
• Performance Management programs in place managerial, line, and individual • Performance Management programs in place managerial, line, and individual
including a formal Performance Appraisal contributors including a formal Performance Appraisal contributors
program of some kind program of some kind
• Implement a well-defined Performance • Implement a well-defined Performance
• Formal recruiting efforts and supporting Management Program • Formal recruiting efforts and supporting Management Program
organization organization
• Some business processes formalized take into • Some business processes formalized take into
account web-based delivery of HR services account web-based delivery of HR services
and programs and programs
Competency • Competencies integrated into organizational • Define and implement a pilot Competency • Competencies integrated into organizational • Define and implement a pilot
initiatives Performance Management programs Performance Management Program initiatives Performance Management programs Performance Management Program
• Core competencies for levels of positions from • Seek employee acceptance and • Core competencies for levels of positions from • Seek employee acceptance and
executive through individual contributor are in feedback during Performance executive through individual contributor are in feedback during Performance
place, typically within just one business unit; Management Program development place, typically within just one business unit; Management Program development
not yet consistent within all business units not yet consistent within all business units
• Integrate Performance Management • Integrate Performance Management
across geographies; identified competencies across geographies; identified competencies
within workflow and consider best within workflow and consider best
for a few job families, but not yet down to the for a few job families, but not yet down to the
practice research practice research
functional position level functional position level
• Explore metrics and scorecard • Explore metrics and scorecard
• Some metrics related to performance of • Some metrics related to performance of
utilization related to workforce utilization related to workforce
workforce are generated, mostly turnover and workforce are generated, mostly turnover and
capabilities capabilities
retention retention
• Build competency definitions for all jobs • Build competency definitions for all jobs
in a single business unit, and then use in a single business unit, and then use
this to pilot additional business units this to pilot additional business units
Systems/ • Fairly comprehensive HRIS capability, either a • Implement “go-live” plans for an Systems/ • Fairly comprehensive HRIS capability, either a • Implement “go-live” plans for an
infrastructure best-of-breed Talent Management Application HRIS that includes functionality for infrastructure best-of-breed Talent Management Application HRIS that includes functionality for
package or an Enterprise Resource Planning Performance Management and Career package or an Enterprise Resource Planning Performance Management and Career
system or an effective home-grown system Development system or an effective home-grown system Development
• HRIS maintaining job and position levels and • Build appropriate interfaces to non-HR • HRIS maintaining job and position levels and • Build appropriate interfaces to non-HR
descriptions, as well as reporting relationships; systems such as finance and customer descriptions, as well as reporting relationships; systems such as finance and customer
organization structure and organization relations/billing organization structure and organization relations/billing
charting a plus charting a plus
• Ensure your systems have the capability • Ensure your systems have the capability
• Ability to gain access to other non-HR systems to support basic or rudimentary metrics • Ability to gain access to other non-HR systems to support basic or rudimentary metrics
such as financials via automated interfaces (bi- and scorecards related to capturing such as financials via automated interfaces (bi- and scorecards related to capturing
directional) and customer relations to generate workforce capabilities, movement, and directional) and customer relations to generate workforce capabilities, movement, and
some rudimentary metrics future trends some rudimentary metrics future trends
• Methodology for automated data input • Methodology for automated data input
Organizing competencies from the library, model, or profile Organizing competencies from the library, model, or profile
The term competency has been used in conjunction with other words such as competency library, The term competency has been used in conjunction with other words such as competency library,
competency framework, competency model, mega competencies, competency clusters, technical and competency framework, competency model, mega competencies, competency clusters, technical and
leadership competencies, job competency profile, etc. It is just as easy for two well-seasoned experts leadership competencies, job competency profile, etc. It is just as easy for two well-seasoned experts
to get confused when they are not using the nomenclature in the same way, as it is for the novice to get confused when they are not using the nomenclature in the same way, as it is for the novice
who is new to competencies. Essentially, it all comes down to level of granularity. In this section, we who is new to competencies. Essentially, it all comes down to level of granularity. In this section, we
will attempt to define and illustrate how all of the nomenclature fits together. will attempt to define and illustrate how all of the nomenclature fits together.
At its most granular level, a competency is essentially a knowledge, skill, ability, or other At its most granular level, a competency is essentially a knowledge, skill, ability, or other
characteristic (KSAO) or a combination of KSAOs that is needed for effective performance in a job characteristic (KSAO) or a combination of KSAOs that is needed for effective performance in a job
(Campion, Fink, Ruggeberg, Carr, Phillips, & Odman, 2011). (Campion, Fink, Ruggeberg, Carr, Phillips, & Odman, 2011).
A comprehensive set of competencies needed to perform a job can be called a competency model. A comprehensive set of competencies needed to perform a job can be called a competency model.
Likewise, the term competency model can be applied to a job function, like accounting. When applied Likewise, the term competency model can be applied to a job function, like accounting. When applied
to a job function, the competencies needed for an individual job may be called a competency profile. to a job function, the competencies needed for an individual job may be called a competency profile.
Finally, a competency library is a universe of all possible competencies needed to perform work. Finally, a competency library is a universe of all possible competencies needed to perform work.
There are many research-based competency libraries available (the Korn Ferry Leadership Architect™ There are many research-based competency libraries available (the Korn Ferry Leadership Architect™
is one example) that can be further tailored for an organization to create their own competency is one example) that can be further tailored for an organization to create their own competency
library. library.
Of course, even when organizations select a subset of competencies from a competency library, Of course, even when organizations select a subset of competencies from a competency library,
the list can still be quite large. Often, there are between 20 and 30 competency profiles for a single the list can still be quite large. Often, there are between 20 and 30 competency profiles for a single
job. So, to aid memory and heuristics, it is not uncommon to create ways of displaying how the job. So, to aid memory and heuristics, it is not uncommon to create ways of displaying how the
competencies group together. The benefit of this is to provide fewer concepts to remember and competencies group together. The benefit of this is to provide fewer concepts to remember and
also create a visual of how the competencies for individual jobs and job families combine with other also create a visual of how the competencies for individual jobs and job families combine with other
functions to create a master list of competencies needed for the organization to achieve success. functions to create a master list of competencies needed for the organization to achieve success.
Figure 5 provides a visual depiction of how competencies (those that are numbered) are grouped Figure 5 provides a visual depiction of how competencies (those that are numbered) are grouped
together into broader categories such as clusters (lettered) and factors (F1, F2, etc.). Such an together into broader categories such as clusters (lettered) and factors (F1, F2, etc.). Such an
illustration is useful in depicting an entire organizational library or even a job profile as it groups illustration is useful in depicting an entire organizational library or even a job profile as it groups
together related competencies and clusters. Appearing at the bottom of Figure 5 is a small table that together related competencies and clusters. Appearing at the bottom of Figure 5 is a small table that
depicts how individual competencies can be further defined in granularity by organizational level depicts how individual competencies can be further defined in granularity by organizational level
and/or level of proficiency. It is important to note that such a detailed illustration of competencies is and/or level of proficiency. It is important to note that such a detailed illustration of competencies is
not appropriate for all uses. Although the levels depicted in the table might prove useful for assigning not appropriate for all uses. Although the levels depicted in the table might prove useful for assigning
performance ratings, guiding development, and coaching, the broader categories of clusters or performance ratings, guiding development, and coaching, the broader categories of clusters or
factors may be a better choice to diagnose organizational strengths and weaknesses. factors may be a better choice to diagnose organizational strengths and weaknesses.
Figure 5. Sample hierarchical structure of a competency model Figure 5. Sample hierarchical structure of a competency model
Competency Hierarchy Structure Competency Hierarchy Structure
Factors or mega Factors or mega

competencies
F1 F2 F3 competencies
F1 F2 F3
Clusters A B C D E F G H I Clusters A B C D E F G H I
Competencies 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Competencies 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Competency behavioral Competency behavioral

LEVEL OF PROFICIENCY OR EFFECTIVENESS LEVEL OF PROFICIENCY OR EFFECTIVENESS
descriptions by level descriptions by level
and proficiency and proficiency
LEARNER PROFICIENT MASTERY LEARNER PROFICIENT MASTERY
Executive Executive
Senior Leader Senior Leader
Manager Manager
Individual Individual
Contributor Contributor
Now, if Figure 5 depicted an organization’s entire competency library, along with the behavioral Now, if Figure 5 depicted an organization’s entire competency library, along with the behavioral
statements associated with the different levels in the organization and varying levels of proficiency, statements associated with the different levels in the organization and varying levels of proficiency,
the amount of information would be overwhelming. Rarely would such a display of comprehensive the amount of information would be overwhelming. Rarely would such a display of comprehensive
and detailed information be designed for employee consumption. Instead, it is held by HR or OD and detailed information be designed for employee consumption. Instead, it is held by HR or OD
practitioners, and its varying levels of granularity are used for different purposes. practitioners, and its varying levels of granularity are used for different purposes.
Section III – The foundation of the Korn Ferry Leadership Architect™ library Section III – The foundation of the Korn Ferry Leadership Architect™ library
Overview of the research on leadership competencies Overview of the research on leadership competencies
The research and development of taxonomies of managerial behavior during the past few decades The research and development of taxonomies of managerial behavior during the past few decades
has contributed to the establishment and refinement of several leadership competency libraries. has contributed to the establishment and refinement of several leadership competency libraries.
There is a rich tradition in the leadership literature to investigate and understand managerial There is a rich tradition in the leadership literature to investigate and understand managerial
performance. Early studies mostly focused on what managers or leaders do. For example, some performance. Early studies mostly focused on what managers or leaders do. For example, some
initial research identified eight managerial activities: supervising, planning, evaluating, coordinating, initial research identified eight managerial activities: supervising, planning, evaluating, coordinating,
investigating, representing, negotiating, and staffing (Mahoney, Jerdee, & Carroll, 1963; Penfield, investigating, representing, negotiating, and staffing (Mahoney, Jerdee, & Carroll, 1963; Penfield,
1974). Based on an in-depth, structured observation study of executives, Mintzberg (1975) delineated 1974). Based on an in-depth, structured observation study of executives, Mintzberg (1975) delineated
the following 10 essential management roles: figurehead, leader, liaison, monitor, disseminator, the following 10 essential management roles: figurehead, leader, liaison, monitor, disseminator,
spokesman, entrepreneur, disturbance handler, resource allocator, and negotiator. spokesman, entrepreneur, disturbance handler, resource allocator, and negotiator.
At about the same time, Tornow and Pinto (1976) developed a Management Position Description At about the same time, Tornow and Pinto (1976) developed a Management Position Description
Questionnaire for objectively describing the job content of executive and management positions. Questionnaire for objectively describing the job content of executive and management positions.
Their study indicated that the job content of positions from a wide range of managerial levels and Their study indicated that the job content of positions from a wide range of managerial levels and
functions could be described in terms of 13 factors. Tornow and Pinto further stated that various functions could be described in terms of 13 factors. Tornow and Pinto further stated that various
positions could be compared based on the similarities and differences in these 13 factors. positions could be compared based on the similarities and differences in these 13 factors.
Later studies moved beyond describing the job content and began to evaluate and integrate Later studies moved beyond describing the job content and began to evaluate and integrate
classifications of management skills. For example, Schippmann, Prien, and Hughes (1991) identified classifications of management skills. For example, Schippmann, Prien, and Hughes (1991) identified
22 dimensions of job skill classifications for management positions. Built primarily on the studies 22 dimensions of job skill classifications for management positions. Built primarily on the studies
conducted at the Center for Creative Leadership, Lombardo and Eichinger (2002) developed a conducted at the Center for Creative Leadership, Lombardo and Eichinger (2002) developed a
leadership competency library that encompassed 6 factors, 21 clusters, and 67 competencies. leadership competency library that encompassed 6 factors, 21 clusters, and 67 competencies.
John Campbell (2012a) summarized several decades of research on behavior, performance, and John Campbell (2012a) summarized several decades of research on behavior, performance, and
effectiveness into 6 leadership performance factors and 8 management performance factors. effectiveness into 6 leadership performance factors and 8 management performance factors.
One finding from the leadership literature is particularly important for the practice of competency One finding from the leadership literature is particularly important for the practice of competency
modeling. Although the language and the specifications may be different for the competency modeling. Although the language and the specifications may be different for the competency
libraries developed by different resources, the content, the themes, and the structures are very libraries developed by different resources, the content, the themes, and the structures are very
similar (Tett, Guterman, Bleier, & Murphy, 2000). Campbell (2012b) asserts, based on his survey of 60 similar (Tett, Guterman, Bleier, & Murphy, 2000). Campbell (2012b) asserts, based on his survey of 60
years of literature, that while the context has changed a lot (e.g., globalization, technology, speed, years of literature, that while the context has changed a lot (e.g., globalization, technology, speed,
complexity) and the context affects which elements are most important, the elements themselves complexity) and the context affects which elements are most important, the elements themselves
(competencies) required for effective performance remain the same. Therefore, our Korn Ferry (competencies) required for effective performance remain the same. Therefore, our Korn Ferry
Leadership Architect™ model is very much aligned with the previous models. But at the same time, it Leadership Architect™ model is very much aligned with the previous models. But at the same time, it
reflects the changes in the environment, such as globalization, complexity, and diversity. reflects the changes in the environment, such as globalization, complexity, and diversity.
The research foundation and development of the Korn Ferry Leadership Architect™ The research foundation and development of the Korn Ferry Leadership Architect™
The development of the Korn Ferry Leadership Architect™ was based on some key criteria and The development of the Korn Ferry Leadership Architect™ was based on some key criteria and
principles: principles:
• Skills that matter most for performance. • Skills that matter most for performance.
• Skills that are most relevant in the 21st century context. • Skills that are most relevant in the 21st century context.
• Valid across global regions. • Valid across global regions.
• Content that is user-friendly and simple. • Content that is user-friendly and simple.
• Drives multiple processes including selection, development, performance, and competency • Drives multiple processes including selection, development, performance, and competency
modeling. modeling.
The Korn Ferry Leadership Architect™ was built by leveraging all of the expertise from the combined The Korn Ferry Leadership Architect™ was built by leveraging all of the expertise from the combined
decades of knowledge and the hundreds of thousands of leadership assessments Korn Ferry has decades of knowledge and the hundreds of thousands of leadership assessments Korn Ferry has
amassed. amassed.
Development of the Korn Ferry Leadership Architect™ Global Competency Framework came about Development of the Korn Ferry Leadership Architect™ Global Competency Framework came about
through rigorous analysis using a combination of quantitative, qualitative, and market-based data, through rigorous analysis using a combination of quantitative, qualitative, and market-based data,
sourcing from both Korn Ferry’s own extensive data stores and external research literature sources: sourcing from both Korn Ferry’s own extensive data stores and external research literature sources:
• Extensive review of the scientific literature. • Extensive review of the scientific literature.
• Research analyses based upon legacy competency libraries from Lominger and PDI Ninth House. • Research analyses based upon legacy competency libraries from Lominger and PDI Ninth House.
• Intellectual property from Lominger, PDI Ninth House, and Global Novations. • Intellectual property from Lominger, PDI Ninth House, and Global Novations.
• Global and industry trends. • Global and industry trends.
• Customer input. • Customer input.
• Expert input. • Expert input.
This work proceeded in three parallel threads. This work proceeded in three parallel threads.
Market-based review of global and industry trends Market-based review of global and industry trends
A review of global and industry trends was undertaken using data from a variety of sources, both A review of global and industry trends was undertaken using data from a variety of sources, both
internal and external. internal and external.
1. A team of Korn Ferry competency consultants from all legacy organizations and with global 1. A team of Korn Ferry competency consultants from all legacy organizations and with global
experience was convened to evaluate the strengths and weaknesses of the legacy competencies experience was convened to evaluate the strengths and weaknesses of the legacy competencies
and competency frameworks. Their input was to be based on capturing their experience with and competency frameworks. Their input was to be based on capturing their experience with
clients. A variety of information was gleaned from the team regarding competency gaps; clients. A variety of information was gleaned from the team regarding competency gaps;
competencies which, as defined or measured, did not capture the competency effectively; and competencies which, as defined or measured, did not capture the competency effectively; and
competencies which were not effectively observable. One example of the conclusions reached competencies which were not effectively observable. One example of the conclusions reached
by the consultant team was that legacy competencies pertaining to developing talent were too by the consultant team was that legacy competencies pertaining to developing talent were too
focused on HR processes and not enough on a culture which provides coaching and development focused on HR processes and not enough on a culture which provides coaching and development
opportunities. opportunities.
2. A review of current business literature on competencies was undertaken. The review surfaced 2. A review of current business literature on competencies was undertaken. The review surfaced
some core and expected competencies of varying specificity. All are included in the new some core and expected competencies of varying specificity. All are included in the new
framework in a variety of ways: framework in a variety of ways:
• Integrity/Ethics • Integrity/Ethics
• Strategy • Strategy
• Results Focus • Results Focus
• Judgment • Judgment
• Passion/Optimism • Passion/Optimism
• Building the Team • Building the Team
• People Development • People Development
• Accountability • Accountability
3. That review yielded a number of emerging trends which generally took the form of emerging 3. That review yielded a number of emerging trends which generally took the form of emerging
business imperatives with implications for competencies, including: business imperatives with implications for competencies, including:
• A focus on innovation. • A focus on innovation.
• The need for learning-agile leadership. • The need for learning-agile leadership.
• A perspective in leaders that is broad and global. • A perspective in leaders that is broad and global.
• An imperative for managing diverse workforces—broadly defined. • An imperative for managing diverse workforces—broadly defined.
• An increasing desire to select for the correct competencies to ensure the firm has the talent • An increasing desire to select for the correct competencies to ensure the firm has the talent
able to achieve strategic goals. able to achieve strategic goals.
• A need to also retain a focus on developing talent that is already in place, given the overall • A need to also retain a focus on developing talent that is already in place, given the overall
talent shortage currently being experienced and expected to continue throughout the first talent shortage currently being experienced and expected to continue throughout the first
quarter of this century. quarter of this century.
4. A survey of a broad cross-section of competency consultants added additional data for 4. A survey of a broad cross-section of competency consultants added additional data for
consideration of market perspectives. consideration of market perspectives.
Several key trends regarding competency content and use emerged from the review of global and Several key trends regarding competency content and use emerged from the review of global and
industry needs overall: industry needs overall:
• Need for simplified models and applications. • Need for simplified models and applications.
• Desire for technology-enabled tools to support the competency models in application. • Desire for technology-enabled tools to support the competency models in application.
• Simple access to the complexity of competencies. • Simple access to the complexity of competencies.
Review of the scientific literature Review of the scientific literature
A review of the scientific literature reveals that truly effective deployment of competencies in a firm A review of the scientific literature reveals that truly effective deployment of competencies in a firm
for prediction, development, and measurement requires a clear differentiation between antecedents for prediction, development, and measurement requires a clear differentiation between antecedents
of performance, performance, and outcomes of performance. Competencies are clearly part of of performance, performance, and outcomes of performance. Competencies are clearly part of
performance. Within the Korn Ferry Four Dimensions of Leadership and Talent, competencies performance. Within the Korn Ferry Four Dimensions of Leadership and Talent, competencies
represent the behavioral aspects of performance. The four-dimension framework provides a whole- represent the behavioral aspects of performance. The four-dimension framework provides a whole-
person view of leadership. person view of leadership.
Our review of the scientific literature resulted in an increased focus on the behavioral in the Our review of the scientific literature resulted in an increased focus on the behavioral in the
competencies included in the Korn Ferry Leadership Architect™ as one component of the Korn Ferry competencies included in the Korn Ferry Leadership Architect™ as one component of the Korn Ferry
Four Dimensions of Leadership and Talent. Four Dimensions of Leadership and Talent.
Quantitative analysis Quantitative analysis
A number of quantitative analyses were undertaken using legacy data from Lominger and PDI Ninth A number of quantitative analyses were undertaken using legacy data from Lominger and PDI Ninth
House to glean information which would inform the Korn Ferry Leadership Architect™ library: House to glean information which would inform the Korn Ferry Leadership Architect™ library:
• The relative importance of competencies from 360 data provided a look back at what managers • The relative importance of competencies from 360 data provided a look back at what managers
say is important. say is important.
• Validity analysis identified which competencies best predict what is actually important in boss • Validity analysis identified which competencies best predict what is actually important in boss
ratings of performance, potential, and peril. ratings of performance, potential, and peril.
• Frequency of use of competencies by clients was evaluated. • Frequency of use of competencies by clients was evaluated.
• Skill ratings were reviewed for average level of skill efficiency and for variance in performance. • Skill ratings were reviewed for average level of skill efficiency and for variance in performance.
• Critical gaps between observed skill and importance were identified. • Critical gaps between observed skill and importance were identified.
• Survey data from consultants were gathered regarding most critical and least critical • Survey data from consultants were gathered regarding most critical and least critical
competencies to include in the framework. competencies to include in the framework.
Integration Integration
The Korn Ferry Institute team was charged with integrating information from the review of global The Korn Ferry Institute team was charged with integrating information from the review of global
and industry trends, the review of scientific literature, and the quantitative analysis. In addition, the and industry trends, the review of scientific literature, and the quantitative analysis. In addition, the
integration team considered desirable aspects of legacy competency approaches using the guiding integration team considered desirable aspects of legacy competency approaches using the guiding
principles described on page 33. principles described on page 33.
The Korn Ferry Leadership Architect™ library The Korn Ferry Leadership Architect™ library
Based on a review of more recent literature, a consideration of key 21st century trends, and insights Based on a review of more recent literature, a consideration of key 21st century trends, and insights
from our data, we derived the Korn Ferry Leadership Architect™ library, which is comprised of from our data, we derived the Korn Ferry Leadership Architect™ library, which is comprised of
4 Factors, 12 Clusters, and 38 Competencies. 4 Factors, 12 Clusters, and 38 Competencies.
FACTOR I: THOUGHT FACTOR II: RESULTS FACTOR III: PEOPLE FACTOR IV: SELF FACTOR I: THOUGHT FACTOR II: RESULTS FACTOR III: PEOPLE FACTOR IV: SELF
A. Understanding the Business D. Taking Initiative G. Building Collaborative J. Being Authentic A. Understanding the Business D. Taking Initiative G. Building Collaborative J. Being Authentic
5. Business Insight 2. Action Oriented Relationships 10. Courage 5. Business Insight 2. Action Oriented Relationships 10. Courage
11. Customer Focus 27. Resourcefulness 6. Collaborates 36. Instills Trust 11. Customer Focus 27. Resourcefulness 6. Collaborates 36. Instills Trust
17. Financial Acumen 9. Manages Conflict 17. Financial Acumen 9. Manages Conflict
35. Tech Savvy E. Managing Execution 20. Interpersonal Savvy K. Being Open 35. Tech Savvy E. Managing Execution 20. Interpersonal Savvy K. Being Open
15. Directs Work 21. Builds Networks 29. Demonstrates 15. Directs Work 21. Builds Networks 29. Demonstrates
B. Making Complex Decisions 25. Plans and Aligns Self-Awareness B. Making Complex Decisions 25. Plans and Aligns Self-Awareness
8. Manages Complexity 38. Optimizes Work H. Optimizing Diverse Talent 30. Self-Development 8. Manages Complexity 38. Optimizes Work H. Optimizing Diverse Talent 30. Self-Development
12. Decision Quality Processes 4. Attracts Top Talent 12. Decision Quality Processes 4. Attracts Top Talent
32. Balances Stakeholders 13. Develops Talent L. Being Flexible and Adaptable 32. Balances Stakeholders 13. Develops Talent L. Being Flexible and Adaptable
F. Focusing on Performance 14. Values Differences 3. Manages Ambiguity F. Focusing on Performance 14. Values Differences 3. Manages Ambiguity
C. Creating the New and Different 1. Ensures Accountability 34. Builds Effective Teams 22. Nimble Learning C. Creating the New and Different 1. Ensures Accountability 34. Builds Effective Teams 22. Nimble Learning
18. Global Perspective 28. Drives Results 26. Being Resilient 18. Global Perspective 28. Drives Results 26. Being Resilient
19. Cultivates Innovation I. Influencing People 31. Situational Adaptability 19. Cultivates Innovation I. Influencing People 31. Situational Adaptability
33. Strategic Mindset 7. Communicates Effectively 33. Strategic Mindset 7. Communicates Effectively
16. Drives Engagement 16. Drives Engagement
23. Organizational Savvy 23. Organizational Savvy
24. Persuades 24. Persuades
37. Drives Vision and Purpose 37. Drives Vision and Purpose
The structure of the framework The structure of the framework
The Korn Ferry Leadership Architect™ is designed to be used for several purposes: The Korn Ferry Leadership Architect™ is designed to be used for several purposes:
• Development: Assessing skill level (informally or formally) for the purpose of development. • Development: Assessing skill level (informally or formally) for the purpose of development.
• Performance: Assessing performance (informally or formally). • Performance: Assessing performance (informally or formally).
• Competency modeling: Articulating which skills are mission critical for a particular role, • Competency modeling: Articulating which skills are mission critical for a particular role,
department, level, or organization. department, level, or organization.
• Selection: Identifying which competencies are table stakes and which competencies are • Selection: Identifying which competencies are table stakes and which competencies are
differentiating for a given role. differentiating for a given role.
• Helping individuals achieve higher levels of contribution for specific competencies. • Helping individuals achieve higher levels of contribution for specific competencies.
In order to serve the above purposes, content has been created that includes: In order to serve the above purposes, content has been created that includes:
Competency Anchored Rating Scales (CARS): These general competency definitions include Competency Anchored Rating Scales (CARS): These general competency definitions include
descriptors of Talented, Skilled, Less skilled, and Overused skill. In application, Competency Anchored descriptors of Talented, Skilled, Less skilled, and Overused skill. In application, Competency Anchored
Rating Scales help assess skill level for the purpose of development. Rating Scales help assess skill level for the purpose of development.
Four Stages® of Contribution: These definitions specify skilled behaviors at different levels of Four Stages® of Contribution: These definitions specify skilled behaviors at different levels of
proficiency, including: Contributes dependently, Contributes independently, Contributes through proficiency, including: Contributes dependently, Contributes independently, Contributes through
others, and Contributes strategically. Stages help individuals develop within a role—higher levels of others, and Contributes strategically. Stages help individuals develop within a role—higher levels of
contribution can be achieved by progressively developing from Stage 1 through Stage 4. contribution can be achieved by progressively developing from Stage 1 through Stage 4.
Behaviorally Anchored Rating Scales (BARS): For each of the behaviors at a Stage of Contribution, Behaviorally Anchored Rating Scales (BARS): For each of the behaviors at a Stage of Contribution,
behavioral descriptions illustrate specific gradations of skill for Exceeds expectations, Meets behavioral descriptions illustrate specific gradations of skill for Exceeds expectations, Meets
expectations, and Needs improvement. Behaviorally Anchored Rating Scales are often used to assess expectations, and Needs improvement. Behaviorally Anchored Rating Scales are often used to assess
performance. performance.
Figure 6. The Korn Ferry Leadership Architect™ competency framework hierarchy Figure 6. The Korn Ferry Leadership Architect™ competency framework hierarchy
FACTOR I FACTOR II FACTOR III FACTOR IV FACTOR I FACTOR II FACTOR III FACTOR IV
Thought Results People Self Thought Results People Self
3 CLUSTERS 3 CLUSTERS 3 CLUSTERS 3 CLUSTERS 3 CLUSTERS 3 CLUSTERS 3 CLUSTERS 3 CLUSTERS
10 COMPETENCIES 7 COMPETENCIES 13 COMPETENCIES 8 COMPETENCIES 10 COMPETENCIES 7 COMPETENCIES 13 COMPETENCIES 8 COMPETENCIES
CLUSTER CLUSTER
COMPETENCY & COMPETENCY &

DEFINITION DEFINITION
CARS Four Stages® of Contribution CARS Four Stages® of Contribution

Talented Talented
Skilled Contributes Contributes Contributes Contributes Skilled Contributes Contributes Contributes Contributes
dependently independently through others strategically dependently independently through others strategically
Less skilled Less skilled
Overused skill 1 2 3 4 1 2 3 4 1 2 3 4
Overused skill 1 2 3 4 1 2 3 4 1 2 3 4
BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS BARS
Behavior 1 Behavior 2 Behavior 3 Behavior 4 Behavior 1 Behavior 2 Behavior 3 Behavior 4
BARS BARS BARS BARS BARS BARS BARS BARS

• Needs • Needs • Needs • Needs • Needs • Needs • Needs • Needs
improvement improvement improvement improvement improvement improvement improvement improvement
• Meets • Meets • Meets • Meets • Meets • Meets • Meets • Meets
expectations expectations expectations expectations expectations expectations expectations expectations
• Exceeds • Exceeds • Exceeds • Exceeds • Exceeds • Exceeds • Exceeds • Exceeds
expectations expectations expectations expectations expectations expectations expectations expectations
Sample competency: Manages Complexity Sample competency: Manages Complexity

Consider the following content for a sample competency, Manages Complexity: Consider the following content for a sample competency, Manages Complexity:
Competency title: Manages Complexity Competency title: Manages Complexity
Competency definition: Making sense of complex, high quantity, and sometimes contradictory Competency definition: Making sense of complex, high quantity, and sometimes contradictory
information to effectively solve problems. information to effectively solve problems.
Competency Anchored Rating Scales (CARS) Competency Anchored Rating Scales (CARS)
LESS SKILLED SKILLED TALENTED OVERUSED SKILL LESS SKILLED SKILLED TALENTED OVERUSED SKILL
• Misses the complexity • Asks the right questions • Readily distinguishes • May tend toward analysis • Misses the complexity • Asks the right questions • Readily distinguishes • May tend toward analysis
of issues and force fits to accurately analyze between what’s relevant paralysis. of issues and force fits to accurately analyze between what’s relevant paralysis.
solutions. situations. and what’s unimportant solutions. situations. and what’s unimportant
• May wait too long to come • May wait too long to come
to make sense of complex to make sense of complex
• Doesn’t gather sufficient • Acquires data from to a conclusion. • Doesn’t gather sufficient • Acquires data from to a conclusion.
situations. situations.
information to assess multiple and diverse information to assess multiple and diverse
• May get caught up in the • May get caught up in the
situations completely. sources when solving • Looks beyond the obvious situations completely. sources when solving • Looks beyond the obvious
process and miss the big process and miss the big
problems. and doesn’t stop at the problems. and doesn’t stop at the
• Relies solely on intuition, picture. • Relies solely on intuition, picture.
first answers. first answers.
even when contrary • Uncovers root causes to even when contrary • Uncovers root causes to
• May make things more • May make things more
information exists. difficult problems. • Analyzes multiple and information exists. difficult problems. • Analyzes multiple and
complex than needed. complex than needed.
diverse sources of diverse sources of
• Is caught off guard when • Evaluates pros and cons, • Is caught off guard when • Evaluates pros and cons,
information to define information to define
problems surface without risks and benefits of problems surface without risks and benefits of
problems accurately problems accurately
an obvious solution. different solution options. an obvious solution. different solution options.
before moving to before moving to
solutions. solutions.
Stage 4 (Contributes strategically) BARS (which demonstrate different levels of proficiency) Stage 4 (Contributes strategically) BARS (which demonstrate different levels of proficiency)
Behaviorally Anchored Rating Scales (BARS) Behaviorally Anchored Rating Scales (BARS)
BEHAVIOR NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS BEHAVIOR NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS
Approaches problems Recognizes only Understands the Scrutinizes problems from Approaches problems Recognizes only Understands the Scrutinizes problems from
from a systems the most obvious systematic elements of a systems perspective; from a systems the most obvious systematic elements of a systems perspective;
perspective, defining issues of a problem issues; sees the major draws out subtle perspective, defining issues of a problem issues; sees the major draws out subtle
connections, linkages, and without identifying the connections, linkages, connections, linkages, connections, linkages, and without identifying the connections, linkages, connections, linkages,
interdependencies. connections, linkages, and interdependencies of and interdependencies in interdependencies. connections, linkages, and interdependencies of and interdependencies in
or interdependencies to problems. order to resolve multiple or interdependencies to problems. order to resolve multiple
other problems. issues at once. other problems. issues at once.
Obtains resources and Provides inefficient, Takes steps to ensure Deploys highly effective Obtains resources and Provides inefficient, Takes steps to ensure Deploys highly effective
establishes organizational ineffective, or few the organization has the processes and distributes establishes organizational ineffective, or few the organization has the processes and distributes
processes that enable resources or processes resources and processes the right resources to processes that enable resources or processes resources and processes the right resources to
effective information to support effective in place to gather the enable quick, successful effective information to support effective in place to gather the enable quick, successful
gathering. information gathering. information it needs. information gathering. gathering. information gathering. information it needs. information gathering.
Anticipates complex Acts as if present Thinks about the future Gives careful Anticipates complex Acts as if present Thinks about the future Gives careful
challenges the conditions will persist of the organization and consideration to challenges the conditions will persist of the organization and consideration to
organization may face in indefinitely, missing identifies some long-term the challenges the organization may face in indefinitely, missing identifies some long-term the challenges the
the future. opportunities to forecast challenges ahead. organization will face in the future. opportunities to forecast challenges ahead. organization will face in
future challenges. the future, proactively future challenges. the future, proactively
identifying some identifying some
possible alternatives and possible alternatives and
responses. responses.
Synthesizes information Does not seek multiple Integrates the relevant Assembles many Synthesizes information Does not seek multiple Integrates the relevant Assembles many
from many sources to sources or tie different pieces of information to pieces of information from many sources to sources or tie different pieces of information to pieces of information
arrive at a broad and pieces of information gain a solid understanding into a cohesive arrive at a broad and pieces of information gain a solid understanding into a cohesive
deep understanding of together, maintaining only of the issues. and sophisticated deep understanding of together, maintaining only of the issues. and sophisticated
complex issues. a general or incomplete understanding of complex complex issues. a general or incomplete understanding of complex
understanding of issues. issues. understanding of issues. issues.
Factor analysis Factor analysis

The Korn Ferry Leadership Architect™ specifies a total of 38 Competencies which roll up into 12 The Korn Ferry Leadership Architect™ specifies a total of 38 Competencies which roll up into 12
Clusters and 4 Factors. Using 360-degree feedback data collected with KFLA VOICES®, analyses Clusters and 4 Factors. Using 360-degree feedback data collected with KFLA VOICES®, analyses
were conducted to evaluate the model. Table 5 presents the results of a confirmatory factor were conducted to evaluate the model. Table 5 presents the results of a confirmatory factor
analysis testing the extent to which the specified four-factor organization of the 38 competencies is analysis testing the extent to which the specified four-factor organization of the 38 competencies is
consistent with the relationships observed in the data. Following best practice, multiple indices were consistent with the relationships observed in the data. Following best practice, multiple indices were
computed. Because of the very large sample size (N = 9,674), the χ2 was statistically significant for computed. Because of the very large sample size (N = 9,674), the χ2 was statistically significant for
both analyses, p < .01. However, the other fit statistics indicate acceptable fit of the model to the data, both analyses, p < .01. However, the other fit statistics indicate acceptable fit of the model to the data,
supporting the factor structure of the Korn Ferry Leadership Architect™. supporting the factor structure of the Korn Ferry Leadership Architect™.
Table 5. Results of confirmatory factor analyses at the cluster and factor levels Table 5. Results of confirmatory factor analyses at the cluster and factor levels
CHI-SQUARE NFI CFI RMSEA CHI-SQUARE NFI CFI RMSEA
Values χ2 = 23,681.77, df = 616 0.91 0.91 0.06 Values χ2 = 23,681.77, df = 616 0.91 0.91 0.06
Note. NFI denotes “Normed Fit Index.” CFI denotes “Comparative Fit Index.” RMSEA denotes “Root Mean Square Error of Approximation.” Note. NFI denotes “Normed Fit Index.” CFI denotes “Comparative Fit Index.” RMSEA denotes “Root Mean Square Error of Approximation.”
Validity Validity
The central issue in validity is: How do the competencies correlate with important work-related The central issue in validity is: How do the competencies correlate with important work-related
outcomes? Important outcomes to individuals and organizations include overall performance, outcomes? Important outcomes to individuals and organizations include overall performance,
advancement, and derailment. Therefore, for each organizational level, correlations and multiple advancement, and derailment. Therefore, for each organizational level, correlations and multiple
regression analyses were computed to examine the relationship between competencies and regression analyses were computed to examine the relationship between competencies and
indicators of three criteria outcomes: performance, promotability, and risk of derailment. All the data indicators of three criteria outcomes: performance, promotability, and risk of derailment. All the data
were collected through a 360-degree feedback process. The data were based on 22,825 participants were collected through a 360-degree feedback process. The data were based on 22,825 participants
who were rated by others. Of these, 12,691 provided information on their organizational levels. who were rated by others. Of these, 12,691 provided information on their organizational levels.
Ratings on the three criteria outcomes were provided by the bosses of the participants. Competency Ratings on the three criteria outcomes were provided by the bosses of the participants. Competency
scores were based on ratings from all other raters (excluding self-ratings). All the ratings used a five- scores were based on ratings from all other raters (excluding self-ratings). All the ratings used a five-
point scale. The organizational level breakdown of this sample is provided in Table 6. Due to the small point scale. The organizational level breakdown of this sample is provided in Table 6. Due to the small
sample size of Entry Level Individual Contributor (ELIC), we need to interpret the results pertaining sample size of Entry Level Individual Contributor (ELIC), we need to interpret the results pertaining
to this level with caution. to this level with caution.
Table 6. Sample distribution of organizational levels for the global validation study Table 6. Sample distribution of organizational levels for the global validation study
ORGANIZATIONAL LEVEL N PERCENTAGE (%) ORGANIZATIONAL LEVEL N PERCENTAGE (%)
Entry Level Individual Contributor (ELIC) 288 1.3 Entry Level Individual Contributor (ELIC) 288 1.3
Senior Level Individual Contributor (SRIC) 1,533 6.7 Senior Level Individual Contributor (SRIC) 1,533 6.7
First Level Leader or Supervisor (FLL) 3,769 16.5 First Level Leader or Supervisor (FLL) 3,769 16.5
Manager of Managers (MOM) 3,611 15.8 Manager of Managers (MOM) 3,611 15.8
Functional Leader, Business Unit Leader, or Executive 2,214 9.7 Functional Leader, Business Unit Leader, or Executive 2,214 9.7
(EXEC) (EXEC)
Senior Executive (SE) 1,276 5.6 Senior Executive (SE) 1,276 5.6
(Unspecified) 10,134 44.4 (Unspecified) 10,134 44.4
All levels 22,825 100.0 All levels 22,825 100.0
In general, the results of our analyses show that a contributor or leader with stronger competencies In general, the results of our analyses show that a contributor or leader with stronger competencies
will be a stronger performer, more likely to get ahead, and less likely to derail. Each of these will be a stronger performer, more likely to get ahead, and less likely to derail. Each of these
outcomes is related to a person’s competencies, but in slightly different ways. outcomes is related to a person’s competencies, but in slightly different ways.
Correlations between competencies and overall performance by organizational level Correlations between competencies and overall performance by organizational level
Table 7 presents the correlations between competencies and overall performance for six Table 7 presents the correlations between competencies and overall performance for six
organizational levels, as well as for individuals at all levels. The competencies are displayed in organizational levels, as well as for individuals at all levels. The competencies are displayed in
descending order based on the rankings for the Senior Executive position. The majority of the descending order based on the rankings for the Senior Executive position. The majority of the
correlations are statistically significant. The top third competencies that are most highly correlated correlations are statistically significant. The top third competencies that are most highly correlated
with overall performance for each level are highlighted in yellow. The overall performance correlations with overall performance for each level are highlighted in yellow. The overall performance correlations
and rankings for each level are presented separately in subsequent tables. and rankings for each level are presented separately in subsequent tables.
Table 7. Correlations between competencies and overall performance by organizational level Table 7. Correlations between competencies and overall performance by organizational level
ITEM FACTOR COMPETENCY ALL ELIC SRIC FLL MOM EXEC SE ITEM FACTOR COMPETENCY ALL ELIC SRIC FLL MOM EXEC SE
12 Thought Decision Quality 0.48 0.43 0.51 0.47 0.49 0.45 0.52 12 Thought Decision Quality 0.48 0.43 0.51 0.47 0.49 0.45 0.52
28 Results Drives Results 0.51 0.58 0.57 0.52 0.50 0.49 0.49 28 Results Drives Results 0.51 0.58 0.57 0.52 0.50 0.49 0.49
1 Results Ensures Accountability 0.51 0.63 0.57 0.47 0.52 0.49 0.48 1 Results Ensures Accountability 0.51 0.63 0.57 0.47 0.52 0.49 0.48
22 Self Nimble Learning 0.49 0.55 0.55 0.47 0.46 0.50 0.48 22 Self Nimble Learning 0.49 0.55 0.55 0.47 0.46 0.50 0.48
36 Self Instills Trust 0.48 0.63 0.58 0.50 0.47 0.47 0.47 36 Self Instills Trust 0.48 0.63 0.58 0.50 0.47 0.47 0.47
27 Results Resourcefulness 0.47 0.33 0.50 0.44 0.51 0.50 0.45 27 Results Resourcefulness 0.47 0.33 0.50 0.44 0.51 0.50 0.45
6 People Collaborates 0.46 0.62 0.52 0.44 0.47 0.42 0.45 6 People Collaborates 0.46 0.62 0.52 0.44 0.47 0.42 0.45
8 Thought Manages Complexity 0.47 0.41 0.52 0.50 0.47 0.44 0.44 8 Thought Manages Complexity 0.47 0.41 0.52 0.50 0.47 0.44 0.44
25 Results Plans and Aligns 0.48 0.50 0.52 0.46 0.50 0.49 0.44 25 Results Plans and Aligns 0.48 0.50 0.52 0.46 0.50 0.49 0.44
30 Self Self-Development 0.47 0.54 0.52 0.48 0.47 0.44 0.43 30 Self Self-Development 0.47 0.54 0.52 0.48 0.47 0.44 0.43
33 Thought Strategic Mindset 0.40 0.37 0.42 0.41 0.41 0.42 0.43 33 Thought Strategic Mindset 0.40 0.37 0.42 0.41 0.41 0.42 0.43
34 People Builds Effective Teams 0.44 0.40 0.47 0.42 0.48 0.45 0.43 34 People Builds Effective Teams 0.44 0.40 0.47 0.42 0.48 0.45 0.43
38 Results Optimizes Work Processes 0.43 0.52 0.46 0.43 0.43 0.44 0.43 38 Results Optimizes Work Processes 0.43 0.52 0.46 0.43 0.43 0.44 0.43
2 Results Action Oriented 0.52 0.56 0.63 0.52 0.50 0.51 0.43 2 Results Action Oriented 0.52 0.56 0.63 0.52 0.50 0.51 0.43
16 People Drives Engagement 0.42 0.48 0.45 0.40 0.46 0.42 0.42 16 People Drives Engagement 0.42 0.48 0.45 0.40 0.46 0.42 0.42
10 Self Courage 0.45 0.35 0.51 0.47 0.46 0.44 0.42 10 Self Courage 0.45 0.35 0.51 0.47 0.46 0.44 0.42
15 Results Directs Work 0.44 0.34 0.47 0.42 0.45 0.46 0.39 15 Results Directs Work 0.44 0.34 0.47 0.42 0.45 0.46 0.39
32 Thought Balances Stakeholders 0.42 0.49 0.48 0.42 0.42 0.42 0.39 32 Thought Balances Stakeholders 0.42 0.49 0.48 0.42 0.42 0.42 0.39
3 Self Manages Ambiguity 0.43 0.46 0.50 0.42 0.45 0.44 0.39 3 Self Manages Ambiguity 0.43 0.46 0.50 0.42 0.45 0.44 0.39
29 Self Demonstrates Self-Awareness 0.42 0.60 0.53 0.40 0.40 0.38 0.39 29 Self Demonstrates Self-Awareness 0.42 0.60 0.53 0.40 0.40 0.38 0.39
4 People Attracts Top Talent 0.39 0.18 0.30 0.36 0.42 0.41 0.38 4 People Attracts Top Talent 0.39 0.18 0.30 0.36 0.42 0.41 0.38
23 People Organizational Savvy 0.42 0.29 0.43 0.44 0.47 0.43 0.38 23 People Organizational Savvy 0.42 0.29 0.43 0.44 0.47 0.43 0.38
37 People Drives Vision and Purpose 0.42 0.33 0.44 0.43 0.44 0.45 0.38 37 People Drives Vision and Purpose 0.42 0.33 0.44 0.43 0.44 0.45 0.38
9 People Manages Conflict 0.41 0.46 0.45 0.40 0.41 0.40 0.37 9 People Manages Conflict 0.41 0.46 0.45 0.40 0.41 0.40 0.37
13 People Develops Talent 0.38 0.36 0.33 0.36 0.41 0.43 0.37 13 People Develops Talent 0.38 0.36 0.33 0.36 0.41 0.43 0.37
7 People Communicates Effectively 0.45 0.51 0.49 0.44 0.46 0.43 0.37 7 People Communicates Effectively 0.45 0.51 0.49 0.44 0.46 0.43 0.37
19 Thought Cultivates Innovation 0.39 0.32 0.40 0.38 0.41 0.39 0.36 19 Thought Cultivates Innovation 0.39 0.32 0.40 0.38 0.41 0.39 0.36
26 Self Being Resilient 0.40 0.42 0.50 0.42 0.41 0.40 0.34 26 Self Being Resilient 0.40 0.42 0.50 0.42 0.41 0.40 0.34
31 Self Situational Adaptability 0.42 0.53 0.51 0.44 0.41 0.39 0.34 31 Self Situational Adaptability 0.42 0.53 0.51 0.44 0.41 0.39 0.34
24 People Persuades 0.44 0.44 0.48 0.46 0.44 0.47 0.34 24 People Persuades 0.44 0.44 0.48 0.46 0.44 0.47 0.34
17 Thought Financial Acumen 0.23 0.11 0.19 0.25 0.23 0.20 0.32 17 Thought Financial Acumen 0.23 0.11 0.19 0.25 0.23 0.20 0.32
5 Thought Business Insight 0.26 0.11 0.23 0.27 0.30 0.27 0.32 5 Thought Business Insight 0.26 0.11 0.23 0.27 0.30 0.27 0.32
11 Thought Customer Focus 0.34 0.39 0.45 0.33 0.36 0.33 0.31 11 Thought Customer Focus 0.34 0.39 0.45 0.33 0.36 0.33 0.31
20 People Interpersonal Savvy 0.36 0.49 0.40 0.36 0.33 0.34 0.30 20 People Interpersonal Savvy 0.36 0.49 0.40 0.36 0.33 0.34 0.30
21 People Builds Networks 0.36 0.40 0.31 0.36 0.42 0.36 0.30 21 People Builds Networks 0.36 0.40 0.31 0.36 0.42 0.36 0.30
18 Thought Global Perspective 0.30 0.38 0.31 0.36 0.31 0.28 0.29 18 Thought Global Perspective 0.30 0.38 0.31 0.36 0.31 0.28 0.29
14 People Values Differences 0.31 0.51 0.38 0.30 0.31 0.31 0.26 14 People Values Differences 0.31 0.51 0.38 0.30 0.31 0.31 0.26
35 Thought Tech Savvy 0.22 0.28 0.21 0.23 0.26 0.18 0.19 35 Thought Tech Savvy 0.22 0.28 0.21 0.23 0.26 0.18 0.19
Note. Interpret ELIC results cautiously due to relatively small sample size. Note. Interpret ELIC results cautiously due to relatively small sample size.
As can be gleaned from Table 7, some competencies such as Decision Quality, Drives Results, Ensures As can be gleaned from Table 7, some competencies such as Decision Quality, Drives Results, Ensures
Accountability, Nimble Learning, Instills Trust, Collaborates, Manages Complexity, Plans and Aligns, Accountability, Nimble Learning, Instills Trust, Collaborates, Manages Complexity, Plans and Aligns,
Self-Development, and Action Oriented are among the top third competencies that are correlated Self-Development, and Action Oriented are among the top third competencies that are correlated
with performance for most or all organizational levels. These largely come from the Results and Self with performance for most or all organizational levels. These largely come from the Results and Self
factor, with a few from Thought and People mixed in. On the other hand, some competencies stand factor, with a few from Thought and People mixed in. On the other hand, some competencies stand
out as being among the top third of competencies that are correlated for performance for only a out as being among the top third of competencies that are correlated for performance for only a
few organizational levels. For instance, it seems that Strategic Mindset (from Thought) and Builds few organizational levels. For instance, it seems that Strategic Mindset (from Thought) and Builds
Effective Teams (from People) tend to be among the top third correlations for mid to senior levels Effective Teams (from People) tend to be among the top third correlations for mid to senior levels
of leadership. In contrast, competencies reflective of Self, including Demonstrates Self-Awareness of leadership. In contrast, competencies reflective of Self, including Demonstrates Self-Awareness
and Situational Adaptability are relatively more strongly correlated for individual and senior level and Situational Adaptability are relatively more strongly correlated for individual and senior level
individual contributors. individual contributors.
Table 8. Correlations between competencies and overall performance for all levels Table 8. Correlations between competencies and overall performance for all levels
ITEM FACTOR COMPETENCY PERFORMANCE CORRELATION RANK ITEM FACTOR COMPETENCY PERFORMANCE CORRELATION RANK
2 Results Action Oriented 0.52 1 2 Results Action Oriented 0.52 1
28 Results Drives Results 0.51 2 28 Results Drives Results 0.51 2
1 Results Ensures Accountability 0.51 3 1 Results Ensures Accountability 0.51 3
22 Self Nimble Learning 0.49 4 22 Self Nimble Learning 0.49 4
36 Self Instills Trust 0.48 5 36 Self Instills Trust 0.48 5
12 Thought Decision Quality 0.48 6 12 Thought Decision Quality 0.48 6
25 Results Plans and Aligns 0.48 7 25 Results Plans and Aligns 0.48 7
27 Results Resourcefulness 0.47 8 27 Results Resourcefulness 0.47 8
30 Self Self-Development 0.47 9 30 Self Self-Development 0.47 9
8 Thought Manages Complexity 0.47 10 8 Thought Manages Complexity 0.47 10
6 People Collaborates 0.46 11 6 People Collaborates 0.46 11
10 Self Courage 0.45 12 10 Self Courage 0.45 12
7 People Communicates Effectively 0.45 13 7 People Communicates Effectively 0.45 13
34 People Builds Effective Teams 0.44 14 34 People Builds Effective Teams 0.44 14
24 People Persuades 0.44 15 24 People Persuades 0.44 15
15 Results Directs Work 0.44 16 15 Results Directs Work 0.44 16
3 Self Manages Ambiguity 0.43 17 3 Self Manages Ambiguity 0.43 17
38 Results Optimizes Work Processes 0.43 18 38 Results Optimizes Work Processes 0.43 18
31 Self Situational Adaptability 0.42 19 31 Self Situational Adaptability 0.42 19
16 People Drives Engagement 0.42 20 16 People Drives Engagement 0.42 20
23 People Organizational Savvy 0.42 21 23 People Organizational Savvy 0.42 21
29 Self Demonstrates Self-Awareness 0.42 22 29 Self Demonstrates Self-Awareness 0.42 22
37 People Drives Vision and Purpose 0.42 23 37 People Drives Vision and Purpose 0.42 23
32 Thought Balances Stakeholders 0.42 24 32 Thought Balances Stakeholders 0.42 24
9 People Manages Conflict 0.41 25 9 People Manages Conflict 0.41 25
33 Thought Strategic Mindset 0.40 26 33 Thought Strategic Mindset 0.40 26
26 Self Being Resilient 0.40 27 26 Self Being Resilient 0.40 27
19 Thought Cultivates Innovation 0.39 28 19 Thought Cultivates Innovation 0.39 28
4 People Attracts Top Talent 0.39 29 4 People Attracts Top Talent 0.39 29
13 People Develops Talent 0.38 30 13 People Develops Talent 0.38 30
21 People Builds Networks 0.36 31 21 People Builds Networks 0.36 31
20 People Interpersonal Savvy 0.36 32 20 People Interpersonal Savvy 0.36 32
11 Thought Customer Focus 0.34 33 11 Thought Customer Focus 0.34 33
14 People Values Differences 0.31 34 14 People Values Differences 0.31 34
18 Thought Global Perspective 0.30 35 18 Thought Global Perspective 0.30 35
5 Thought Business Insight 0.26 36 5 Thought Business Insight 0.26 36
17 Thought Financial Acumen 0.23 37 17 Thought Financial Acumen 0.23 37
35 Thought Tech Savvy 0.22 38 35 Thought Tech Savvy 0.22 38
Table 9. Correlations between competencies and overall performance for Entry Level Individual Contributors Table 9. Correlations between competencies and overall performance for Entry Level Individual Contributors
Table 10. Correlations between competencies and overall performance for Senior Level Individual Contributors Table 10. Correlations between competencies and overall performance for Senior Level Individual Contributors
Table 11. Correlations between competencies and overall performance for First Level Leaders Table 11. Correlations between competencies and overall performance for First Level Leaders
Table 12. Correlations between competencies and overall performance for Manager of Managers Table 12. Correlations between competencies and overall performance for Manager of Managers
Table 13. Correlations between competencies and overall performance for Functional Leaders, Business Unit Table 13. Correlations between competencies and overall performance for Functional Leaders, Business Unit
Leaders, or Executives Leaders, or Executives
Table 14. Correlations between competencies and overall performance for Senior Executives Table 14. Correlations between competencies and overall performance for Senior Executives
Correlations between competencies and promotability by organizational level Correlations between competencies and promotability by organizational level
Although organizations differ in terms of how they define and identify individuals with potential, Although organizations differ in terms of how they define and identify individuals with potential,
most organizations have implemented a formal process to identify and assess high potential most organizations have implemented a formal process to identify and assess high potential
talent (Church & Rotolo, 2013; Silzer & Church, 2009). Evaluating potential involves anticipating if talent (Church & Rotolo, 2013; Silzer & Church, 2009). Evaluating potential involves anticipating if
individuals will be able to perform well in future roles that typically involve greater responsibility. individuals will be able to perform well in future roles that typically involve greater responsibility.
Perceived promotability provides insight into this important work-related outcome. Perceived promotability provides insight into this important work-related outcome.
In Table 15, the competencies are displayed in order based on the rankings for the Senior Executive In Table 15, the competencies are displayed in order based on the rankings for the Senior Executive
level. The top third competencies that are most highly correlated with promotability are highlighted level. The top third competencies that are most highly correlated with promotability are highlighted
in yellow. in yellow.
Table 15. Correlations between competencies and promotability by organizational level Table 15. Correlations between competencies and promotability by organizational level
As can be seen in Table 15, several competencies are among the top third correlated with perceived As can be seen in Table 15, several competencies are among the top third correlated with perceived
promotability for most or all organizational levels. They include a number of Results competencies, promotability for most or all organizational levels. They include a number of Results competencies,
(Drives Results, Ensures Accountability, Plans and Aligns, and Action Oriented) and a couple of (Drives Results, Ensures Accountability, Plans and Aligns, and Action Oriented) and a couple of
People competencies (Communicates Effectively and Persuades). Some competencies are among the People competencies (Communicates Effectively and Persuades). Some competencies are among the
top third of correlates with promotability for mid to senior level leaders, including Resourcefulness top third of correlates with promotability for mid to senior level leaders, including Resourcefulness
and Courage, while other competencies appear relatively more related to perceived promotability and Courage, while other competencies appear relatively more related to perceived promotability
for individual contributors and first level leaders, such as several Self competencies (Situational for individual contributors and first level leaders, such as several Self competencies (Situational
Adaptability, Demonstrates Self-Awareness, and Manages Ambiguity). Adaptability, Demonstrates Self-Awareness, and Manages Ambiguity).
Correlations between competencies and risk of derailment by organizational level Correlations between competencies and risk of derailment by organizational level
Derailment occurs when individuals start off their careers successfully, but stumble and do not fully Derailment occurs when individuals start off their careers successfully, but stumble and do not fully
live up to their potential. Derailment is costly, both for individuals and organizations (Benson & live up to their potential. Derailment is costly, both for individuals and organizations (Benson &
Campbell, 2007). With derailment affecting as many as 50% of leaders (Kaiser, LeBreton, & Hogan, Campbell, 2007). With derailment affecting as many as 50% of leaders (Kaiser, LeBreton, & Hogan,
2015), perceived risk of derailment is a potent and relevant outcome to use in validation research. 2015), perceived risk of derailment is a potent and relevant outcome to use in validation research.
In Table 16, the competencies are displayed in order based on the rankings for the Senior Executive In Table 16, the competencies are displayed in order based on the rankings for the Senior Executive
organizational level. The top third competencies that are most highly correlated with risk of organizational level. The top third competencies that are most highly correlated with risk of
derailment are highlighted in yellow. A positive and high correlation suggests that weakness on the derailment are highlighted in yellow. A positive and high correlation suggests that weakness on the
competency could be associated with high risk of derailment. Said in a different way, higher skill in competency could be associated with high risk of derailment. Said in a different way, higher skill in
the competencies with the highest correlations are the best way to prevent derailment. the competencies with the highest correlations are the best way to prevent derailment.
Some competencies are among the top third correlated with risk of derailment for most or all Some competencies are among the top third correlated with risk of derailment for most or all
organizational levels. They are Decision Quality, Drives Results, Ensures Accountability, Instills Trust, organizational levels. They are Decision Quality, Drives Results, Ensures Accountability, Instills Trust,
Manages Complexity, and Action Oriented. Of these six, one is from the Self factor, three from Manages Complexity, and Action Oriented. Of these six, one is from the Self factor, three from
Results, and two from Thought. The pattern is reminiscent of the patterns of the top third correlations Results, and two from Thought. The pattern is reminiscent of the patterns of the top third correlations
with performance, where some of the same Results, Thought, and Self competencies were among with performance, where some of the same Results, Thought, and Self competencies were among
the strongest correlates across most levels. The findings are supported by the derailment research the strongest correlates across most levels. The findings are supported by the derailment research
in which derailed managers and executives shared one or more characteristics, such as difficulty to in which derailed managers and executives shared one or more characteristics, such as difficulty to
adapt or change and failure to deliver results (e.g., Lombardo & McCauley, 1988). adapt or change and failure to deliver results (e.g., Lombardo & McCauley, 1988).
Table 16. Correlations between competencies and risk of derailment by organizational level Table 16. Correlations between competencies and risk of derailment by organizational level
Multiple regression analysis Multiple regression analysis
Because many competencies correlate with performance, multiple regression analysis was computed Because many competencies correlate with performance, multiple regression analysis was computed
to examine the variance accounted for by competencies on performance. This analysis explains to examine the variance accounted for by competencies on performance. This analysis explains
how much difference in job performance can be explained by the competencies. The results show how much difference in job performance can be explained by the competencies. The results show
that this library of competencies accounts for between 41.5% and 58.2% of total job performance, that this library of competencies accounts for between 41.5% and 58.2% of total job performance,
depending upon organizational level (see Table 17). Competencies tend to explain somewhat less depending upon organizational level (see Table 17). Competencies tend to explain somewhat less
of the differences in performance at higher management levels, in part, because accumulated of the differences in performance at higher management levels, in part, because accumulated
career experiences carry more weight as one rises toward executive leadership. Overall, this finding career experiences carry more weight as one rises toward executive leadership. Overall, this finding
is impressive because it takes away a large portion of the guesswork when hiring and developing is impressive because it takes away a large portion of the guesswork when hiring and developing
talent. Knowing that competencies account for this much of an individual’s performance means that talent. Knowing that competencies account for this much of an individual’s performance means that
organizations can make talent decisions with greater confidence (Barnfield, Dai, Jouve, Orr, Sneltjes, organizations can make talent decisions with greater confidence (Barnfield, Dai, Jouve, Orr, Sneltjes,
& Storfer, 2014). & Storfer, 2014).
Table 17. Total variance accounted for by competencies Table 17. Total variance accounted for by competencies
VARIANCE ACCOUNTED FOR SRIC FLL MOM EXEC SE VARIANCE ACCOUNTED FOR SRIC FLL MOM EXEC SE
Performance 58.2% 43.6% 45.9% 46.2% 41.5% Performance 58.2% 43.6% 45.9% 46.2% 41.5%
Global relevance and competency rating in different regions Global relevance and competency rating in different regions
Any competency framework that is relevant to 21st century organizations must address globalization Any competency framework that is relevant to 21st century organizations must address globalization
by being applicable within different cultures as well as capturing what is needed to work across by being applicable within different cultures as well as capturing what is needed to work across
countries and cultures. To ensure this, first, competencies were chosen that address what is important countries and cultures. To ensure this, first, competencies were chosen that address what is important
to leaders in a global economy with shrinking distances. With global systems, global processes, to leaders in a global economy with shrinking distances. With global systems, global processes,
and global customers, more and more roles have some global aspect to them. And, therefore, and global customers, more and more roles have some global aspect to them. And, therefore,
there are many different kinds of global leaders, as described by Sloan, Hazucha, and Van Katwyk there are many different kinds of global leaders, as described by Sloan, Hazucha, and Van Katwyk
(2003), including market responsiveness leader, global efficiency leader, worldwide learning leader, (2003), including market responsiveness leader, global efficiency leader, worldwide learning leader,
and corporate integration leader. These authors and Hazucha, Sloan, and Storfer (2012) describe and corporate integration leader. These authors and Hazucha, Sloan, and Storfer (2012) describe
the competencies required of various global leaders, noting that many of them are important the competencies required of various global leaders, noting that many of them are important
for any leader. This aligns with findings from the seminal GLOBE study (House, Hanges, Ruiz- for any leader. This aligns with findings from the seminal GLOBE study (House, Hanges, Ruiz-
Quintanilla, Dorfman, Javidan, Dickson, & Gupta, 1999), which found many universal positives and Quintanilla, Dorfman, Javidan, Dickson, & Gupta, 1999), which found many universal positives and
negatives across cultures and fewer elements that were culturally contingent—positive leadership negatives across cultures and fewer elements that were culturally contingent—positive leadership
characteristics in some cultures but not in others. The two competencies identified by Hazucha et al. characteristics in some cultures but not in others. The two competencies identified by Hazucha et al.
(2012) as unique to global roles are global business perspective and cultural sensitivity. This can be (2012) as unique to global roles are global business perspective and cultural sensitivity. This can be
tested by comparing competency profiles across cultures. Kowske and Anthony (2007) compared tested by comparing competency profiles across cultures. Kowske and Anthony (2007) compared
importance ratings across 12 countries and found a high degree of correlation between the profiles, importance ratings across 12 countries and found a high degree of correlation between the profiles,
together with some distinct patterns of differences. together with some distinct patterns of differences.
Similar methodology was applied with the 360-degree feedback data available on the Korn Ferry Similar methodology was applied with the 360-degree feedback data available on the Korn Ferry
Leadership Architect™ competencies. The result: skill and importance ratings were similar across Leadership Architect™ competencies. The result: skill and importance ratings were similar across
global regions. Skill ratings and importance ratings were collected from organizations located in global regions. Skill ratings and importance ratings were collected from organizations located in
the six international regions of the world (see Table 18). The mean skill and importance ratings were the six international regions of the world (see Table 18). The mean skill and importance ratings were
compared among the four international regions with relatively large samples to assess the extent of compared among the four international regions with relatively large samples to assess the extent of
similarity of the ratings (see Tables 19-22). similarity of the ratings (see Tables 19-22).
Table 18. Six regions and sample size Table 18. Six regions and sample size
REGION SAMPLE SIZE PERCENTAGE REGION SAMPLE SIZE PERCENTAGE

North America (NA) 11,538 71.3 North America (NA) 11,538 71.3
Europe (EU) 2,020 12.5 Europe (EU) 2,020 12.5
New Zealand/Australia (NZ/AU) 1,010 6.2 New Zealand/Australia (NZ/AU) 1,010 6.2
Asia 1,239 7.7 Asia 1,239 7.7
South America (SA) 258 1.6 South America (SA) 258 1.6
Africa (AF) 120 0.7 Africa (AF) 120 0.7
Total 16,185 100.0 Total 16,185 100.0
Skill ratings Skill ratings
In an attempt to examine how related the mean skill ratings are across the globe, we performed a In an attempt to examine how related the mean skill ratings are across the globe, we performed a
correlational analysis among four global regions. As can be seen in Table 19, the mean ratings were correlational analysis among four global regions. As can be seen in Table 19, the mean ratings were
highly correlated among the four regions. Pearson correlation coefficients ranged from 0.90 to 0.95, highly correlated among the four regions. Pearson correlation coefficients ranged from 0.90 to 0.95,
suggesting that the relative strengths and weaknesses are similar around the world. suggesting that the relative strengths and weaknesses are similar around the world.
Table 19. Correlations of mean skill ratings for four global regions Table 19. Correlations of mean skill ratings for four global regions
REGION NA EU NZ/AU ASIA REGION NA EU NZ/AU ASIA

NA - NA -
EU 0.95 - EU 0.95 -
NZ/AU 0.95 0.93 - NZ/AU 0.95 0.93 -
Asia 0.92 0.94 0.90 - Asia 0.92 0.94 0.90 -
The result of a correlational analysis of competency rank orders is provided in Table 20. Overall, the The result of a correlational analysis of competency rank orders is provided in Table 20. Overall, the
relationships are very high with Spearman correlation coefficients ranging from 0.90 to 0.95. relationships are very high with Spearman correlation coefficients ranging from 0.90 to 0.95.
Table 20. Correlations of rank order of skill ratings for four global regions Table 20. Correlations of rank order of skill ratings for four global regions

NA - NA -
EU 0.94 - EU 0.94 -
NZ/AU 0.95 0.93 - NZ/AU 0.95 0.93 -
Asia 0.92 0.94 0.90 - Asia 0.92 0.94 0.90 -
Importance ratings Importance ratings
The results of a correlational analysis indicated that there is a very high relationship for competency The results of a correlational analysis indicated that there is a very high relationship for competency
importance ratings (by 360-degree feedback raters) among the four international regions with importance ratings (by 360-degree feedback raters) among the four international regions with
Pearson correlation coefficients ranging from 0.94 to 0.97. Pearson correlation coefficients ranging from 0.94 to 0.97.
Table 21. Correlations of mean importance ratings for four global regions Table 21. Correlations of mean importance ratings for four global regions

NA - NA -
EU 0.95 - EU 0.95 -
NZ/AU 0.97 0.94 - NZ/AU 0.97 0.94 -
Asia 0.96 0.96 0.95 - Asia 0.96 0.96 0.95 -
A look at the rank order of importance (based on the mean importance ratings) suggests that people A look at the rank order of importance (based on the mean importance ratings) suggests that people
around the world agree on which competencies are most important. Overall, as the correlational table around the world agree on which competencies are most important. Overall, as the correlational table
(Table 22) indicates, the rankings were very similar. (Table 22) indicates, the rankings were very similar.
Table 22. Correlations of rank order of importance ratings for four global regions Table 22. Correlations of rank order of importance ratings for four global regions

NA - NA -
EU 0.95 - EU 0.95 -
NZ/AU 0.97 0.95 - NZ/AU 0.97 0.95 -
Asia 0.94 0.94 0.94 - Asia 0.94 0.94 0.94 -
Section IV – Career Stallers and Stoppers Section IV – Career Stallers and Stoppers
In the past two decades, research has advanced our understanding of career derailment. While a In the past two decades, research has advanced our understanding of career derailment. While a
variety of theoretical models of derailment exist in the literature, two things are widely acknowledged variety of theoretical models of derailment exist in the literature, two things are widely acknowledged
(Hogan, Hogan, & Kaiser, 2011; Tang, Dai, & De Meuse, 2013): (Hogan, Hogan, & Kaiser, 2011; Tang, Dai, & De Meuse, 2013):
1. Derailment can be traced fundamentally to two reasons: the lack of some desirable 1. Derailment can be traced fundamentally to two reasons: the lack of some desirable
characteristics and the presence of some undesirable characteristics. characteristics and the presence of some undesirable characteristics.
2. Factors leading to derailment can manifest at two levels: behaviors and predispositions. 2. Factors leading to derailment can manifest at two levels: behaviors and predispositions.
The Lombardo and Eichinger (2002) model of derailment includes 19 Career Stallers and Stoppers. The Lombardo and Eichinger (2002) model of derailment includes 19 Career Stallers and Stoppers.
The development of the model was based on early executive derailment research in which the two The development of the model was based on early executive derailment research in which the two
authors were involved. The predictive validity of this assessment model has also received empirical authors were involved. The predictive validity of this assessment model has also received empirical
support (Tang et al., 2013). support (Tang et al., 2013).
To address the psychometric challenges, the 19 Career Stallers and Stoppers were examined with To address the psychometric challenges, the 19 Career Stallers and Stoppers were examined with
regard to how they can be reliably assessed—at the behavioral level or the predisposition level. regard to how they can be reliably assessed—at the behavioral level or the predisposition level.
As a result of this investigation, we grouped the original 19 Career Stallers and Stoppers into two As a result of this investigation, we grouped the original 19 Career Stallers and Stoppers into two
categories. categories.
Career stallers and stoppers in the first category represent undesirable characteristics that reflect Career stallers and stoppers in the first category represent undesirable characteristics that reflect
an individual’s latent predisposition. Such disposition-based risk factors, or derailers, can be an individual’s latent predisposition. Such disposition-based risk factors, or derailers, can be
measured using Korn Ferry’s FC-IRT traits assessment. Career stallers and stoppers in the second measured using Korn Ferry’s FC-IRT traits assessment. Career stallers and stoppers in the second
category are competency-based, reflecting the absence of a skill. These can be assessed through category are competency-based, reflecting the absence of a skill. These can be assessed through
the observation of behavioral manifestation and are included in the Korn Ferry Leadership Architect™. the observation of behavioral manifestation and are included in the Korn Ferry Leadership Architect™.
These 10 Career Stallers and Stoppers can be organized into three Clusters, as shown in Table 23. These 10 Career Stallers and Stoppers can be organized into three Clusters, as shown in Table 23.
Table 23. Career Stallers and Stoppers Table 23. Career Stallers and Stoppers
CLUSTERS CAREER STALLERS AND STOPPERS CLUSTERS CAREER STALLERS AND STOPPERS
Trouble with People Blocked Personal Learner Trouble with People Blocked Personal Learner
Lack of Ethics and Values Lack of Ethics and Values
Political Missteps Political Missteps
Doesn’t Inspire or Build Talent Poor Administrator Doesn’t Inspire or Build Talent Poor Administrator
Failure to Build a Team Failure to Build a Team
Failure to Staff Effectively Failure to Staff Effectively
Too Narrow Key Skill Deficiencies Too Narrow Key Skill Deficiencies
Non-Strategic Non-Strategic
Overdependence on an Advocate Overdependence on an Advocate
Overdependence on a Single Skill Overdependence on a Single Skill
Section V – Korn Ferry Leadership Architect™ relationship to Section V – Korn Ferry Leadership Architect™ relationship to
other constructs other constructs
Competency correlations Competency correlations

Understanding how the Korn Ferry Leadership Architect™ competencies relate to each other (as Understanding how the Korn Ferry Leadership Architect™ competencies relate to each other (as
determined by intercorrelations) can be helpful in determining which competencies to choose for a determined by intercorrelations) can be helpful in determining which competencies to choose for a
competency model, identifying potential competency substitutes when an individual lacks skill, and competency model, identifying potential competency substitutes when an individual lacks skill, and
which competencies can be used as compensators when a skill is overused. which competencies can be used as compensators when a skill is overused.
58
Table 24. Inter-competency correlations
ITEM COMPETENCY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
1 Ensures Accountability 0.56 0.43 0.43 0.37 0.47 0.45 0.50 0.49 0.54 0.40 0.52 0.49 0.36 0.61 0.51 0.34 0.36 0.40
2 Action Oriented 0.56 0.53 0.42 0.43 0.42 0.44 0.51 0.47 0.63 0.46 0.56 0.43 0.34 0.49 0.48 0.34 0.42 0.49
3 Manages Ambiguity 0.43 0.53 0.44 0.46 0.45 0.48 0.55 0.56 0.52 0.40 0.61 0.42 0.44 0.46 0.48 0.38 0.49 0.47
4 Attracts Top Talent 0.43 0.42 0.44 0.35 0.43 0.43 0.44 0.46 0.45 0.37 0.48 0.58 0.45 0.48 0.54 0.28 0.42 0.45
5 Business Insight 0.37 0.43 0.46 0.35 0.25 0.30 0.49 0.37 0.42 0.40 0.50 0.31 0.26 0.37 0.34 0.65 0.57 0.41
6 Collaborates 0.47 0.42 0.45 0.43 0.25 0.58 0.42 0.55 0.37 0.43 0.45 0.49 0.59 0.46 0.60 0.21 0.34 0.36
7 Communicates Effectively 0.45 0.44 0.48 0.43 0.30 0.58 0.44 0.56 0.42 0.43 0.48 0.49 0.54 0.50 0.58 0.23 0.40 0.40
8 Manages Complexity 0.50 0.51 0.55 0.44 0.49 0.42 0.44 0.47 0.51 0.38 0.64 0.41 0.37 0.47 0.43 0.47 0.50 0.49

9 Manages Conflict 0.49 0.47 0.56 0.46 0.37 0.55 0.56 0.47 0.52 0.41 0.53 0.51 0.52 0.52 0.57 0.31 0.40 0.38
10 Courage 0.54 0.63 0.52 0.45 0.42 0.37 0.42 0.51 0.52 0.40 0.54 0.46 0.35 0.48 0.46 0.34 0.43 0.49
11 Customer Focus 0.40 0.46 0.40 0.37 0.40 0.43 0.43 0.38 0.41 0.40 0.43 0.38 0.40 0.37 0.45 0.23 0.37 0.42
12 Decision Quality 0.52 0.56 0.61 0.48 0.50 0.45 0.48 0.64 0.53 0.54 0.43 0.45 0.40 0.53 0.50 0.46 0.49 0.48
13 Develops Talent 0.49 0.43 0.42 0.58 0.31 0.49 0.49 0.41 0.51 0.46 0.38 0.45 0.51 0.56 0.66 0.24 0.36 0.45
14 Values Differences 0.36 0.34 0.44 0.45 0.26 0.59 0.54 0.37 0.52 0.35 0.40 0.40 0.51 0.40 0.59 0.20 0.39 0.37
15 Directs Work 0.61 0.49 0.46 0.48 0.37 0.46 0.50 0.47 0.52 0.48 0.37 0.53 0.56 0.40 0.59 0.33 0.36 0.40
16 Drives Engagement 0.51 0.48 0.48 0.54 0.34 0.60 0.58 0.43 0.57 0.46 0.45 0.50 0.66 0.59 0.59 0.26 0.38 0.46
17 Financial Acumen 0.34 0.34 0.38 0.28 0.65 0.21 0.23 0.47 0.31 0.34 0.23 0.46 0.24 0.20 0.33 0.26 0.45 0.30
18 Global Perspective 0.36 0.42 0.49 0.42 0.57 0.34 0.40 0.50 0.40 0.43 0.37 0.49 0.36 0.39 0.36 0.38 0.45 0.47
19 Cultivates Innovation 0.40 0.49 0.47 0.45 0.41 0.36 0.40 0.49 0.38 0.49 0.42 0.48 0.45 0.37 0.40 0.46 0.30 0.47
20 Interpersonal Savvy 0.33 0.36 0.44 0.39 0.24 0.66 0.64 0.33 0.56 0.32 0.42 0.39 0.45 0.61 0.37 0.57 0.16 0.33 0.32
Korn Ferry Leadership Architect™ Research Guide and Technical Manual
21 Builds Networks 0.38 0.46 0.42 0.44 0.36 0.55 0.51 0.35 0.48 0.42 0.47 0.42 0.43 0.48 0.39 0.51 0.23 0.43 0.40
22 Nimble Learning 0.46 0.55 0.51 0.40 0.40 0.42 0.43 0.55 0.41 0.54 0.40 0.53 0.41 0.38 0.44 0.43 0.37 0.46 0.57
23 Organizational Savvy 0.44 0.45 0.53 0.43 0.46 0.52 0.53 0.46 0.55 0.44 0.42 0.52 0.44 0.48 0.47 0.51 0.35 0.48 0.36
24 Persuades 0.44 0.50 0.56 0.47 0.46 0.54 0.60 0.51 0.63 0.51 0.47 0.56 0.47 0.50 0.48 0.55 0.35 0.47 0.45
25 Plans and Aligns 0.59 0.51 0.44 0.44 0.44 0.43 0.45 0.53 0.46 0.47 0.37 0.53 0.47 0.36 0.59 0.50 0.41 0.45 0.44
26 Being Resilient 0.43 0.54 0.62 0.41 0.39 0.47 0.49 0.48 0.56 0.52 0.39 0.53 0.42 0.44 0.45 0.48 0.31 0.41 0.39
27 Resourcefulness 0.55 0.59 0.51 0.48 0.45 0.46 0.45 0.52 0.49 0.55 0.45 0.57 0.48 0.41 0.57 0.51 0.37 0.44 0.49
28 Drives Results 0.60 0.63 0.45 0.42 0.48 0.36 0.38 0.50 0.43 0.55 0.43 0.54 0.43 0.28 0.54 0.45 0.44 0.40 0.44
29 Demonstrates Self-Awareness 0.44 0.39 0.46 0.40 0.25 0.63 0.56 0.40 0.55 0.38 0.38 0.43 0.48 0.59 0.43 0.57 0.24 0.34 0.35
30 Self-Development 0.50 0.50 0.42 0.41 0.32 0.49 0.46 0.45 0.44 0.50 0.39 0.43 0.48 0.45 0.44 0.49 0.29 0.40 0.48
31 Situational Adaptability 0.43 0.47 0.58 0.46 0.38 0.57 0.62 0.46 0.61 0.44 0.47 0.53 0.48 0.56 0.48 0.56 0.29 0.44 0.42
32 Balances Stakeholders 0.48 0.46 0.52 0.46 0.44 0.57 0.53 0.52 0.56 0.46 0.46 0.56 0.45 0.53 0.48 0.52 0.37 0.48 0.40
33 Strategic Mindset 0.44 0.48 0.53 0.47 0.60 0.35 0.42 0.58 0.43 0.52 0.42 0.56 0.43 0.35 0.43 0.44 0.48 0.60 0.61
34 Builds Effective Teams 0.50 0.47 0.46 0.59 0.34 0.59 0.56 0.42 0.56 0.46 0.44 0.49 0.65 0.56 0.59 0.70 0.26 0.35 0.44
35 Tech Savvy 0.24 0.31 0.31 0.28 0.33 0.20 0.21 0.38 0.21 0.31 0.27 0.31 0.25 0.22 0.26 0.24 0.28 0.37 0.52
36 Instills Trust 0.59 0.47 0.45 0.43 0.28 0.62 0.53 0.47 0.52 0.46 0.39 0.51 0.47 0.51 0.51 0.56 0.25 0.31 0.34
37 Drives Vision and Purpose 0.47 0.52 0.49 0.50 0.45 0.46 0.52 0.45 0.49 0.52 0.47 0.48 0.53 0.46 0.47 0.59 0.32 0.49 0.56
38 Optimizes Work Processes 0.54 0.48 0.41 0.41 0.36 0.39 0.39 0.51 0.42 0.46 0.33 0.50 0.45 0.32 0.57 0.45 0.37 0.36 0.47
58
Table 24. Inter-competency correlations
ITEM COMPETENCY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
1 Ensures Accountability 0.56 0.43 0.43 0.37 0.47 0.45 0.50 0.49 0.54 0.40 0.52 0.49 0.36 0.61 0.51 0.34 0.36 0.40
2 Action Oriented 0.56 0.53 0.42 0.43 0.42 0.44 0.51 0.47 0.63 0.46 0.56 0.43 0.34 0.49 0.48 0.34 0.42 0.49
3 Manages Ambiguity 0.43 0.53 0.44 0.46 0.45 0.48 0.55 0.56 0.52 0.40 0.61 0.42 0.44 0.46 0.48 0.38 0.49 0.47
4 Attracts Top Talent 0.43 0.42 0.44 0.35 0.43 0.43 0.44 0.46 0.45 0.37 0.48 0.58 0.45 0.48 0.54 0.28 0.42 0.45
5 Business Insight 0.37 0.43 0.46 0.35 0.25 0.30 0.49 0.37 0.42 0.40 0.50 0.31 0.26 0.37 0.34 0.65 0.57 0.41
6 Collaborates 0.47 0.42 0.45 0.43 0.25 0.58 0.42 0.55 0.37 0.43 0.45 0.49 0.59 0.46 0.60 0.21 0.34 0.36
7 Communicates Effectively 0.45 0.44 0.48 0.43 0.30 0.58 0.44 0.56 0.42 0.43 0.48 0.49 0.54 0.50 0.58 0.23 0.40 0.40
8 Manages Complexity 0.50 0.51 0.55 0.44 0.49 0.42 0.44 0.47 0.51 0.38 0.64 0.41 0.37 0.47 0.43 0.47 0.50 0.49
9 Manages Conflict 0.49 0.47 0.56 0.46 0.37 0.55 0.56 0.47 0.52 0.41 0.53 0.51 0.52 0.52 0.57 0.31 0.40 0.38
10 Courage 0.54 0.63 0.52 0.45 0.42 0.37 0.42 0.51 0.52 0.40 0.54 0.46 0.35 0.48 0.46 0.34 0.43 0.49
11 Customer Focus 0.40 0.46 0.40 0.37 0.40 0.43 0.43 0.38 0.41 0.40 0.43 0.38 0.40 0.37 0.45 0.23 0.37 0.42
12 Decision Quality 0.52 0.56 0.61 0.48 0.50 0.45 0.48 0.64 0.53 0.54 0.43 0.45 0.40 0.53 0.50 0.46 0.49 0.48
13 Develops Talent 0.49 0.43 0.42 0.58 0.31 0.49 0.49 0.41 0.51 0.46 0.38 0.45 0.51 0.56 0.66 0.24 0.36 0.45
14 Values Differences 0.36 0.34 0.44 0.45 0.26 0.59 0.54 0.37 0.52 0.35 0.40 0.40 0.51 0.40 0.59 0.20 0.39 0.37
15 Directs Work 0.61 0.49 0.46 0.48 0.37 0.46 0.50 0.47 0.52 0.48 0.37 0.53 0.56 0.40 0.59 0.33 0.36 0.40
16 Drives Engagement 0.51 0.48 0.48 0.54 0.34 0.60 0.58 0.43 0.57 0.46 0.45 0.50 0.66 0.59 0.59 0.26 0.38 0.46
17 Financial Acumen 0.34 0.34 0.38 0.28 0.65 0.21 0.23 0.47 0.31 0.34 0.23 0.46 0.24 0.20 0.33 0.26 0.45 0.30
18 Global Perspective 0.36 0.42 0.49 0.42 0.57 0.34 0.40 0.50 0.40 0.43 0.37 0.49 0.36 0.39 0.36 0.38 0.45 0.47
19 Cultivates Innovation 0.40 0.49 0.47 0.45 0.41 0.36 0.40 0.49 0.38 0.49 0.42 0.48 0.45 0.37 0.40 0.46 0.30 0.47
20 Interpersonal Savvy 0.33 0.36 0.44 0.39 0.24 0.66 0.64 0.33 0.56 0.32 0.42 0.39 0.45 0.61 0.37 0.57 0.16 0.33 0.32
21 Builds Networks 0.38 0.46 0.42 0.44 0.36 0.55 0.51 0.35 0.48 0.42 0.47 0.42 0.43 0.48 0.39 0.51 0.23 0.43 0.40
22 Nimble Learning 0.46 0.55 0.51 0.40 0.40 0.42 0.43 0.55 0.41 0.54 0.40 0.53 0.41 0.38 0.44 0.43 0.37 0.46 0.57
23 Organizational Savvy 0.44 0.45 0.53 0.43 0.46 0.52 0.53 0.46 0.55 0.44 0.42 0.52 0.44 0.48 0.47 0.51 0.35 0.48 0.36
24 Persuades 0.44 0.50 0.56 0.47 0.46 0.54 0.60 0.51 0.63 0.51 0.47 0.56 0.47 0.50 0.48 0.55 0.35 0.47 0.45
25 Plans and Aligns 0.59 0.51 0.44 0.44 0.44 0.43 0.45 0.53 0.46 0.47 0.37 0.53 0.47 0.36 0.59 0.50 0.41 0.45 0.44
26 Being Resilient 0.43 0.54 0.62 0.41 0.39 0.47 0.49 0.48 0.56 0.52 0.39 0.53 0.42 0.44 0.45 0.48 0.31 0.41 0.39
27 Resourcefulness 0.55 0.59 0.51 0.48 0.45 0.46 0.45 0.52 0.49 0.55 0.45 0.57 0.48 0.41 0.57 0.51 0.37 0.44 0.49
28 Drives Results 0.60 0.63 0.45 0.42 0.48 0.36 0.38 0.50 0.43 0.55 0.43 0.54 0.43 0.28 0.54 0.45 0.44 0.40 0.44
29 Demonstrates Self-Awareness 0.44 0.39 0.46 0.40 0.25 0.63 0.56 0.40 0.55 0.38 0.38 0.43 0.48 0.59 0.43 0.57 0.24 0.34 0.35
30 Self-Development 0.50 0.50 0.42 0.41 0.32 0.49 0.46 0.45 0.44 0.50 0.39 0.43 0.48 0.45 0.44 0.49 0.29 0.40 0.48
31 Situational Adaptability 0.43 0.47 0.58 0.46 0.38 0.57 0.62 0.46 0.61 0.44 0.47 0.53 0.48 0.56 0.48 0.56 0.29 0.44 0.42
32 Balances Stakeholders 0.48 0.46 0.52 0.46 0.44 0.57 0.53 0.52 0.56 0.46 0.46 0.56 0.45 0.53 0.48 0.52 0.37 0.48 0.40
33 Strategic Mindset 0.44 0.48 0.53 0.47 0.60 0.35 0.42 0.58 0.43 0.52 0.42 0.56 0.43 0.35 0.43 0.44 0.48 0.60 0.61
34 Builds Effective Teams 0.50 0.47 0.46 0.59 0.34 0.59 0.56 0.42 0.56 0.46 0.44 0.49 0.65 0.56 0.59 0.70 0.26 0.35 0.44
35 Tech Savvy 0.24 0.31 0.31 0.28 0.33 0.20 0.21 0.38 0.21 0.31 0.27 0.31 0.25 0.22 0.26 0.24 0.28 0.37 0.52
36 Instills Trust 0.59 0.47 0.45 0.43 0.28 0.62 0.53 0.47 0.52 0.46 0.39 0.51 0.47 0.51 0.51 0.56 0.25 0.31 0.34
37 Drives Vision and Purpose 0.47 0.52 0.49 0.50 0.45 0.46 0.52 0.45 0.49 0.52 0.47 0.48 0.53 0.46 0.47 0.59 0.32 0.49 0.56
38 Optimizes Work Processes 0.54 0.48 0.41 0.41 0.36 0.39 0.39 0.51 0.42 0.46 0.33 0.50 0.45 0.32 0.57 0.45 0.37 0.36 0.47
Table 24. Inter-competency correlations (continued)
ITEM COMPETENCY 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
1 Ensures Accountability 0.33 0.38 0.46 0.44 0.44 0.59 0.43 0.55 0.60 0.44 0.50 0.43 0.48 0.44 0.50 0.24 0.59 0.47 0.54
2 Action Oriented 0.36 0.46 0.55 0.45 0.50 0.51 0.54 0.59 0.63 0.39 0.50 0.47 0.46 0.48 0.47 0.31 0.47 0.52 0.48
3 Manages Ambiguity 0.44 0.42 0.51 0.53 0.56 0.44 0.62 0.51 0.45 0.46 0.42 0.58 0.52 0.53 0.46 0.31 0.45 0.49 0.41
4 Attracts Top Talent 0.39 0.44 0.40 0.43 0.47 0.44 0.41 0.48 0.42 0.40 0.41 0.46 0.46 0.47 0.59 0.28 0.43 0.50 0.41
5 Business Insight 0.24 0.36 0.40 0.46 0.46 0.44 0.39 0.45 0.48 0.25 0.32 0.38 0.44 0.60 0.34 0.33 0.28 0.45 0.36
6 Collaborates 0.66 0.55 0.42 0.52 0.54 0.43 0.47 0.46 0.36 0.63 0.49 0.57 0.57 0.35 0.59 0.20 0.62 0.46 0.39
7 Communicates Effectively 0.64 0.51 0.43 0.53 0.60 0.45 0.49 0.45 0.38 0.56 0.46 0.62 0.53 0.42 0.56 0.21 0.53 0.52 0.39
8 Manages Complexity 0.33 0.35 0.55 0.46 0.51 0.53 0.48 0.52 0.50 0.40 0.45 0.46 0.52 0.58 0.42 0.38 0.47 0.45 0.51
9 Manages Conflict 0.56 0.48 0.41 0.55 0.63 0.46 0.56 0.49 0.43 0.55 0.44 0.61 0.56 0.43 0.56 0.21 0.52 0.49 0.42
10 Courage 0.32 0.42 0.54 0.44 0.51 0.47 0.52 0.55 0.55 0.38 0.50 0.44 0.46 0.52 0.46 0.31 0.46 0.52 0.46
11 Customer Focus 0.42 0.47 0.40 0.42 0.47 0.37 0.39 0.45 0.43 0.38 0.39 0.47 0.46 0.42 0.44 0.27 0.39 0.47 0.33
12 Decision Quality 0.39 0.42 0.53 0.52 0.56 0.53 0.53 0.57 0.54 0.43 0.43 0.53 0.56 0.56 0.49 0.31 0.51 0.48 0.50
13 Develops Talent 0.45 0.43 0.41 0.44 0.47 0.47 0.42 0.48 0.43 0.48 0.48 0.48 0.45 0.43 0.65 0.25 0.47 0.53 0.45
14 Values Differences 0.61 0.48 0.38 0.48 0.50 0.36 0.44 0.41 0.28 0.59 0.45 0.56 0.53 0.35 0.56 0.22 0.51 0.46 0.32
15 Directs Work 0.37 0.39 0.44 0.47 0.48 0.59 0.45 0.57 0.54 0.43 0.44 0.48 0.48 0.43 0.59 0.26 0.51 0.47 0.57
16 Drives Engagement 0.57 0.51 0.43 0.51 0.55 0.50 0.48 0.51 0.45 0.57 0.49 0.56 0.52 0.44 0.70 0.24 0.56 0.59 0.45
17 Financial Acumen 0.16 0.23 0.37 0.35 0.35 0.41 0.31 0.37 0.44 0.24 0.29 0.29 0.37 0.48 0.26 0.28 0.25 0.32 0.37
18 Global Perspective 0.33 0.43 0.46 0.48 0.47 0.45 0.41 0.44 0.40 0.34 0.40 0.44 0.48 0.60 0.35 0.37 0.31 0.49 0.36
19 Cultivates Innovation 0.32 0.40 0.57 0.36 0.45 0.44 0.39 0.49 0.44 0.35 0.48 0.42 0.40 0.61 0.44 0.52 0.34 0.56 0.47
20 Interpersonal Savvy 0.59 0.34 0.54 0.58 0.31 0.48 0.38 0.27 0.61 0.41 0.63 0.51 0.30 0.56 0.14 0.53 0.46 0.27
21 Builds Networks 0.59 0.38 0.57 0.54 0.39 0.44 0.49 0.38 0.44 0.44 0.53 0.51 0.41 0.51 0.23 0.40 0.50 0.31
22 Nimble Learning 0.34 0.38 0.40 0.46 0.47 0.45 0.51 0.50 0.41 0.57 0.46 0.43 0.53 0.42 0.47 0.43 0.48 0.50
23 Organizational Savvy 0.54 0.57 0.40 0.59 0.48 0.49 0.52 0.44 0.47 0.42 0.59 0.59 0.46 0.50 0.20 0.46 0.49 0.39
24 Persuades 0.58 0.54 0.46 0.59 0.46 0.55 0.52 0.48 0.50 0.44 0.63 0.56 0.52 0.54 0.25 0.48 0.55 0.38
25 Plans and Aligns 0.31 0.39 0.47 0.48 0.46 0.42 0.56 0.57 0.40 0.48 0.44 0.51 0.53 0.48 0.33 0.48 0.52 0.61
26 Being Resilient 0.48 0.44 0.45 0.49 0.55 0.42 0.49 0.45 0.48 0.44 0.55 0.49 0.43 0.47 0.25 0.48 0.48 0.37
27 Resourcefulness 0.38 0.49 0.51 0.52 0.52 0.56 0.49 0.58 0.40 0.47 0.50 0.52 0.51 0.53 0.33 0.46 0.52 0.54
28 Drives Results 0.27 0.38 0.50 0.44 0.48 0.57 0.45 0.58 0.31 0.46 0.40 0.43 0.51 0.46 0.28 0.45 0.49 0.51
29 Demonstrates Self-Awareness 0.61 0.44 0.41 0.47 0.50 0.40 0.48 0.40 0.31 0.50 0.57 0.52 0.35 0.53 0.22 0.56 0.44 0.38
30 Self-Development 0.41 0.44 0.57 0.42 0.44 0.48 0.44 0.47 0.46 0.50 0.45 0.44 0.45 0.47 0.35 0.47 0.51 0.47
31 Situational Adaptability 0.63 0.53 0.46 0.59 0.63 0.44 0.55 0.50 0.40 0.57 0.45 0.57 0.44 0.54 0.24 0.48 0.51 0.38
32 Balances Stakeholders 0.51 0.51 0.43 0.59 0.56 0.51 0.49 0.52 0.43 0.52 0.44 0.57 0.47 0.52 0.25 0.51 0.48 0.43
33 Strategic Mindset 0.30 0.41 0.53 0.46 0.52 0.53 0.43 0.51 0.51 0.35 0.45 0.44 0.47 0.43 0.43 0.36 0.61 0.46
34 Builds Effective Teams 0.56 0.51 0.42 0.50 0.54 0.48 0.47 0.53 0.46 0.53 0.47 0.54 0.52 0.43 0.23 0.54 0.56 0.46
35 Tech Savvy 0.14 0.23 0.47 0.20 0.25 0.33 0.25 0.33 0.28 0.22 0.35 0.24 0.25 0.43 0.23 0.21 0.34 0.40
36 Instills Trust 0.53 0.40 0.43 0.46 0.48 0.48 0.48 0.46 0.45 0.56 0.47 0.48 0.51 0.36 0.54 0.21 0.42 0.44
37 Drives Vision and Purpose 0.46 0.50 0.48 0.49 0.55 0.52 0.48 0.52 0.49 0.44 0.51 0.51 0.48 0.61 0.56 0.34 0.42 0.44
38 Optimizes Work Processes 0.27 0.31 0.50 0.39 0.38 0.61 0.37 0.54 0.51 0.38 0.47 0.38 0.43 0.46 0.46 0.40 0.44 0.44

59
Table 24. Inter-competency correlations (continued)
ITEM COMPETENCY 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
1 Ensures Accountability 0.33 0.38 0.46 0.44 0.44 0.59 0.43 0.55 0.60 0.44 0.50 0.43 0.48 0.44 0.50 0.24 0.59 0.47 0.54
2 Action Oriented 0.36 0.46 0.55 0.45 0.50 0.51 0.54 0.59 0.63 0.39 0.50 0.47 0.46 0.48 0.47 0.31 0.47 0.52 0.48
3 Manages Ambiguity 0.44 0.42 0.51 0.53 0.56 0.44 0.62 0.51 0.45 0.46 0.42 0.58 0.52 0.53 0.46 0.31 0.45 0.49 0.41
4 Attracts Top Talent 0.39 0.44 0.40 0.43 0.47 0.44 0.41 0.48 0.42 0.40 0.41 0.46 0.46 0.47 0.59 0.28 0.43 0.50 0.41
5 Business Insight 0.24 0.36 0.40 0.46 0.46 0.44 0.39 0.45 0.48 0.25 0.32 0.38 0.44 0.60 0.34 0.33 0.28 0.45 0.36
6 Collaborates 0.66 0.55 0.42 0.52 0.54 0.43 0.47 0.46 0.36 0.63 0.49 0.57 0.57 0.35 0.59 0.20 0.62 0.46 0.39
7 Communicates Effectively 0.64 0.51 0.43 0.53 0.60 0.45 0.49 0.45 0.38 0.56 0.46 0.62 0.53 0.42 0.56 0.21 0.53 0.52 0.39
8 Manages Complexity 0.33 0.35 0.55 0.46 0.51 0.53 0.48 0.52 0.50 0.40 0.45 0.46 0.52 0.58 0.42 0.38 0.47 0.45 0.51
9 Manages Conflict 0.56 0.48 0.41 0.55 0.63 0.46 0.56 0.49 0.43 0.55 0.44 0.61 0.56 0.43 0.56 0.21 0.52 0.49 0.42
10 Courage 0.32 0.42 0.54 0.44 0.51 0.47 0.52 0.55 0.55 0.38 0.50 0.44 0.46 0.52 0.46 0.31 0.46 0.52 0.46
11 Customer Focus 0.42 0.47 0.40 0.42 0.47 0.37 0.39 0.45 0.43 0.38 0.39 0.47 0.46 0.42 0.44 0.27 0.39 0.47 0.33
12 Decision Quality 0.39 0.42 0.53 0.52 0.56 0.53 0.53 0.57 0.54 0.43 0.43 0.53 0.56 0.56 0.49 0.31 0.51 0.48 0.50
13 Develops Talent 0.45 0.43 0.41 0.44 0.47 0.47 0.42 0.48 0.43 0.48 0.48 0.48 0.45 0.43 0.65 0.25 0.47 0.53 0.45
14 Values Differences 0.61 0.48 0.38 0.48 0.50 0.36 0.44 0.41 0.28 0.59 0.45 0.56 0.53 0.35 0.56 0.22 0.51 0.46 0.32
15 Directs Work 0.37 0.39 0.44 0.47 0.48 0.59 0.45 0.57 0.54 0.43 0.44 0.48 0.48 0.43 0.59 0.26 0.51 0.47 0.57
16 Drives Engagement 0.57 0.51 0.43 0.51 0.55 0.50 0.48 0.51 0.45 0.57 0.49 0.56 0.52 0.44 0.70 0.24 0.56 0.59 0.45
17 Financial Acumen 0.16 0.23 0.37 0.35 0.35 0.41 0.31 0.37 0.44 0.24 0.29 0.29 0.37 0.48 0.26 0.28 0.25 0.32 0.37
18 Global Perspective 0.33 0.43 0.46 0.48 0.47 0.45 0.41 0.44 0.40 0.34 0.40 0.44 0.48 0.60 0.35 0.37 0.31 0.49 0.36
19 Cultivates Innovation 0.32 0.40 0.57 0.36 0.45 0.44 0.39 0.49 0.44 0.35 0.48 0.42 0.40 0.61 0.44 0.52 0.34 0.56 0.47
20 Interpersonal Savvy 0.59 0.34 0.54 0.58 0.31 0.48 0.38 0.27 0.61 0.41 0.63 0.51 0.30 0.56 0.14 0.53 0.46 0.27
21 Builds Networks 0.59 0.38 0.57 0.54 0.39 0.44 0.49 0.38 0.44 0.44 0.53 0.51 0.41 0.51 0.23 0.40 0.50 0.31
22 Nimble Learning 0.34 0.38 0.40 0.46 0.47 0.45 0.51 0.50 0.41 0.57 0.46 0.43 0.53 0.42 0.47 0.43 0.48 0.50
23 Organizational Savvy 0.54 0.57 0.40 0.59 0.48 0.49 0.52 0.44 0.47 0.42 0.59 0.59 0.46 0.50 0.20 0.46 0.49 0.39
24 Persuades 0.58 0.54 0.46 0.59 0.46 0.55 0.52 0.48 0.50 0.44 0.63 0.56 0.52 0.54 0.25 0.48 0.55 0.38
25 Plans and Aligns 0.31 0.39 0.47 0.48 0.46 0.42 0.56 0.57 0.40 0.48 0.44 0.51 0.53 0.48 0.33 0.48 0.52 0.61
26 Being Resilient 0.48 0.44 0.45 0.49 0.55 0.42 0.49 0.45 0.48 0.44 0.55 0.49 0.43 0.47 0.25 0.48 0.48 0.37
27 Resourcefulness 0.38 0.49 0.51 0.52 0.52 0.56 0.49 0.58 0.40 0.47 0.50 0.52 0.51 0.53 0.33 0.46 0.52 0.54
28 Drives Results 0.27 0.38 0.50 0.44 0.48 0.57 0.45 0.58 0.31 0.46 0.40 0.43 0.51 0.46 0.28 0.45 0.49 0.51
29 Demonstrates Self-Awareness 0.61 0.44 0.41 0.47 0.50 0.40 0.48 0.40 0.31 0.50 0.57 0.52 0.35 0.53 0.22 0.56 0.44 0.38
30 Self-Development 0.41 0.44 0.57 0.42 0.44 0.48 0.44 0.47 0.46 0.50 0.45 0.44 0.45 0.47 0.35 0.47 0.51 0.47
31 Situational Adaptability 0.63 0.53 0.46 0.59 0.63 0.44 0.55 0.50 0.40 0.57 0.45 0.57 0.44 0.54 0.24 0.48 0.51 0.38
32 Balances Stakeholders 0.51 0.51 0.43 0.59 0.56 0.51 0.49 0.52 0.43 0.52 0.44 0.57 0.47 0.52 0.25 0.51 0.48 0.43
33 Strategic Mindset 0.30 0.41 0.53 0.46 0.52 0.53 0.43 0.51 0.51 0.35 0.45 0.44 0.47 0.43 0.43 0.36 0.61 0.46
34 Builds Effective Teams 0.56 0.51 0.42 0.50 0.54 0.48 0.47 0.53 0.46 0.53 0.47 0.54 0.52 0.43 0.23 0.54 0.56 0.46
35 Tech Savvy 0.14 0.23 0.47 0.20 0.25 0.33 0.25 0.33 0.28 0.22 0.35 0.24 0.25 0.43 0.23 0.21 0.34 0.40
36 Instills Trust 0.53 0.40 0.43 0.46 0.48 0.48 0.48 0.46 0.45 0.56 0.47 0.48 0.51 0.36 0.54 0.21 0.42 0.44
37 Drives Vision and Purpose 0.46 0.50 0.48 0.49 0.55 0.52 0.48 0.52 0.49 0.44 0.51 0.51 0.48 0.61 0.56 0.34 0.42 0.44
38 Optimizes Work Processes 0.27 0.31 0.50 0.39 0.38 0.61 0.37 0.54 0.51 0.38 0.47 0.38 0.43 0.46 0.46 0.40 0.44 0.44
59
Compensators Compensators
Competencies contribute to performance effectiveness. Overuse of competencies, however, may Competencies contribute to performance effectiveness. Overuse of competencies, however, may
create noise and become counterproductive in certain circumstances. When a competency is create noise and become counterproductive in certain circumstances. When a competency is
overused, individuals may add some other competencies to compensate for the overused strength overused, individuals may add some other competencies to compensate for the overused strength
and reduce any damage caused by the overuse. and reduce any damage caused by the overuse.
Two sources of information are used to derive the compensators for each of the 38 competencies Two sources of information are used to derive the compensators for each of the 38 competencies
comprising KFLA: comprising KFLA:
• Previous mapping of compensators in the legacy competency library (Korn Ferry International, • Previous mapping of compensators in the legacy competency library (Korn Ferry International,
2010). The logic of the mapping was analyzed. This mapping provides the starting point for 2010). The logic of the mapping was analyzed. This mapping provides the starting point for
identifying the compensators for the 38 competencies. identifying the compensators for the 38 competencies.
• The correlations among the 38 competencies. Competencies that are less correlated with • The correlations among the 38 competencies. Competencies that are less correlated with
each other are candidates for compensators. Compensating competencies are one key way to each other are candidates for compensators. Compensating competencies are one key way to
neutralize the effects of overuse. neutralize the effects of overuse.
Table 25 identifies five compensators for each competency. Table 25 identifies five compensators for each competency.
Table 25. Compensators Table 25. Compensators
COMPETENCY COMPENSATORS COMPETENCY COMPENSATORS

1. Ensures Accountability Communicates Effectively (7), Cultivates Innovation (19), Interpersonal Savvy 1. Ensures Accountability Communicates Effectively (7), Cultivates Innovation (19), Interpersonal Savvy
(20), Persuades (24), Demonstrates Self-Awareness (29) (20), Persuades (24), Demonstrates Self-Awareness (29)
2. Action Oriented Communicates Effectively (7), Develops Talent (13), Financial Acumen (17), 2. Action Oriented Communicates Effectively (7), Develops Talent (13), Financial Acumen (17),
Interpersonal Savvy (20), Builds Networks (21) Interpersonal Savvy (20), Builds Networks (21)
3. Manages Ambiguity Financial Acumen (17), Plans and Aligns (25), Drives Results (28), Tech Savvy 3. Manages Ambiguity Financial Acumen (17), Plans and Aligns (25), Drives Results (28), Tech Savvy
(35), Optimizes Work Processes (38) (35), Optimizes Work Processes (38)
4. Attracts Top Talent Action Oriented (2), Manages Complexity (8), Nimble Learning (22), Self- 4. Attracts Top Talent Action Oriented (2), Manages Complexity (8), Nimble Learning (22), Self-
Development (30), Tech Savvy (35) Development (30), Tech Savvy (35)
5. Business Insight Develops Talent (13), Interpersonal Savvy (20), Demonstrates Self-Awareness 5. Business Insight Develops Talent (13), Interpersonal Savvy (20), Demonstrates Self-Awareness
(29), Self-Development (30), Tech Savvy (35) (29), Self-Development (30), Tech Savvy (35)
6. Collaborates Action Oriented (2), Courage (10), Cultivates Innovation (19), Drives Results 6. Collaborates Action Oriented (2), Courage (10), Cultivates Innovation (19), Drives Results
(28), Tech Savvy (35) (28), Tech Savvy (35)
7. Communicates Effectively Action Oriented (2), Business Insight (5), Courage (10), Drives Results (28), 7. Communicates Effectively Action Oriented (2), Business Insight (5), Courage (10), Drives Results (28),
Tech Savvy (35) Tech Savvy (35)
8. Manages Complexity Develops Talent (13), Drives Engagement (16), Interpersonal Savvy (20), 8. Manages Complexity Develops Talent (13), Drives Engagement (16), Interpersonal Savvy (20),
Demonstrates Self-Awareness (29), Builds Effective Teams (34) Demonstrates Self-Awareness (29), Builds Effective Teams (34)
9. Manages Conflict Business Insight (5), Cultivates Innovation (19), Drives Results (28), Tech 9. Manages Conflict Business Insight (5), Cultivates Innovation (19), Drives Results (28), Tech
Savvy (35), Optimizes Work Processes (38) Savvy (35), Optimizes Work Processes (38)
10. Courage Communicates Effectively (7), Interpersonal Savvy (20), Demonstrates Self- 10. Courage Communicates Effectively (7), Interpersonal Savvy (20), Demonstrates Self-
Awareness (29), Balances Stakeholders (32), Instills Trust (36) Awareness (29), Balances Stakeholders (32), Instills Trust (36)
11. Customer Focus Courage (10), Financial Acumen (17), Global Perspective (18), Tech Savvy (35), 11. Customer Focus Courage (10), Financial Acumen (17), Global Perspective (18), Tech Savvy (35),
Optimizes Work Processes (38) Optimizes Work Processes (38)
12. Decision Quality Develops Talent (13), Interpersonal Savvy (20), Demonstrates Self-Awareness 12. Decision Quality Develops Talent (13), Interpersonal Savvy (20), Demonstrates Self-Awareness
(29), Self-Development (30), Tech Savvy (35) (29), Self-Development (30), Tech Savvy (35)
13. Develops Talent Action Oriented (2), Financial Acumen (17), Builds Networks (21), Nimble 13. Develops Talent Action Oriented (2), Financial Acumen (17), Builds Networks (21), Nimble
Learning (22), Tech Savvy (35) Learning (22), Tech Savvy (35)
14. Values Differences Action Oriented (2), Courage (10), Plans and Aligns (25), Drives Results (28), 14. Values Differences Action Oriented (2), Courage (10), Plans and Aligns (25), Drives Results (28),
15. Directs Work Business Insight (5), Cultivates Innovation (19), Builds Networks (21), Nimble 15. Directs Work Business Insight (5), Cultivates Innovation (19), Builds Networks (21), Nimble
Learning (22), Tech Savvy (35) Learning (22), Tech Savvy (35)
16. Drives Engagement Action Oriented (2), Business Insight (5), Manages Complexity (8), Financial 16. Drives Engagement Action Oriented (2), Business Insight (5), Manages Complexity (8), Financial
Acumen (17), Tech Savvy (35) Acumen (17), Tech Savvy (35)
Table 25. Compensators (continued) Table 25. Compensators (continued)
COMPETENCY COMPENSATORS COMPETENCY COMPENSATORS

17. Financial Acumen Manages Ambiguity (3), Collaborates (6), Develops Talent (13), Drives 17. Financial Acumen Manages Ambiguity (3), Collaborates (6), Develops Talent (13), Drives
Engagement (16), Interpersonal Savvy (20) Engagement (16), Interpersonal Savvy (20)
18. Global Perspective Ensures Accountability (1), Collaborates (6), Customer Focus (11), Develops 18. Global Perspective Ensures Accountability (1), Collaborates (6), Customer Focus (11), Develops
Talent (13), Builds Effective Teams (34) Talent (13), Builds Effective Teams (34)
19. Cultivates Innovation Manages Conflict (9), Financial Acumen (17), Interpersonal Savvy (20), 19. Cultivates Innovation Manages Conflict (9), Financial Acumen (17), Interpersonal Savvy (20),
Organizational Savvy (23), Demonstrates Self-Awareness (29) Organizational Savvy (23), Demonstrates Self-Awareness (29)
20. Interpersonal Savvy Action Oriented (2), Business Insight (5), Manages Complexity (8), Courage 20. Interpersonal Savvy Action Oriented (2), Business Insight (5), Manages Complexity (8), Courage
(10), Drives Results (28) (10), Drives Results (28)
21. Builds Networks Ensures Accountability (1), Plans and Aligns (25), Drives Results (28), 21. Builds Networks Ensures Accountability (1), Plans and Aligns (25), Drives Results (28),
Instills Trust (36), Optimizes Work Processes (38) Instills Trust (36), Optimizes Work Processes (38)
22. Nimble Learning Develops Talent (13), Interpersonal Savvy (20), Builds Networks (21), Builds 22. Nimble Learning Develops Talent (13), Interpersonal Savvy (20), Builds Networks (21), Builds
Effective Teams (34), Instills Trust (36) Effective Teams (34), Instills Trust (36)
23. Organizational Savvy Action Oriented (2), Customer Focus (11), Financial Acumen (17), Cultivates 23. Organizational Savvy Action Oriented (2), Customer Focus (11), Financial Acumen (17), Cultivates
Innovation (19), Optimizes Work Processes (38) Innovation (19), Optimizes Work Processes (38)
24. Persuades Ensures Accountability (1), Plans and Aligns (25), Drives Results (28), 24. Persuades Ensures Accountability (1), Plans and Aligns (25), Drives Results (28),
Self-Development (30), Optimizes Work Processes (38) Self-Development (30), Optimizes Work Processes (38)
25. Plans and Aligns Manages Ambiguity (3), Customer Focus (11), Cultivates Innovation (19), 25. Plans and Aligns Manages Ambiguity (3), Customer Focus (11), Cultivates Innovation (19),
Interpersonal Savvy (20), Builds Networks (21) Interpersonal Savvy (20), Builds Networks (21)
26. Being Resilient Business Insight (5), Cultivates Innovation (19), Builds Networks (21), 26. Being Resilient Business Insight (5), Cultivates Innovation (19), Builds Networks (21),
Strategic Mindset (33), Optimizes Work Processes (38) Strategic Mindset (33), Optimizes Work Processes (38)
27. Resourcefulness Customer Focus (11), Values Differences (14), Global Perspective (18), 27. Resourcefulness Customer Focus (11), Values Differences (14), Global Perspective (18),
Interpersonal Savvy (20), Tech Savvy (35) Interpersonal Savvy (20), Tech Savvy (35)
28. Drives Results Communicates Effectively (7), Values Differences (14), Drives Engagement 28. Drives Results Communicates Effectively (7), Values Differences (14), Drives Engagement
(16), Interpersonal Savvy (20), Instills Trust (36) (16), Interpersonal Savvy (20), Instills Trust (36)
29. Demonstrates Self-Awareness Action Oriented (2), Business Insight (5), Manages Complexity (8), Drives 29. Demonstrates Self-Awareness Action Oriented (2), Business Insight (5), Manages Complexity (8), Drives
Results (28), Strategic Mindset (33) Results (28), Strategic Mindset (33)
30. Self-Development Manages Ambiguity (3), Attracts Top Talent (4), Business Insight (5), 30. Self-Development Manages Ambiguity (3), Attracts Top Talent (4), Business Insight (5),
Customer Focus (11), Persuades (24) Customer Focus (11), Persuades (24)
31. Situational Adaptability Action Oriented (2), Courage (10), Plans and Aligns (25), Drives Results 31. Situational Adaptability Action Oriented (2), Courage (10), Plans and Aligns (25), Drives Results
(28), Optimizes Work Processes (38) (28), Optimizes Work Processes (38)
32. Balances Stakeholders Ensures Accountability (1), Financial Acumen (17), Nimble Learning (22), 32. Balances Stakeholders Ensures Accountability (1), Financial Acumen (17), Nimble Learning (22),
Drives Results (28), Strategic Mindset (33) Drives Results (28), Strategic Mindset (33)
33. Strategic Mindset Action Oriented (2), Directs Work (15), Interpersonal Savvy (20), Balances 33. Strategic Mindset Action Oriented (2), Directs Work (15), Interpersonal Savvy (20), Balances
Stakeholders (32), Instills Trust (36) Stakeholders (32), Instills Trust (36)
34. Builds Effective Teams Action Oriented (2), Manages Ambiguity (3), Business Insight (5), Drives 34. Builds Effective Teams Action Oriented (2), Manages Ambiguity (3), Business Insight (5), Drives
Results (28), Optimizes Work Processes (38) Results (28), Optimizes Work Processes (38)
35. Tech Savvy Develops Talent (13), Drives Engagement (16), Interpersonal Savvy (20), 35. Tech Savvy Develops Talent (13), Drives Engagement (16), Interpersonal Savvy (20),
Builds Networks (21), Persuades (24) Builds Networks (21), Persuades (24)
36. Instills Trust Global Perspective (18), Cultivates Innovation (19), Builds Networks (21), 36. Instills Trust Global Perspective (18), Cultivates Innovation (19), Builds Networks (21),
Nimble Learning (22), Drives Vision and Purpose (37) Nimble Learning (22), Drives Vision and Purpose (37)
37. Drives Vision and Purpose Action Oriented (2), Customer Focus (11), Plans and Aligns (25), 37. Drives Vision and Purpose Action Oriented (2), Customer Focus (11), Plans and Aligns (25),
Resourcefulness (27), Instills Trust (36) Resourcefulness (27), Instills Trust (36)
38. Optimizes Work Processes Manages Ambiguity (3), Customer Focus (11), Interpersonal Savvy (20), 38. Optimizes Work Processes Manages Ambiguity (3), Customer Focus (11), Interpersonal Savvy (20),
Builds Networks (21), Persuades (24) Builds Networks (21), Persuades (24)
Substitutes Substitutes
For various reasons, individuals may not want to work to develop a competency directly. Yet the For various reasons, individuals may not want to work to develop a competency directly. Yet the
weakness in this area will have some negative effects on performance outcomes. Individuals can use weakness in this area will have some negative effects on performance outcomes. Individuals can use
other competencies to cover for, substitute for, or neutralize the negative effects of the lack of the skill. other competencies to cover for, substitute for, or neutralize the negative effects of the lack of the skill.
Because substitutes are more behaviorally similar, they are able to cover for the area that is lacking. Because substitutes are more behaviorally similar, they are able to cover for the area that is lacking.
Two sources of information are used to derive the substitutes for each of the 38 competencies Two sources of information are used to derive the substitutes for each of the 38 competencies
comprising KFLA: comprising KFLA:
• Previous mapping of substitutes in the legacy competency library (Korn Ferry International, 2010). • Previous mapping of substitutes in the legacy competency library (Korn Ferry International, 2010).
The logic of the mapping was analyzed. This mapping provides the starting point for identifying the The logic of the mapping was analyzed. This mapping provides the starting point for identifying the
substitutes for the 38 competencies. substitutes for the 38 competencies.
• The correlations among the 38 competencies. Competencies that are mostly correlated with each • The correlations among the 38 competencies. Competencies that are mostly correlated with each
other are candidates for substitutes. other are candidates for substitutes.
Table 26 identifies five substitutes for each competency. Table 26 identifies five substitutes for each competency.
Table 26. Substitutes Table 26. Substitutes
COMPETENCY SUBSTITUTES COMPETENCY SUBSTITUTES

1. Ensures Accountability Action Oriented (2), Courage (10), Decision Quality (12), Directs Work (15), 1. Ensures Accountability Action Oriented (2), Courage (10), Decision Quality (12), Directs Work (15),
Drives Results (28) Drives Results (28)
2. Action Oriented Ensures Accountability (1), Courage (10), Decision Quality (12), Being Resilient 2. Action Oriented Ensures Accountability (1), Courage (10), Decision Quality (12), Being Resilient
(26), Drives Results (28) (26), Drives Results (28)
3. Manages Ambiguity Decision Quality (12), Nimble Learning (22), Being Resilient (26), Situational 3. Manages Ambiguity Decision Quality (12), Nimble Learning (22), Being Resilient (26), Situational
Adaptability (31), Strategic Mindset (33) Adaptability (31), Strategic Mindset (33)
4. Attracts Top Talent Develops Talent (13), Directs Work (15), Drives Engagement (16), 4. Attracts Top Talent Develops Talent (13), Directs Work (15), Drives Engagement (16),
Resourcefulness (27), Builds Effective Teams (34) Resourcefulness (27), Builds Effective Teams (34)
5. Business Insight Manages Complexity (8), Decision Quality (12), Financial Acumen (17), Global 5. Business Insight Manages Complexity (8), Decision Quality (12), Financial Acumen (17), Global
Perspective (18), Strategic Mindset (33) Perspective (18), Strategic Mindset (33)
6. Collaborates Manages Conflict (9), Values Differences (14), Interpersonal Savvy (20), Builds 6. Collaborates Manages Conflict (9), Values Differences (14), Interpersonal Savvy (20), Builds
Effective Teams (34), Instills Trust (36) Effective Teams (34), Instills Trust (36)
7. Communicates Effectively Collaborates (6), Values Differences (14), Interpersonal Savvy (20), Persuades 7. Communicates Effectively Collaborates (6), Values Differences (14), Interpersonal Savvy (20), Persuades
(24) Situational Adaptability (31) (24) Situational Adaptability (31)
8. Manages Complexity Decision Quality (12), Global Perspective (18), Nimble Learning (22), Balances 8. Manages Complexity Decision Quality (12), Global Perspective (18), Nimble Learning (22), Balances
Stakeholders (32), Strategic Mindset (33) Stakeholders (32), Strategic Mindset (33)
9. Manages Conflict Courage (10), Persuades (24), Being Resilient (26), Situational Adaptability 9. Manages Conflict Courage (10), Persuades (24), Being Resilient (26), Situational Adaptability
(31), Balances Stakeholders (32) (31), Balances Stakeholders (32)
10. Courage Ensures Accountability (1), Action Oriented (2), Manages Conflict (9), Decision 10. Courage Ensures Accountability (1), Action Oriented (2), Manages Conflict (9), Decision
Quality (12), Drives Results (28) Quality (12), Drives Results (28)
11. Customer Focus Action Oriented (2), Collaborates (6), Communicates Effectively (7), Builds 11. Customer Focus Action Oriented (2), Collaborates (6), Communicates Effectively (7), Builds
Networks (21), Situational Adaptability (31) Networks (21), Situational Adaptability (31)
12. Decision Quality Manages Complexity (8), Plans and Aligns (25), Drives Results (28), Balances 12. Decision Quality Manages Complexity (8), Plans and Aligns (25), Drives Results (28), Balances
Stakeholders (32), Strategic Mindset (33) Stakeholders (32), Strategic Mindset (33)
13. Develops Talent Attracts Top Talent (4), Directs Work (15), Drives Engagement (16), Builds 13. Develops Talent Attracts Top Talent (4), Directs Work (15), Drives Engagement (16), Builds
Effective Teams (34), Drives Vision and Purpose (37) Effective Teams (34), Drives Vision and Purpose (37)
14. Values Differences Collaborates (6), Drives Engagement (16), Interpersonal Savvy (20), 14. Values Differences Collaborates (6), Drives Engagement (16), Interpersonal Savvy (20),
Demonstrates Self-Awareness (29), Situational Adaptability (31) Demonstrates Self-Awareness (29), Situational Adaptability (31)
15. Directs Work Ensures Accountability (1), Develops Talent (13), Drives Engagement (16), 15. Directs Work Ensures Accountability (1), Develops Talent (13), Drives Engagement (16),
Plans and Aligns (25), Builds Effective Teams (34) Plans and Aligns (25), Builds Effective Teams (34)
16. Drives Engagement Develops Talent (13), Values Differences (14), Directs Work (15), Builds 16. Drives Engagement Develops Talent (13), Values Differences (14), Directs Work (15), Builds
Effective Teams (34), Drives Vision and Purpose (37) Effective Teams (34), Drives Vision and Purpose (37)
Table 26. Substitutes (continued) Table 26. Substitutes (continued)
COMPETENCY SUBSTITUTES COMPETENCY SUBSTITUTES
17. Financial Acumen Business Insight (5), Manages Complexity (8), Global Perspective (18), 17. Financial Acumen Business Insight (5), Manages Complexity (8), Global Perspective (18),
Drives Results (28), Strategic Mindset (33) Drives Results (28), Strategic Mindset (33)
18. Global Perspective Business Insight (5), Manages Complexity (8), Nimble Learning (22), 18. Global Perspective Business Insight (5), Manages Complexity (8), Nimble Learning (22),
Organizational Savvy (23), Strategic Mindset (33) Organizational Savvy (23), Strategic Mindset (33)
19. Cultivates Innovation Decision Quality (12), Nimble Learning (22), Strategic Mindset (33), Tech 19. Cultivates Innovation Decision Quality (12), Nimble Learning (22), Strategic Mindset (33), Tech
Savvy (35), Drives Vision and Purpose (37) Savvy (35), Drives Vision and Purpose (37)
20. Interpersonal Savvy Collaborates (6), Communicates Effectively (7), Manages Conflict (9), 20. Interpersonal Savvy Collaborates (6), Communicates Effectively (7), Manages Conflict (9),
Values Differences (14), Situational Adaptability (31) Values Differences (14), Situational Adaptability (31)
21. Builds Networks Communicates Effectively (7), Interpersonal Savvy (20), Organizational 21. Builds Networks Communicates Effectively (7), Interpersonal Savvy (20), Organizational
Savvy (23), Persuades (24), Situational Adaptability (31) Savvy (23), Persuades (24), Situational Adaptability (31)
22. Nimble Learning Action Oriented (2), Manages Ambiguity (3), Manages Complexity (8), 22. Nimble Learning Action Oriented (2), Manages Ambiguity (3), Manages Complexity (8),
Decision Quality (12), Cultivates Innovation (19) Decision Quality (12), Cultivates Innovation (19)
23. Organizational Savvy Communicates Effectively (7), Manages Conflict (9), Builds Networks (21), 23. Organizational Savvy Communicates Effectively (7), Manages Conflict (9), Builds Networks (21),
Persuades (24), Balances Stakeholders (32) Persuades (24), Balances Stakeholders (32)
24. Persuades Communicates Effectively (7), Manages Conflict (9), Interpersonal Savvy 24. Persuades Communicates Effectively (7), Manages Conflict (9), Interpersonal Savvy
(20), Organizational Savvy (23), Situational Adaptability (31) (20), Organizational Savvy (23), Situational Adaptability (31)
25. Plans and Aligns Ensures Accountability (1), Decision Quality (12), Directs Work (15), 25. Plans and Aligns Ensures Accountability (1), Decision Quality (12), Directs Work (15),
Resourcefulness (27), Optimizes Work Processes (38) Resourcefulness (27), Optimizes Work Processes (38)
26. Being Resilient Action Oriented (2), Manages Ambiguity (3), Manages Conflict (9), 26. Being Resilient Action Oriented (2), Manages Ambiguity (3), Manages Conflict (9),
Decision Quality (12), Situational Adaptability (31) Decision Quality (12), Situational Adaptability (31)
27. Resourcefulness Ensures Accountability (1), Action Oriented (2), Directs Work (15), Plans 27. Resourcefulness Ensures Accountability (1), Action Oriented (2), Directs Work (15), Plans
and Aligns (25), Optimizes Work Processes (38) and Aligns (25), Optimizes Work Processes (38)
28. Drives Results Ensures Accountability (1), Action Oriented (2), Decision Quality (12), Plans 28. Drives Results Ensures Accountability (1), Action Oriented (2), Decision Quality (12), Plans
and Aligns (25), Resourcefulness (27) and Aligns (25), Resourcefulness (27)
29. Demonstrates Self-Awareness Collaborates (6), Values Differences (14), Interpersonal Savvy (20), 29. Demonstrates Self-Awareness Collaborates (6), Values Differences (14), Interpersonal Savvy (20),
Situational Adaptability (31), Instills Trust (36) Situational Adaptability (31), Instills Trust (36)
30. Self-Development Develops Talent (13), Nimble Learning (22), Resourcefulness (27), 30. Self-Development Develops Talent (13), Nimble Learning (22), Resourcefulness (27),
Demonstrates Self-Awareness (29), Situational Adaptability (31) Demonstrates Self-Awareness (29), Situational Adaptability (31)
31. Situational Adaptability Collaborates (6), Communicates Effectively (7), Manages Conflict (9), 31. Situational Adaptability Collaborates (6), Communicates Effectively (7), Manages Conflict (9),
Values Differences (14), Demonstrates Self-Awareness (29) Values Differences (14), Demonstrates Self-Awareness (29)
32. Balances Stakeholders Manages Conflict (9), Decision Quality (12), Builds Networks (21), 32. Balances Stakeholders Manages Conflict (9), Decision Quality (12), Builds Networks (21),
Organizational Savvy (23), Persuades (24) Organizational Savvy (23), Persuades (24)
33. Strategic Mindset Business Insight (5), Decision Quality (12), Global Perspective (18), 33. Strategic Mindset Business Insight (5), Decision Quality (12), Global Perspective (18),
Cultivates Innovation (19), Drives Vision and Purpose (37) Cultivates Innovation (19), Drives Vision and Purpose (37)
34. Builds Effective Teams Collaborates (6), Develops Talent (13), Values Differences (14), Directs 34. Builds Effective Teams Collaborates (6), Develops Talent (13), Values Differences (14), Directs
Work (15), Drives Engagement (16) Work (15), Drives Engagement (16)
35. Tech Savvy Global Perspective (18), Cultivates Innovation (19), Nimble Learning (22), 35. Tech Savvy Global Perspective (18), Cultivates Innovation (19), Nimble Learning (22),
Strategic Mindset (33), Optimizes Work Processes (38) Strategic Mindset (33), Optimizes Work Processes (38)
36. Instills Trust Ensures Accountability (1), Collaborates (6), Communicates Effectively (7), 36. Instills Trust Ensures Accountability (1), Collaborates (6), Communicates Effectively (7),
Values Differences (14), Demonstrates Self-Awareness (29) Values Differences (14), Demonstrates Self-Awareness (29)
37. Drives Vision and Purpose Communicates Effectively (7), Drives Engagement (16), Cultivates 37. Drives Vision and Purpose Communicates Effectively (7), Drives Engagement (16), Cultivates
Innovation (19), Persuades (24), Strategic Mindset (33) Innovation (19), Persuades (24), Strategic Mindset (33)
38. Optimizes Work Processes Manages Complexity (8), Decision Quality (12), Directs Work (15), Plans 38. Optimizes Work Processes Manages Complexity (8), Decision Quality (12), Directs Work (15), Plans
and Aligns (25), Resourcefulness (27) and Aligns (25), Resourcefulness (27)
Developmental difficulty Developmental difficulty

All competencies are not created equal. One way they differ is that some competencies are harder All competencies are not created equal. One way they differ is that some competencies are harder
for people to develop than others. A coding system has been developed to assess developmental for people to develop than others. A coding system has been developed to assess developmental
difficulty of different competencies. The difficulty index is made up of three elements: difficulty of different competencies. The difficulty index is made up of three elements:
• Element #1 – The underlying nature of the competency • Element #1 – The underlying nature of the competency
• Element #2 – The actual importance of the competency (according to research) • Element #2 – The actual importance of the competency (according to research)
• Element #3 – The perceived importance of the competency (according to raters) • Element #3 – The perceived importance of the competency (according to raters)
Element #1 – The underlying nature of the competency Element #1 – The underlying nature of the competency
The first element comes from the inherent nature of the competencies themselves. The difficulty of The first element comes from the inherent nature of the competencies themselves. The difficulty of
developing any competency is affected by at least six components: developing any competency is affected by at least six components:
1. Complexity of the skills. How complex are the skills that are needed to execute the competency 1. Complexity of the skills. How complex are the skills that are needed to execute the competency
well? The more demanding the skills involved and the sheer number of rules and processes there well? The more demanding the skills involved and the sheer number of rules and processes there
are, the harder the competency would be to develop. are, the harder the competency would be to develop.
Consequently, Business Insight is more involved and harder to become proficient in than Action Consequently, Business Insight is more involved and harder to become proficient in than Action
Oriented. The number of things you must learn and become skilled in is significantly different. Oriented. The number of things you must learn and become skilled in is significantly different.
2. Experience. How much experience is needed before the competency could be executed well? 2. Experience. How much experience is needed before the competency could be executed well?
Experience adds context and rules of success and failure and the lessons of history. Competencies Experience adds context and rules of success and failure and the lessons of history. Competencies
that need a great deal of experience before you can do them well will be harder (less likely or that need a great deal of experience before you can do them well will be harder (less likely or
fewer people have had those experiences) and take longer to develop than those that require fewer people have had those experiences) and take longer to develop than those that require
little or no experience. little or no experience.
Hence, Global Perspective takes more experience to be good at than Tech Savvy. Hence, Global Perspective takes more experience to be good at than Tech Savvy.
3. Beliefs. To what extent does the competency depend on the attitudes, values, opinions, and 3. Beliefs. To what extent does the competency depend on the attitudes, values, opinions, and
beliefs of the individual? There are times when the difficulty in building and performing a skill is beliefs of the individual? There are times when the difficulty in building and performing a skill is
not the skill itself, but not wanting to do something. The more beliefs are involved in learning and not the skill itself, but not wanting to do something. The more beliefs are involved in learning and
performing, the harder the competency would be to execute. performing, the harder the competency would be to execute.
So, Values Differences is more dependent upon enhancing and lubricating beliefs than Plans and Aligns. So, Values Differences is more dependent upon enhancing and lubricating beliefs than Plans and Aligns.
4. Cognitive complexity. To what extent does performing the competency draw upon raw 4. Cognitive complexity. To what extent does performing the competency draw upon raw
intellectual abilities and the ability to do complex parallel processing of incomplete information? intellectual abilities and the ability to do complex parallel processing of incomplete information?
The more the competency draws upon intellectual horsepower and cognitive complexity, the The more the competency draws upon intellectual horsepower and cognitive complexity, the
harder it would be to execute the competency. harder it would be to execute the competency.
Therefore, Strategic Mindset draws on more native intellectual ability than Drives Results and Therefore, Strategic Mindset draws on more native intellectual ability than Drives Results and
would be harder to develop. would be harder to develop.
5. Emotions. To what extent does performing the competency involve, engage, or trigger emotions? 5. Emotions. To what extent does performing the competency involve, engage, or trigger emotions?
The more emotions a competency involves, the harder it would be for most to execute. The more emotions a competency involves, the harder it would be for most to execute.
Thus, Manages Conflict involves more emotions than Optimizes Work Processes and would, Thus, Manages Conflict involves more emotions than Optimizes Work Processes and would,
therefore, be harder to develop and perform well. therefore, be harder to develop and perform well.
6. Human makeup. To what extent does the competency derive from a person’s makeup such as 6. Human makeup. To what extent does the competency derive from a person’s makeup such as
body chemistry, native skills, innate predisposition, natural tendencies, brain structure, and the body chemistry, native skills, innate predisposition, natural tendencies, brain structure, and the
like? The more a competency is involved with makeup, the harder it would be to develop any like? The more a competency is involved with makeup, the harder it would be to develop any
differently than originally designed. differently than originally designed.
So, Situational Adaptability is more dependent upon a person’s nature or disposition than So, Situational Adaptability is more dependent upon a person’s nature or disposition than
Customer Focus, and changing a person’s level of situational adaptability would be harder than Customer Focus, and changing a person’s level of situational adaptability would be harder than
teaching someone to be more customer focused. teaching someone to be more customer focused.
Element #2 – Actual importance of the competency Element #2 – Actual importance of the competency
The second element comes from the research of the leadership assessment data. We studied the The second element comes from the research of the leadership assessment data. We studied the
extent to which each of the competencies directly relates to performance or promotion (potential). extent to which each of the competencies directly relates to performance or promotion (potential).
In theory, the lower the actual importance, the more difficult the skill would be to develop because In theory, the lower the actual importance, the more difficult the skill would be to develop because
it rarely relates to performance or promotion. Thus, there wouldn’t be many support systems in it rarely relates to performance or promotion. Thus, there wouldn’t be many support systems in
place to help people develop. So, we ordered the competencies in terms of how well they relate to place to help people develop. So, we ordered the competencies in terms of how well they relate to
performance and promotion across companies and across levels. The scale is inverted—the more performance and promotion across companies and across levels. The scale is inverted—the more
important, the easier it should be to get support. This should be a general indicator of how difficult it important, the easier it should be to get support. This should be a general indicator of how difficult it
is for people to develop or have gained proficiency in these competencies. If a competency is widely is for people to develop or have gained proficiency in these competencies. If a competency is widely
related to performance and promotion, it should get much more developmental support than a related to performance and promotion, it should get much more developmental support than a
competency that is rarely related. Importance impacts a person’s opportunity for development. competency that is rarely related. Importance impacts a person’s opportunity for development.
Element #3 – Perceived importance of the competency Element #3 – Perceived importance of the competency
The third element also is derived from the leadership assessment database. It is the perceived The third element also is derived from the leadership assessment database. It is the perceived
(how raters view it) importance to performing well and succeeding of the competencies from (how raters view it) importance to performing well and succeeding of the competencies from
highest to lowest. The theory is that the lower the perceived importance of the competency, the highest to lowest. The theory is that the lower the perceived importance of the competency, the
lower the motivation to develop the skill and the less support would be available. Therefore, the lower the motivation to develop the skill and the less support would be available. Therefore, the
harder to develop the skill. For example, our research indicates that Customer Focus is among harder to develop the skill. For example, our research indicates that Customer Focus is among
the competencies perceived as most important and, therefore, would receive a lower difficulty the competencies perceived as most important and, therefore, would receive a lower difficulty
rating since people would be highly motivated to develop this skill. On the other hand, people rate rating since people would be highly motivated to develop this skill. On the other hand, people rate
Situational Adaptability as relatively less important and, therefore, it receives a higher difficulty Situational Adaptability as relatively less important and, therefore, it receives a higher difficulty
weight because it would be harder to convince someone that they ought to work on such an weight because it would be harder to convince someone that they ought to work on such an
unimportant need. Perceived importance impacts a person’s motivation for development. unimportant need. Perceived importance impacts a person’s motivation for development.
The Developmental Difficulty Index The Developmental Difficulty Index
The Developmental Difficulty Index is the sum of Elements 1, 2, and 3. Legacy Lominger The Developmental Difficulty Index is the sum of Elements 1, 2, and 3. Legacy Lominger
competencies were coded for developmental difficulty. The coding has received some empirical competencies were coded for developmental difficulty. The coding has received some empirical
support. Developmental Difficulty Index scores of Korn Ferry Leadership Architect™ (KFLA) support. Developmental Difficulty Index scores of Korn Ferry Leadership Architect™ (KFLA)
competencies were derived from the previous coding. Specifically, when a KFLA competency is competencies were derived from the previous coding. Specifically, when a KFLA competency is
directly linked to one legacy competency, the index score of the legacy competency is taken for the directly linked to one legacy competency, the index score of the legacy competency is taken for the
KFLA competency. If a KFLA competency is linked to multiple legacy competencies, the average KFLA competency. If a KFLA competency is linked to multiple legacy competencies, the average
index score of the legacy competencies is taken for the KFLA competency. After the coding, the index score of the legacy competencies is taken for the KFLA competency. After the coding, the
38 competencies are grouped into five categories according to their level of difficulty. The five 38 competencies are grouped into five categories according to their level of difficulty. The five
categories are 1–Easiest, 2–Easier, 3–Moderate, 4–Harder, and 5–Hardest. Table 27 illustrates the categories are 1–Easiest, 2–Easier, 3–Moderate, 4–Harder, and 5–Hardest. Table 27 illustrates the
differential difficulty categories of the 38 competencies. The coding is negatively correlated with differential difficulty categories of the 38 competencies. The coding is negatively correlated with
the mean skill ratings of the competencies (r = -.45, p < .001), suggesting people are less skilled on the mean skill ratings of the competencies (r = -.45, p < .001), suggesting people are less skilled on
competencies with a high Developmental Difficulty Index. competencies with a high Developmental Difficulty Index.
Table 27. Developmental Difficulty Index for competencies Table 27. Developmental Difficulty Index for competencies
COMPETENCY LEVEL OF DIFFICULTY COMPETENCY LEVEL OF DIFFICULTY

Ensures Accountability 2 Ensures Accountability 2
Action Oriented 1 Action Oriented 1
Manages Ambiguity 5 Manages Ambiguity 5
Attracts Top Talent 3 Attracts Top Talent 3
Business Insight 3 Business Insight 3
Collaborates 2 Collaborates 2
Communicates Effectively 2 Communicates Effectively 2
Manages Complexity 3 Manages Complexity 3
Manages Conflict 5 Manages Conflict 5
Courage 4 Courage 4
Customer Focus 1 Customer Focus 1
Decision Quality 2 Decision Quality 2
Develops Talent 4 Develops Talent 4
Values Differences 4 Values Differences 4
Directs Work 2 Directs Work 2
Drives Engagement 3 Drives Engagement 3
Financial Acumen 1 Financial Acumen 1
Global Perspective 3 Global Perspective 3
Cultivates Innovation 5 Cultivates Innovation 5
Interpersonal Savvy 4 Interpersonal Savvy 4
Builds Networks 5 Builds Networks 5
Nimble Learning 3 Nimble Learning 3
Organizational Savvy 4 Organizational Savvy 4
Persuades 4 Persuades 4
Plans and Aligns 1 Plans and Aligns 1
Being Resilient 3 Being Resilient 3
Resourcefulness 2 Resourcefulness 2
Drives Results 1 Drives Results 1
Demonstrates Self-Awareness 3 Demonstrates Self-Awareness 3
Self-Development 3 Self-Development 3
Situational Adaptability 5 Situational Adaptability 5
Balances Stakeholders 2 Balances Stakeholders 2
Strategic Mindset 5 Strategic Mindset 5
Builds Effective Teams 5 Builds Effective Teams 5
Tech Savvy 1 Tech Savvy 1
Instills Trust 1 Instills Trust 1
Drives Vision and Purpose 4 Drives Vision and Purpose 4
Optimizes Work Processes 3 Optimizes Work Processes 3
1 = Easiest; 2 = Easier; 3 = Moderate; 4 = Harder; 5 = Hardest 1 = Easiest; 2 = Easier; 3 = Moderate; 4 = Harder; 5 = Hardest
Competencies related to EI Competencies related to EI

The ability to perceive and manage emotions contributes to a leader’s interpersonal and intrapersonal The ability to perceive and manage emotions contributes to a leader’s interpersonal and intrapersonal
skills. This ability has been referred to as Emotional Intelligence (EI). Legacy competencies were skills. This ability has been referred to as Emotional Intelligence (EI). Legacy competencies were
mapped to EI based on Daniel Goleman’s model of emotional competencies (1998). Goleman’s model mapped to EI based on Daniel Goleman’s model of emotional competencies (1998). Goleman’s model
outlines five dimensions of emotional competencies: outlines five dimensions of emotional competencies:
1. Self-awareness – the ability to read your own emotions and recognize their impact while using 1. Self-awareness – the ability to read your own emotions and recognize their impact while using
gut feelings to guide decisions. gut feelings to guide decisions.
2. Self-regulation – involves controlling your own emotions and impulses and adapting to changing 2. Self-regulation – involves controlling your own emotions and impulses and adapting to changing
circumstances. circumstances.
3. Motivation – a passion to work for reasons that go beyond money or status; a propensity to 3. Motivation – a passion to work for reasons that go beyond money or status; a propensity to
pursue goals with energy and persistence. pursue goals with energy and persistence.
4. Empathy – the ability to sense, understand, and react to others’ emotions while comprehending 4. Empathy – the ability to sense, understand, and react to others’ emotions while comprehending
social networks. social networks.
5. Relationship management – the ability to inspire, influence, and develop others while managing 5. Relationship management – the ability to inspire, influence, and develop others while managing
conflict. conflict.
The relationship between the Korn Ferry Leadership Architect™ competencies and EI was derived The relationship between the Korn Ferry Leadership Architect™ competencies and EI was derived
from previous mapping (Korn Ferry International, 2010). Specifically, if a KFLA competency is related from previous mapping (Korn Ferry International, 2010). Specifically, if a KFLA competency is related
to one or a few legacy competencies that have been connected with EI, the new competency is also to one or a few legacy competencies that have been connected with EI, the new competency is also
considered to be related to EI. Table 28 presents the top 12 competencies that are related to EI in a considered to be related to EI. Table 28 presents the top 12 competencies that are related to EI in a
descending order. descending order.
Table 28. Competencies related to EI Table 28. Competencies related to EI
COMPETENCY RANK ORDER COMPETENCY RANK ORDER

9. Manages Conflict 1 9. Manages Conflict 1
3. Manages Ambiguity 2 3. Manages Ambiguity 2
16. Drives Engagement 3 16. Drives Engagement 3
20. Interpersonal Savvy 4 20. Interpersonal Savvy 4
26. Being Resilient 5 26. Being Resilient 5
14. Values Differences 6 14. Values Differences 6
29. Demonstrates Self-Awareness 7 29. Demonstrates Self-Awareness 7
34. Builds Effective Teams 8 34. Builds Effective Teams 8
23. Organizational Savvy 9 23. Organizational Savvy 9
36. Instills Trust 10 36. Instills Trust 10
31. Situational Adaptability 11 31. Situational Adaptability 11
6. Collaborates 12 6. Collaborates 12
Section VI – Legacy competency mappings Section VI – Legacy competency mappings

Knowing that many organizations will be interested in migrating or comparing their models Knowing that many organizations will be interested in migrating or comparing their models
with the Korn Ferry Leadership Architect™, we have mapped the framework to the three legacy with the Korn Ferry Leadership Architect™, we have mapped the framework to the three legacy
competency frameworks used as foundations for KFLA, including Lominger, PDI Ninth House, and competency frameworks used as foundations for KFLA, including Lominger, PDI Ninth House, and
Global Novations. Of course, legacy PDI Ninth House and Global Novations were somewhat broader Global Novations. Of course, legacy PDI Ninth House and Global Novations were somewhat broader
in conceptualization than were the legacy Lominger competencies. These broader competencies in conceptualization than were the legacy Lominger competencies. These broader competencies
are mapped to the KLFA framework where the core behaviors have the best match. Similarly, the are mapped to the KLFA framework where the core behaviors have the best match. Similarly, the
narrower competencies have been mapped to the KFLA framework where the match is the best narrower competencies have been mapped to the KFLA framework where the match is the best
behavioral fit. We also show here the mapping between the Korn Ferry Leadership Architect™ and behavioral fit. We also show here the mapping between the Korn Ferry Leadership Architect™ and
legacy Hay Group competency models. legacy Hay Group competency models.
Table 29. Korn Ferry Leadership Architect™ legacy competency mapping – Lominger Table 29. Korn Ferry Leadership Architect™ legacy competency mapping – Lominger
Korn Ferry Leadership Architect™ framework Korn Ferry Leadership Architect™ framework
Factor (4) Cluster (12) Competency (38) Factor/Cluster/Competency in legacy Lominger Factor (4) Cluster (12) Competency (38) Factor/Cluster/Competency in legacy Lominger
FACTOR I: Understanding the Business Insight (5) Strategic Skills/Understanding the Business/Business Acumen FACTOR I: Understanding the Business Insight (5) Strategic Skills/Understanding the Business/Business Acumen
Thought Business (A) Thought Business (A)
Customer Focus (11) Personal and Interpersonal Skills/Managing Diverse Customer Focus (11) Personal and Interpersonal Skills/Managing Diverse
Relationships/Customer Focus Relationships/Customer Focus
Financial Acumen (17) Financial Acumen (17)
Tech Savvy (35) Strategic Skills/Understanding the Business/Technical Learning Tech Savvy (35) Strategic Skills/Understanding the Business/Technical Learning
Making Complex Manages Complexity (8) Strategic Skills/Making Complex Decisions/Problem Solving Making Complex Manages Complexity (8) Strategic Skills/Making Complex Decisions/Problem Solving
Decisions (B) Decisions (B)
Decision Quality (12) Operating Skills/Keeping on Point/Timely Decision Making & Decision Quality (12) Operating Skills/Keeping on Point/Timely Decision Making &
Strategic Skills/Making Complex Decisions/Decision Quality Strategic Skills/Making Complex Decisions/Decision Quality
Balances Stakeholders (32) Balances Stakeholders (32)
Creating the New and Global Perspective (18) Strategic Skills/Creating the New and Different/Perspective Creating the New and Global Perspective (18) Strategic Skills/Creating the New and Different/Perspective
Different (C) Different (C)
Cultivates Innovation (19) Strategic Skills/Creating the New and Different/Creativity & Cultivates Innovation (19) Strategic Skills/Creating the New and Different/Creativity &
Strategic Skills/Creating the New and Different/Innovation Strategic Skills/Creating the New and Different/Innovation
Management Management
Strategic Mindset (33) Strategic Skills/Creating the New and Different/Strategic Agility Strategic Mindset (33) Strategic Skills/Creating the New and Different/Strategic Agility
FACTOR II: Taking Initiative (D) Action Oriented (2) Energy and Drive/Focusing on the Bottom Line/Action Oriented FACTOR II: Taking Initiative (D) Action Oriented (2) Energy and Drive/Focusing on the Bottom Line/Action Oriented
Results Results
Resourcefulness (27) Operating Skills/Getting Organized/Organizing Resourcefulness (27) Operating Skills/Getting Organized/Organizing
Managing Execution (E) Directs Work (15) Operating Skills/Getting Work Done Through Others/Delegation Managing Execution (E) Directs Work (15) Operating Skills/Getting Work Done Through Others/Delegation
& Operating Skills/Getting Work Done Through Others/Directing & Operating Skills/Getting Work Done Through Others/Directing
Others Others
Plans and Aligns (25) Operating Skills/Getting Organized/Planning & Operating Skills/ Plans and Aligns (25) Operating Skills/Getting Organized/Planning & Operating Skills/
Keeping on Point/Priority Setting Keeping on Point/Priority Setting
Optimizes Work Processes Operating Skills/Managing Work Processes/Process Management Optimizes Work Processes Operating Skills/Managing Work Processes/Process Management
(38) & Operating Skills/Managing Work Processes/Managing Through (38) & Operating Skills/Managing Work Processes/Managing Through
Systems & Operating Skills/Managing Work Processes/Total Systems & Operating Skills/Managing Work Processes/Total
Work Systems Work Systems
Focusing on Ensures Accountability (1) Operating Skills/Getting Work Done Through Others/Managing Focusing on Ensures Accountability (1) Operating Skills/Getting Work Done Through Others/Managing
Performance (F) and Measuring Work & Courage/Dealing with Trouble/Standing Performance (F) and Measuring Work & Courage/Dealing with Trouble/Standing
Alone Alone
Drives Results (28) Energy and Drive/Focusing on the Bottom Line/Drive for Results Drives Results (28) Energy and Drive/Focusing on the Bottom Line/Drive for Results
Table 29. Korn Ferry Leadership Architect™ legacy competency mapping – Lominger (continued) Table 29. Korn Ferry Leadership Architect™ legacy competency mapping – Lominger (continued)
Factor (4) Cluster (12) Competency (38) Factor/Cluster/Competency in legacy Lominger Factor (4) Cluster (12) Competency (38) Factor/Cluster/Competency in legacy Lominger
FACTOR III: Building Collaborative Collaborates (6) Operating Skills/Getting Work Done Through Others/ FACTOR III: Building Collaborative Collaborates (6) Operating Skills/Getting Work Done Through Others/
People Relationships (G) Informing & Personal and Interpersonal Skills/Managing Diverse People Relationships (G) Informing & Personal and Interpersonal Skills/Managing Diverse
Relationships/Peer Relationships Relationships/Peer Relationships
Manages Conflict (9) Courage/Dealing with Trouble/Conflict Management Manages Conflict (9) Courage/Dealing with Trouble/Conflict Management
Interpersonal Savvy (20) Personal and Interpersonal Skills/Relating Skills/Interpersonal Interpersonal Savvy (20) Personal and Interpersonal Skills/Relating Skills/Interpersonal
Savvy Savvy
Builds Networks (21) Organizational Positioning Skills/Being Organizationally Savvy/ Builds Networks (21) Organizational Positioning Skills/Being Organizationally Savvy/
Political Savvy Political Savvy
Optimizing Diverse Attracts Top Talent (4) Courage/Making Tough People Calls/Hiring and Staffing & Optimizing Diverse Attracts Top Talent (4) Courage/Making Tough People Calls/Hiring and Staffing &
Talent (H) Courage/Making Tough People Calls/Sizing Up People Talent (H) Courage/Making Tough People Calls/Sizing Up People
Develops Talent (13) Operating Skills/Getting Work Done Through Others/Developing Develops Talent (13) Operating Skills/Getting Work Done Through Others/Developing
Direct Reports and Others Direct Reports and Others
Values Differences (14) Personal and Interpersonal Skills/Managing Diverse Values Differences (14) Personal and Interpersonal Skills/Managing Diverse
Relationships/Managing Diversity & Personal and Interpersonal Relationships/Managing Diversity & Personal and Interpersonal
Skills/Managing Diverse Relationships/Understanding Others Skills/Managing Diverse Relationships/Understanding Others
Builds Effective Teams (34) Personal and Interpersonal Skills/Inspiring Others/Building Builds Effective Teams (34) Personal and Interpersonal Skills/Inspiring Others/Building
Effective Teams Effective Teams
Influencing People (I) Communicates Effectively (7) Personal and Interpersonal Skills/Being Open and Receptive/ Influencing People (I) Communicates Effectively (7) Personal and Interpersonal Skills/Being Open and Receptive/
Listening & Organizational Positioning Skills/Communicating Listening & Organizational Positioning Skills/Communicating
Effectively/Presentation Skills & Organizational Positioning Skills/ Effectively/Presentation Skills & Organizational Positioning Skills/
Communicating Effectively/Written Communications Communicating Effectively/Written Communications
Drives Engagement (16) Personal and Interpersonal Skills/Inspiring Others/Motivating Drives Engagement (16) Personal and Interpersonal Skills/Inspiring Others/Motivating
Others Others
Organizational Savvy (23) Organizational Positioning Skills/Managing Up/Comfort Around Organizational Savvy (23) Organizational Positioning Skills/Managing Up/Comfort Around
Higher Management & Organizational Positioning Skills/Being Higher Management & Organizational Positioning Skills/Being
Organizationally Savvy/Organizational Agility Organizationally Savvy/Organizational Agility
Persuades (24) Personal and Interpersonal Skills/Inspiring Others/Negotiating Persuades (24) Personal and Interpersonal Skills/Inspiring Others/Negotiating
Drives Vision and Purpose (37) Personal and Interpersonal Skills/Inspiring Others/Managing Drives Vision and Purpose (37) Personal and Interpersonal Skills/Inspiring Others/Managing
Vision and Purpose Vision and Purpose
FACTOR IV: Being Authentic (J) Courage (10) Courage/Dealing with Trouble/Command Skills & Courage/ FACTOR IV: Being Authentic (J) Courage (10) Courage/Dealing with Trouble/Command Skills & Courage/
Self Dealing with Trouble/Confronting Direct Reports & Courage/ Self Dealing with Trouble/Confronting Direct Reports & Courage/
Dealing with Trouble/Managerial Courage Dealing with Trouble/Managerial Courage
Instills Trust (36) Personal and Interpersonal Skills/Acting with Honor and Instills Trust (36) Personal and Interpersonal Skills/Acting with Honor and
Character/Ethics and Values & Personal and Interpersonal Skills/ Character/Ethics and Values & Personal and Interpersonal Skills/
Acting with Honor and Character/Integrity and Trust Acting with Honor and Character/Integrity and Trust
Being Open (K) Demonstrates Self-Awareness Personal and Interpersonal Skills/Being Open and Receptive/ Being Open (K) Demonstrates Self-Awareness Personal and Interpersonal Skills/Being Open and Receptive/
(29) Personal Disclosure & Personal and Interpersonal Skills/ (29) Personal Disclosure & Personal and Interpersonal Skills/
Demonstrating Personal Flexibility/Self-Knowledge Demonstrating Personal Flexibility/Self-Knowledge
Self-Development (30) Personal and Interpersonal Skills/Demonstrating Personal Self-Development (30) Personal and Interpersonal Skills/Demonstrating Personal
Flexibility/Self-Development Flexibility/Self-Development
Being Flexible and Manages Ambiguity (3) Strategic Skills/Creating the New and Different/Dealing with Being Flexible and Manages Ambiguity (3) Strategic Skills/Creating the New and Different/Dealing with
Adaptable (L) Ambiguity Adaptable (L) Ambiguity
Nimble Learning (22) Strategic Skills/Making Complex Decisions/Learning on the Fly Nimble Learning (22) Strategic Skills/Making Complex Decisions/Learning on the Fly
Being Resilient (26) Personal and Interpersonal Skills/Being Open and Receptive/ Being Resilient (26) Personal and Interpersonal Skills/Being Open and Receptive/
Composure & Energy and Drive/Focusing on the Bottom Line/ Composure & Energy and Drive/Focusing on the Bottom Line/
Perseverance Perseverance
Situational Adaptability (31) Personal and Interpersonal Skills/Demonstrating Personal Situational Adaptability (31) Personal and Interpersonal Skills/Demonstrating Personal
Flexibility/Dealing with Paradox & Personal and Interpersonal Flexibility/Dealing with Paradox & Personal and Interpersonal
Skills/Demonstrating Personal Flexibility/Personal Learning Skills/Demonstrating Personal Flexibility/Personal Learning
Table 30. Korn Ferry Leadership Architect™ legacy competency mapping – PDI Ninth House Table 30. Korn Ferry Leadership Architect™ legacy competency mapping – PDI Ninth House
Factor (4) Cluster (12) Competency (38) Super Factor/Competency in legacy PDI Factor (4) Cluster (12) Competency (38) Super Factor/Competency in legacy PDI
FACTOR I: Understanding the Business (A) Business Insight (5) FACTOR I: Understanding the Business (A) Business Insight (5)
Thought Thought
Customer Focus (11) Results Leadership/Focus on Customers Customer Focus (11) Results Leadership/Focus on Customers
Financial Acumen (17) Thought Leadership/Financial/Quantitative Financial Acumen (17) Thought Leadership/Financial/Quantitative
Acumen Acumen
Making Complex Decisions (B) Manages Complexity (8) Thought Leadership/Analysis Making Complex Decisions (B) Manages Complexity (8) Thought Leadership/Analysis
Decision Quality (12) Thought Leadership/Judgment Decision Quality (12) Thought Leadership/Judgment
Creating the New and Different (C) Global Perspective (18) Thought Leadership/Global Perspective Creating the New and Different (C) Global Perspective (18) Thought Leadership/Global Perspective
Cultivates Innovation (19) Thought Leadership/Innovation Cultivates Innovation (19) Thought Leadership/Innovation
Strategic Mindset (33) Thought Leadership/Strategic Thinking Strategic Mindset (33) Thought Leadership/Strategic Thinking
FACTOR II: Taking Initiative (D) Action Oriented (2) FACTOR II: Taking Initiative (D) Action Oriented (2)
Results Results
Resourcefulness (27) Results Leadership/Execution Resourcefulness (27) Results Leadership/Execution
Managing Execution (E) Directs Work (15) Managing Execution (E) Directs Work (15)
Plans and Aligns (25) Results Leadership/Planning Plans and Aligns (25) Results Leadership/Planning
Optimizes Work Processes (38) Results Leadership/Process Improvement Optimizes Work Processes (38) Results Leadership/Process Improvement
Focusing on Performance (F) Ensures Accountability (1) Focusing on Performance (F) Ensures Accountability (1)
Drives Results (28) Results Leadership/Results Orientation Drives Results (28) Results Leadership/Results Orientation
FACTOR III: Building Collaborative Relationships Collaborates (6) People Leadership/Collaboration FACTOR III: Building Collaborative Relationships Collaborates (6) People Leadership/Collaboration
People (G) People (G)
Manages Conflict (9) Manages Conflict (9)
Interpersonal Savvy (20) People Leadership/Building Relationships Interpersonal Savvy (20) People Leadership/Building Relationships
Builds Networks (21) Builds Networks (21)
Optimizing Diverse Talent (H) Attracts Top Talent (4) Optimizing Diverse Talent (H) Attracts Top Talent (4)
Develops Talent (13) People Leadership/Talent Enhancement Develops Talent (13) People Leadership/Talent Enhancement
Values Differences (14) Values Differences (14)
Builds Effective Teams (34) Builds Effective Teams (34)
Influencing People (I) Communicates Effectively (7) People Leadership/Effective Communication Influencing People (I) Communicates Effectively (7) People Leadership/Effective Communication
Drives Engagement (16) People Leadership/Engage and Inspire Drives Engagement (16) People Leadership/Engage and Inspire
Organizational Savvy (23) Organizational Savvy (23)
Persuades (24) People Leadership/Influence Persuades (24) People Leadership/Influence
Drives Vision and Purpose (37) Drives Vision and Purpose (37)
FACTOR IV: Being Authentic (J) Courage (10) Results Leadership/Courage FACTOR IV: Being Authentic (J) Courage (10) Results Leadership/Courage
Self Self
Instills Trust (36) Personal Leadership/Establishing Trust Instills Trust (36) Personal Leadership/Establishing Trust
Being Open (K) Demonstrates Self-Awareness (29) Being Open (K) Demonstrates Self-Awareness (29)
Self-Development (30) Self-Development (30)
Being Flexible and Adaptable (L) Manages Ambiguity (3) Being Flexible and Adaptable (L) Manages Ambiguity (3)
Nimble Learning (22) Nimble Learning (22)
Being Resilient (26) Being Resilient (26)
Situational Adaptability (31) Personal Leadership/Adaptability Situational Adaptability (31) Personal Leadership/Adaptability
Table 31. Korn Ferry Leadership Architect™ legacy competency mapping – Global Novations Table 31. Korn Ferry Leadership Architect™ legacy competency mapping – Global Novations
Factor (4) Cluster (12) Competency (38) Competency in legacy GN Factor (4) Cluster (12) Competency (38) Competency in legacy GN
FACTOR I: Understanding the Business (A) Business Insight (5) Business Acumen FACTOR I: Understanding the Business (A) Business Insight (5) Business Acumen
Thought Thought
Customer Focus (11) Customer Focus Customer Focus (11) Customer Focus
Financial Acumen (17) Financial Acumen (17)
Making Complex Decisions (B) Manages Complexity (8) Problem Solving and Analysis Making Complex Decisions (B) Manages Complexity (8) Problem Solving and Analysis
Decision Quality (12) Decisiveness and Judgment Decision Quality (12) Decisiveness and Judgment
Creating the New and Different (C) Global Perspective (18) Creating the New and Different (C) Global Perspective (18)
Cultivates Innovation (19) Creativity and Innovation Cultivates Innovation (19) Creativity and Innovation
Strategic Mindset (33) Strategic Alignment Strategic Mindset (33) Strategic Alignment
FACTOR II: Taking Initiative (D) Action Oriented (2) FACTOR II: Taking Initiative (D) Action Oriented (2)
Results Results
Resourcefulness (27) Resourcefulness (27)
Managing Execution (E) Directs Work (15) Managing Execution (E) Directs Work (15)
Plans and Aligns (25) Planning and Organizing Plans and Aligns (25) Planning and Organizing
Optimizes Work Processes (38) Continuous Quality/Performance Improvement Optimizes Work Processes (38) Continuous Quality/Performance Improvement
Focusing on Performance (F) Ensures Accountability (1) Focusing on Performance (F) Ensures Accountability (1)
Drives Results (28) Gets Results Drives Results (28) Gets Results
FACTOR III: Building Collaborative Relationships (G) Collaborates (6) Collaboration and Teamwork FACTOR III: Building Collaborative Relationships (G) Collaborates (6) Collaboration and Teamwork
People People
Manages Conflict (9) Manages Conflict (9)
Interpersonal Savvy (20) Relationship Building Interpersonal Savvy (20) Relationship Building
Builds Networks (21) Builds Networks (21)
Optimizing Diverse Talent (H) Attracts Top Talent (4) Optimizing Diverse Talent (H) Attracts Top Talent (4)
Develops Talent (13) Develops Capability Develops Talent (13) Develops Capability
Values Differences (14) Valuing Diversity Values Differences (14) Valuing Diversity
Builds Effective Teams (34) Collaboration and Teamwork Builds Effective Teams (34) Collaboration and Teamwork
Influencing People (I) Communicates Effectively (7) Open Communication Influencing People (I) Communicates Effectively (7) Open Communication
Drives Engagement (16) Drives Engagement (16)
Organizational Savvy (23) Organizational Savvy Organizational Savvy (23) Organizational Savvy
Persuades (24) Influencing Persuades (24) Influencing
Drives Vision and Purpose (37) Drives Vision and Purpose (37)
FACTOR IV: Being Authentic (J) Courage (10) FACTOR IV: Being Authentic (J) Courage (10)
Self Self
Instills Trust (36) Integrity Instills Trust (36) Integrity
Being Open (K) Demonstrates Self-Awareness Being Open (K) Demonstrates Self-Awareness
(29) (29)
Self-Development (30) Self-Development (30)
Being Flexible and Adaptable (L) Manages Ambiguity (3) Flexibility and Achieving Change Being Flexible and Adaptable (L) Manages Ambiguity (3) Flexibility and Achieving Change
Nimble Learning (22) Learning Predisposition Nimble Learning (22) Learning Predisposition
Being Resilient (26) Resilience Being Resilient (26) Resilience
Situational Adaptability (31) Situational Adaptability (31)
Table 32. Korn Ferry Leadership Architect™ legacy competency mapping – Hay Group Table 32. Korn Ferry Leadership Architect™ legacy competency mapping – Hay Group
Primary Hay equivalent Primary Hay equivalent
(PDS version, Millennium titles blue Secondary Hay equivalent (PDS version, Millennium titles blue Secondary Hay equivalent
Factor (4) Cluster (12) Competency (38) italics) (PDS version) Factor (4) Cluster (12) Competency (38) italics) (PDS version)
FACTOR I: Understanding the Business Insight (5) Business Perspective Business Cultural Insight L 4, 5 FACTOR I: Understanding the Business Insight (5) Business Perspective Business Cultural Insight L 4, 5
Thought Business (A) Thought Business (A)
Customer Focus (11) Customer Focus (Talented for L 4, 5) Focusing Others on the Customer Customer Focus (11) Customer Focus (Talented for L 4, 5) Focusing Others on the Customer
Financial Acumen (17) Drive for Results L 4, 5 Financial Acumen (17) Drive for Results L 4, 5
(Achievement Orientation) (Achievement Orientation)
Tech Savvy (35) No equivalent in standard Hay Tech Savvy (35) No equivalent in standard Hay
competency dictionaries competency dictionaries
Making Complex Manages Complexity (8) Information Seeking Conceptual Thinking L 4 (esp. Making Complex Manages Complexity (8) Information Seeking Conceptual Thinking L 4 (esp.
Decisions (B) Talented) Decisions (B) Talented)
Decision Quality (12) Conceptual Thinking L 2, 3 Decision Quality (12) Conceptual Thinking L 2, 3
Balances Stakeholders Complex including Understanding Balances Stakeholders Complex including Understanding
(32) Others (Interpersonal (32) Others (Interpersonal
Understanding), Conceptual Thinking Understanding), Conceptual Thinking
L 4, Social Responsibility, or Earning L 4, Social Responsibility, or Earning
Trust (Integrity) Trust (Integrity)
Creating the New Global Perspective (18) Business Cultural Insight Creating the New Global Perspective (18) Business Cultural Insight
and Different (C) and Different (C)
Cultivates Innovation (19) Conceptual Thinking L 5 Cultivates Innovation (19) Conceptual Thinking L 5
Strategic Mindset (33) Strategic Thinking Initiative L 4, 5 Strategic Mindset (33) Strategic Thinking Initiative L 4, 5
FACTOR II: Taking Initiative Action Oriented (2) Initiative all levels FACTOR II: Taking Initiative Action Oriented (2) Initiative all levels
Results (D) Results (D)
Resourcefulness (27) Politically Astute L 2 Drive for Results L 2, 3 Resourcefulness (27) Politically Astute L 2 Drive for Results L 2, 3
(Organizational Awareness) (Achievement Orientation), (Organizational Awareness) (Achievement Orientation),
Team Leadership L 2 Team Leadership L 2
(Team Leadership Level 4) (Team Leadership Level 4)
Managing Directs Work (15) Holding People Accountable L 1, 2, 3 Focusing Others on the Customer Managing Directs Work (15) Holding People Accountable L 1, 2, 3 Focusing Others on the Customer
Execution (E) Execution (E)
Plans and Aligns (25) Organizational Commitment L 3 Analytical Thinking re work Plans and Aligns (25) Organizational Commitment L 3 Analytical Thinking re work
planning planning
Optimizes Work Organizational Systems Thinking Drive for Results L 2 Optimizes Work Organizational Systems Thinking Drive for Results L 2
Processes (38) (Achievement Orientation) Processes (38) (Achievement Orientation)
Focusing on Ensures Accountability (1) Holding People Accountable L 4, 5 Organizational Commitment L 1, 2 Focusing on Ensures Accountability (1) Holding People Accountable L 4, 5 Organizational Commitment L 1, 2
Performance (F) Performance (F)
Drives Results (28) Drive for Results all levels Drives Results (28) Drive for Results all levels
(Achievement Orientation) (Achievement Orientation)
Table 32. Korn Ferry Leadership Architect™ legacy competency mapping – Hay Group (continued) Table 32. Korn Ferry Leadership Architect™ legacy competency mapping – Hay Group (continued)
Primary Hay equivalent Primary Hay equivalent
(PDS version, Millennium titles blue Secondary Hay equivalent (PDS version, Millennium titles blue Secondary Hay equivalent
Factor (4) Cluster (12) Competency (38) italics) (PDS version) Factor (4) Cluster (12) Competency (38) italics) (PDS version)
FACTOR III: Building Collaborates (6) Teamwork and Collaboration Leveraging Networks L 4, 5 FACTOR III: Building Collaborates (6) Teamwork and Collaboration Leveraging Networks L 4, 5
People Collaborative People Collaborative
Relationships (G) Manages Conflict (9) Teamwork and Collaboration L 5 Understanding Others Relationships (G) Manages Conflict (9) Teamwork and Collaboration L 5 Understanding Others
(Talented level) (Talented level)
(Interpersonal Understanding) (Interpersonal Understanding)
Interpersonal Savvy (20) Understanding Others Impact Through Influence L 3, 4, 5 Interpersonal Savvy (20) Understanding Others Impact Through Influence L 3, 4, 5
Builds Networks (21) Leveraging Networks Builds Networks (21) Leveraging Networks
(Relationship Building) (Relationship Building)
Optimizing Diverse Attracts Top Talent (4) No equivalent in standard Hay Optimizing Diverse Attracts Top Talent (4) No equivalent in standard Hay
Talent (H) competency dictionaries Talent (H) competency dictionaries
Develops Talent (13) People Development Develops Talent (13) People Development
(Developing Others) (Developing Others)
Values Differences (14) Business Cultural Insight Values Differences (14) Business Cultural Insight
Builds Effective Teams Team Leadership L 1, 2, 3 Builds Effective Teams Team Leadership L 1, 2, 3
(34) (34)
Influencing People Communicates Effectively Impact Through Influence L 2, 3, 4, 5, Influencing People Communicates Effectively Impact Through Influence L 2, 3, 4, 5,
(I) (7) Understanding Others (I) (7) Understanding Others
Drives Engagement (16) Teamwork and Collaboration L 4 Drives Engagement (16) Teamwork and Collaboration L 4
Organizational Savvy (23) Politically Astute Impact Through Influence L 3, 4, 5 Organizational Savvy (23) Politically Astute Impact Through Influence L 3, 4, 5
(Organizational Awareness) (Organizational Awareness)
Persuades (24) Impact Through Influence L 1 Persuades (24) Impact Through Influence L 1
Drives Vision and Purpose Team Leadership L 4, 5 Drives Vision and Purpose Team Leadership L 4, 5
(37) (Team Leadership L 5, 6) (37) (Team Leadership L 5, 6)
FACTOR IV: Being Authentic Courage (10) Self-Confidence Holding People Accountable L 5 FACTOR IV: Being Authentic Courage (10) Self-Confidence Holding People Accountable L 5
Self (J) Self (J)
Instills Trust (36) Earning Trust (Integrity) Instills Trust (36) Earning Trust (Integrity)
Being Open (K) Demonstrates Self- No equivalent in standard Hay Being Open (K) Demonstrates Self- No equivalent in standard Hay
Awareness (29) competency dictionaries Awareness (29) competency dictionaries
Self-Development (30) No equivalent in standard Hay Self-Development (30) No equivalent in standard Hay
Being Flexible and Manages Ambiguity (3) Drive for Results L 5 Being Flexible and Manages Ambiguity (3) Drive for Results L 5
Adaptable (L) (Achievement Orientation) Adaptable (L) (Achievement Orientation)
Nimble Learning (22) No equivalent in standard Hay Nimble Learning (22) No equivalent in standard Hay
Being Resilient (26) Self-Control (Talented for L 4, 5) Being Resilient (26) Self-Control (Talented for L 4, 5)
Situational Adaptability Adaptability (Flexibility) Impact Through Influence L 2, 3, Situational Adaptability Adaptability (Flexibility) Impact Through Influence L 2, 3,
(31) 4, 5 (31) 4, 5
Section VII – Frequently asked questions Section VII – Frequently asked questions
Competency library Competency library

1. How was the Korn Ferry Leadership Architect™ created? 1. How was the Korn Ferry Leadership Architect™ created?
Standing on the shoulders of three great organizations—Lominger, PDI, and Global Novations—we Standing on the shoulders of three great organizations—Lominger, PDI, and Global Novations—we
combined decades of research and global insights and worked with forward-thinking clients to combined decades of research and global insights and worked with forward-thinking clients to
identify what matters most in determining performance in today’s 21st century environment. The identify what matters most in determining performance in today’s 21st century environment. The
analyses contained in this manual represent the vast data insights from across Korn Ferry. analyses contained in this manual represent the vast data insights from across Korn Ferry.
2. How do you measure the validity of the Korn Ferry Leadership Architect™ library? 2. How do you measure the validity of the Korn Ferry Leadership Architect™ library?
The competencies included in the library are the ones that most correlate with performance for all The competencies included in the library are the ones that most correlate with performance for all
levels of leadership as well as for individual contributors. Studies in this technical manual suggest that levels of leadership as well as for individual contributors. Studies in this technical manual suggest that
the factor structure is reasonable, that the competencies account for 41.5%–58.2% of the variance in the factor structure is reasonable, that the competencies account for 41.5%–58.2% of the variance in
performance, and that they are globally relevant. performance, and that they are globally relevant.
3. How frequently will the Korn Ferry competency research be updated? 3. How frequently will the Korn Ferry competency research be updated?
Normative studies are typically conducted every three to four years. Prior to the most recent 2017 Normative studies are typically conducted every three to four years. Prior to the most recent 2017
update, we conducted studies in 2013, 2009, 2006, and 2003. Studies that look at correlations with update, we conducted studies in 2013, 2009, 2006, and 2003. Studies that look at correlations with
performance outcomes and business outcomes will be conducted on an ongoing basis with partner performance outcomes and business outcomes will be conducted on an ongoing basis with partner
organizations. organizations.
4. Why are there 4 Factors, 12 Clusters, and 38 Competencies? 4. Why are there 4 Factors, 12 Clusters, and 38 Competencies?
Based on the factor analysis and a qualitative thematic approach, organizing the competencies Based on the factor analysis and a qualitative thematic approach, organizing the competencies
into 4 Factors and 12 Clusters made the most sense. Upon intense review of the research and the into 4 Factors and 12 Clusters made the most sense. Upon intense review of the research and the
literature, it was determined that 38 Competencies accounted for a substantial proportion of variance literature, it was determined that 38 Competencies accounted for a substantial proportion of variance
in performance. in performance.
5. Can the competencies be tailored to my organization? 5. Can the competencies be tailored to my organization?
Yes, this is possible. Korn Ferry experts within our consulting group work with organizations to Yes, this is possible. Korn Ferry experts within our consulting group work with organizations to
do custom competency models and tailor our intellectual property as needed. When possible, we do custom competency models and tailor our intellectual property as needed. When possible, we
recommend using our language in order to maintain strong linkages to our research, supporting recommend using our language in order to maintain strong linkages to our research, supporting
tools, and solutions. tools, and solutions.
6. Does this competency library support an integrated approach to talent management? 6. Does this competency library support an integrated approach to talent management?
Yes. Individual competencies are what drive an organization’s broader capabilities which, in turn, Yes. Individual competencies are what drive an organization’s broader capabilities which, in turn,
enable an organization to achieve its objectives. The Korn Ferry Leadership Architect™ allows for enable an organization to achieve its objectives. The Korn Ferry Leadership Architect™ allows for
integration across talent management processes including selection, development, performance, integration across talent management processes including selection, development, performance,
and succession. It allows adapting to the different expectations of each organizational level. It also and succession. It allows adapting to the different expectations of each organizational level. It also
enables alignment of individual skills to the organization’s business strategy. enables alignment of individual skills to the organization’s business strategy.
7. What are some ways I can use the competencies in my organization? 7. What are some ways I can use the competencies in my organization?
Competencies are often referred to as the red thread, the lingua franca, the language of talent, the Competencies are often referred to as the red thread, the lingua franca, the language of talent, the
glue. Whatever metaphor you prefer, the point is the same: competencies help to integrate talent glue. Whatever metaphor you prefer, the point is the same: competencies help to integrate talent
management practices and provide a critical link to business strategy. You can use the competencies management practices and provide a critical link to business strategy. You can use the competencies
to define what skills are required for success in the organization, for a team, or for an individual. to define what skills are required for success in the organization, for a team, or for an individual.
You can use competencies to help individuals identify strengths and weaknesses and determine the You can use competencies to help individuals identify strengths and weaknesses and determine the
best developmental opportunities, given their career goals. Competencies are also helpful in the best developmental opportunities, given their career goals. Competencies are also helpful in the
interviewing and selection process and provide a more objective measure for structured interviews. interviewing and selection process and provide a more objective measure for structured interviews.
8. Why is there no competency for leadership, change management, or project management? 8. Why is there no competency for leadership, change management, or project management?
These are what we would call compound competencies. They are areas that require proficiency in These are what we would call compound competencies. They are areas that require proficiency in
multiple competencies. For example, to be good in change management, an individual would need multiple competencies. For example, to be good in change management, an individual would need
skill in Manages Ambiguity, Drives Vision and Purpose, and Cultivates Innovation (to name a few). All skill in Manages Ambiguity, Drives Vision and Purpose, and Cultivates Innovation (to name a few). All
items in the Korn Ferry Leadership Architect™ collectively have something to do with success as a items in the Korn Ferry Leadership Architect™ collectively have something to do with success as a
manager and a leader. manager and a leader.
9. How were the clusters derived? 9. How were the clusters derived?
Both statistical analysis and expert judgment played a role when constructing the clusters. It is the Both statistical analysis and expert judgment played a role when constructing the clusters. It is the
typical approach in psychological studies. typical approach in psychological studies.
Building a business case for competencies Building a business case for competencies
10. How can I make the case to my organization about the need for leaders to have better personal and 10. How can I make the case to my organization about the need for leaders to have better personal and
interpersonal skills when we always reward them based on other areas? interpersonal skills when we always reward them based on other areas?
The competencies included in the People Factor and the Self Factor are often what differentiate The competencies included in the People Factor and the Self Factor are often what differentiate
success at higher levels of leadership. Personal and Interpersonal Skills factor strongly into what success at higher levels of leadership. Personal and Interpersonal Skills factor strongly into what
determines high performance (please refer to the performance correlations in Section III). determines high performance (please refer to the performance correlations in Section III).
Derailment research has shown that CEOs and managers derail largely due to poor personal and Derailment research has shown that CEOs and managers derail largely due to poor personal and
interpersonal skills. interpersonal skills.
11. What is the return on investment (ROI) for competency-based talent management? 11. What is the return on investment (ROI) for competency-based talent management?
Many research studies have shown that the use of competencies appears to have a significant impact Many research studies have shown that the use of competencies appears to have a significant impact
on ROI. For example, best-in-class organizations were found to be nearly twice as likely as laggard on ROI. For example, best-in-class organizations were found to be nearly twice as likely as laggard
companies to have competency models in place in their organizations (Aberdeen Group, 2007). Our companies to have competency models in place in their organizations (Aberdeen Group, 2007). Our
study with a client company found that after using our competencies and developmental materials, study with a client company found that after using our competencies and developmental materials,
turnover dropped from 30% to below 10%, the acceptance of offers of employment went from 40% turnover dropped from 30% to below 10%, the acceptance of offers of employment went from 40%
to 70%, and employee satisfaction increased significantly. In another company, researchers reported to 70%, and employee satisfaction increased significantly. In another company, researchers reported
that being better at certain competencies is worth $467,000 in commissions and $580,000 in that being better at certain competencies is worth $467,000 in commissions and $580,000 in
reduced turnover—over a million dollars per manager. (For more details, see “The business impact of reduced turnover—over a million dollars per manager. (For more details, see “The business impact of
competencies” on page 8). competencies” on page 8).
General statistics questions General statistics questions

12. What do the terms “valid” and “correlated” mean? What terminology should I know to read and interpret 12. What do the terms “valid” and “correlated” mean? What terminology should I know to read and interpret
Korn Ferry technical manuals and reports accurately? Korn Ferry technical manuals and reports accurately?
These terms reflect psychometric indices that people can refer to in order to judge the quality of an These terms reflect psychometric indices that people can refer to in order to judge the quality of an
assessment tool: assessment tool:
Validity refers to the degree to which the inference from the test score is reasonable. In employment Validity refers to the degree to which the inference from the test score is reasonable. In employment
settings, we use criterion validity because scores on assessments typically are used to inform settings, we use criterion validity because scores on assessments typically are used to inform
decisions related to work-related criterion of interest, such as performance and promotability. decisions related to work-related criterion of interest, such as performance and promotability.
For example, assessments are used to select people on the assumption that a high score on the For example, assessments are used to select people on the assumption that a high score on the
assessment will predict a high score on job performance ratings. The inference here is that a high assessment will predict a high score on job performance ratings. The inference here is that a high
score on the assessment suggests a high score on job performance. Correlations are often used to score on the assessment suggests a high score on job performance. Correlations are often used to
index validity, resulting in values that range from 0.00 to 1.00. “1.00” denotes that a score on the index validity, resulting in values that range from 0.00 to 1.00. “1.00” denotes that a score on the
assessment corresponds perfectly to the score on the job performance rating. “0.00” means that the assessment corresponds perfectly to the score on the job performance rating. “0.00” means that the
score on the assessment cannot predict at all the scores on the job performance rating. (For more score on the assessment cannot predict at all the scores on the job performance rating. (For more
information, see “Validity,” page 39.) information, see “Validity,” page 39.)
Correlation simply means the strength and direction of a linear relationship between two variables. Correlation simply means the strength and direction of a linear relationship between two variables.
When the correlation is positive, a high score on one variable corresponds to a high score on the When the correlation is positive, a high score on one variable corresponds to a high score on the
other variable. When the correlation is negative, high scores on one variable correspond to low scores other variable. When the correlation is negative, high scores on one variable correspond to low scores
on the other variable. The strength of correlation also ranges from 0.00 to 1.00. on the other variable. The strength of correlation also ranges from 0.00 to 1.00.
13. How can I tell whether something is strongly correlated or not? What is the threshold for something to be 13. How can I tell whether something is strongly correlated or not? What is the threshold for something to be
considered statistically significant? considered statistically significant?
Correlation is the strength and direction of a linear relationship between two variables. The Correlation is the strength and direction of a linear relationship between two variables. The
correlation coefficient, r, is used to describe the relationship. The range of r is from -1.00 to +1.00. correlation coefficient, r, is used to describe the relationship. The range of r is from -1.00 to +1.00.
The closer r is to -1.00 or +1.00, the stronger the variables are related. If r is 0.00, it indicates there is The closer r is to -1.00 or +1.00, the stronger the variables are related. If r is 0.00, it indicates there is
no relationship between the variables. A negative correlation means that as one variable gets larger, no relationship between the variables. A negative correlation means that as one variable gets larger,
another variable gets smaller. For example, the relationship between the amount of TV watched and another variable gets smaller. For example, the relationship between the amount of TV watched and
academic performance is negative (actually, around -0.30). A positive correlation means that as academic performance is negative (actually, around -0.30). A positive correlation means that as
one variable gets larger, another gets larger as well. For example, the relationship between weight one variable gets larger, another gets larger as well. For example, the relationship between weight
and height is positive (around 0.60). Whether or not a validity coefficient (correlation coefficient) is and height is positive (around 0.60). Whether or not a validity coefficient (correlation coefficient) is
statistically significant depends on sample size. A large correlation coefficient may not be significant statistically significant depends on sample size. A large correlation coefficient may not be significant
if the sample size is small. In contrast, a small correlation coefficient may be significant if the sample if the sample size is small. In contrast, a small correlation coefficient may be significant if the sample
size is large. size is large.
In practice, we care more about what is called “the effect size,” rather, whether the relationship is In practice, we care more about what is called “the effect size,” rather, whether the relationship is
statistically significant. There is no consensus regarding the threshold for validity. A predictor with a statistically significant. There is no consensus regarding the threshold for validity. A predictor with a
small but consistent predictive validity may have practical value. For example, structured interviewing small but consistent predictive validity may have practical value. For example, structured interviewing
has a predictive validity of about 0.40. Personality testing has a predictive validity of about 0.30. has a predictive validity of about 0.40. Personality testing has a predictive validity of about 0.30.
Simply obtaining a statistically significant validity coefficient depends largely on the number of Simply obtaining a statistically significant validity coefficient depends largely on the number of
employees in one’s sample. A coefficient of 0.02 could be statistically significant with a sample size employees in one’s sample. A coefficient of 0.02 could be statistically significant with a sample size
of 100,000 employees. However, it would have little practical value in helping predict employee of 100,000 employees. However, it would have little practical value in helping predict employee
behavior. behavior.
14. What is the best way to communicate the validity of these competencies in a language my company will 14. What is the best way to communicate the validity of these competencies in a language my company will
understand? understand?
In a company setting, criterion validity is often used. It simply means the extent to which a test score In a company setting, criterion validity is often used. It simply means the extent to which a test score
is related to a criterion or outcome of interest to organizations, such as job performance. High scores is related to a criterion or outcome of interest to organizations, such as job performance. High scores
on an assessment will predict high scores on job performance ratings. on an assessment will predict high scores on job performance ratings.
15. Does using the term “factor” in the Korn Ferry Leadership Architect™ library mean that the structure was 15. Does using the term “factor” in the Korn Ferry Leadership Architect™ library mean that the structure was
statistically derived? statistically derived?
Yes, factors were statistically derived. There are common themes among the competencies in the Yes, factors were statistically derived. There are common themes among the competencies in the
same factors. (For more information, see “Factor analysis,” page 39.) same factors. (For more information, see “Factor analysis,” page 39.)
16. How are the performance correlations decided for each role? 16. How are the performance correlations decided for each role?
They are statistically supported by validation studies. When we conducted the validation studies, They are statistically supported by validation studies. When we conducted the validation studies,
we collected information about the organizational level of the participants as well as data on we collected information about the organizational level of the participants as well as data on
performance. For each of the organizational levels, we identified the competencies that were most performance. For each of the organizational levels, we identified the competencies that were most
related to job performance. related to job performance.
Competency profiling Competency profiling

17. When selecting and prioritizing competencies for a role, job, or level, is there any best practice or guidance 17. When selecting and prioritizing competencies for a role, job, or level, is there any best practice or guidance
on how to choose competencies? on how to choose competencies?
When developing a job profile, these questions should be asked: When developing a job profile, these questions should be asked:
• What are the strategic goals of the organization or function? • What are the strategic goals of the organization or function?
• What are the expectations or requirements of the job? • What are the expectations or requirements of the job?
• What differentiates high performers? • What differentiates high performers?
• What are the challenges incumbents will face? • What are the challenges incumbents will face?
These questions should help frame decisions on which competencies to ultimately include in the These questions should help frame decisions on which competencies to ultimately include in the
success profile for the job. How concentrated or spread out those competencies are across different success profile for the job. How concentrated or spread out those competencies are across different
factors and clusters really depends on the nature of the role. As a general rule, if it is observed that factors and clusters really depends on the nature of the role. As a general rule, if it is observed that
the competencies selected are tightly concentrated in a particular factor or cluster, one should ask the competencies selected are tightly concentrated in a particular factor or cluster, one should ask
whether each competency is a unique and significant differentiator for performance in that role. whether each competency is a unique and significant differentiator for performance in that role.
Korn Ferry offers tools to help you create and use competency profiles—please contact a Korn Ferry Korn Ferry offers tools to help you create and use competency profiles—please contact a Korn Ferry
representative for more information. representative for more information.
Assessing competencies Assessing competencies

18. How accurate are self-assessments of strengths and weaknesses on the competencies? 18. How accurate are self-assessments of strengths and weaknesses on the competencies?
With a traditional 1 to 5 rating scale, individuals tend to rate themselves high. With new advances With a traditional 1 to 5 rating scale, individuals tend to rate themselves high. With new advances
in psychometric methods, there are ways of preventing faking for self-assessments. With the right in psychometric methods, there are ways of preventing faking for self-assessments. With the right
assessment method and mathematical algorithms, self-assessments can be very reliable. assessment method and mathematical algorithms, self-assessments can be very reliable.
19. Why is the direct manager considered to be the most accurate rater when rating competencies? 19. Why is the direct manager considered to be the most accurate rater when rating competencies?
Why wouldn’t peers be better raters? Overall, the research has shown that boss ratings are the most Why wouldn’t peers be better raters? Overall, the research has shown that boss ratings are the most
accurate (Scullen, Mount, & Goff; 2000) because the boss is the rater most concerned about the accurate (Scullen, Mount, & Goff; 2000) because the boss is the rater most concerned about the
learner’s performance and is most familiar with their job duties and responsibilities. Peers are able to learner’s performance and is most familiar with their job duties and responsibilities. Peers are able to
provide accurate ratings on some other areas (e.g., interpersonal skills), but they may not be familiar provide accurate ratings on some other areas (e.g., interpersonal skills), but they may not be familiar
or motivated to provide accurate ratings in others. However, it is crucial to bear in mind that different or motivated to provide accurate ratings in others. However, it is crucial to bear in mind that different
rater groups should be included in the 360 assessment. Different groups provide different, unique rater groups should be included in the 360 assessment. Different groups provide different, unique
perspectives on the learner’s performance. The 360-degree feedback is a valid way to reveal how a perspectives on the learner’s performance. The 360-degree feedback is a valid way to reveal how a
learner’s behaviors are perceived by the boss, peers, direct reports, and others and compare those learner’s behaviors are perceived by the boss, peers, direct reports, and others and compare those
ratings to self-ratings. Some rater sources are more accurate than others for certain competencies. ratings to self-ratings. Some rater sources are more accurate than others for certain competencies.
20. What improvement in mean rating can learners expect to see if they participate in a multi-rater and then 20. What improvement in mean rating can learners expect to see if they participate in a multi-rater and then
retake it? retake it?
The answer to this question depends upon what development actions were taken by the learner after The answer to this question depends upon what development actions were taken by the learner after
receiving assessment feedback and also on the instrument being used. receiving assessment feedback and also on the instrument being used.
If a person wants to retake a 360, they need to allow enough time to develop their skills, and for If a person wants to retake a 360, they need to allow enough time to develop their skills, and for
raters to notice. Typically, we recommend waiting 18 months. While it is not possible to measure raters to notice. Typically, we recommend waiting 18 months. While it is not possible to measure
statistical significance in the differences between one individual’s Time 1 and Time 2 ratings, we do statistical significance in the differences between one individual’s Time 1 and Time 2 ratings, we do
recommend a general rule of thumb in terms of interpreting score differences over time. Specifically, recommend a general rule of thumb in terms of interpreting score differences over time. Specifically,
we would regard shifts of .33 to .50 (in either direction) on any individual competency to be we would regard shifts of .33 to .50 (in either direction) on any individual competency to be
noteworthy. Anything greater than .50 would most certainly be noteworthy and is not something that noteworthy. Anything greater than .50 would most certainly be noteworthy and is not something that
we commonly observe. we commonly observe.
Please note that a certain amount of variability naturally occurs as a result of individual rater error Please note that a certain amount of variability naturally occurs as a result of individual rater error
and the phenomenon of regression to the mean in repeated ratings. Also, some ratings could be and the phenomenon of regression to the mean in repeated ratings. Also, some ratings could be
influenced by personal or political considerations, particularly at the lower end of the rating scale influenced by personal or political considerations, particularly at the lower end of the rating scale
(e.g., “I rated this person really low the last time. I think they got the message, so maybe I won’t be (e.g., “I rated this person really low the last time. I think they got the message, so maybe I won’t be
quite as critical this time around.”). That being said, the .33–.50 range is still a good guideline for quite as critical this time around.”). That being said, the .33–.50 range is still a good guideline for
gauging the relative significance of ratings shifts. gauging the relative significance of ratings shifts.
21. What assessments of competencies will be available? 21. What assessments of competencies will be available?
Korn Ferry has multiple 360-degree feedback instruments available to measure competencies in Korn Ferry has multiple 360-degree feedback instruments available to measure competencies in
the Korn Ferry Leadership Architect™. One assessment, similar to VOICES®, asks raters to evaluate the Korn Ferry Leadership Architect™. One assessment, similar to VOICES®, asks raters to evaluate
feedback recipients directly on their competencies. Two other assessments allow raters to rate feedback recipients directly on their competencies. Two other assessments allow raters to rate
individuals on behaviors that are indicative of the competencies. One of these assessments uses individuals on behaviors that are indicative of the competencies. One of these assessments uses
Behaviorally Anchored Ratings Scales (BARS). The other offers clients the option of having raters Behaviorally Anchored Ratings Scales (BARS). The other offers clients the option of having raters
rate behaviors on a Likert-type scale. Each assessment allows you to choose the full library of rate behaviors on a Likert-type scale. Each assessment allows you to choose the full library of
competencies, a filtered model of competencies, or create a model that best reflects what you want competencies, a filtered model of competencies, or create a model that best reflects what you want
to measure. We recommend that BARS be used when the 360-degree feedback results will be used to measure. We recommend that BARS be used when the 360-degree feedback results will be used
to compare across people, as well as for individual development. Korn Ferry’s highly predictive, to compare across people, as well as for individual development. Korn Ferry’s highly predictive,
high fidelity, simulation-based assessments of potential and readiness and our forced-choice item high fidelity, simulation-based assessments of potential and readiness and our forced-choice item
response theory (FC-IRT) self-assessments can be used to measure competencies for a variety of response theory (FC-IRT) self-assessments can be used to measure competencies for a variety of
purposes, including high-stakes selection and development. purposes, including high-stakes selection and development.
Developing competencies Developing competencies

22. What resources, tools, and solutions are available to help with competency-based development? 22. What resources, tools, and solutions are available to help with competency-based development?
Useful tools include both print and online resources. Tools include placemats, sort cards, quick Useful tools include both print and online resources. Tools include placemats, sort cards, quick
reference guides (QRG), print and e-book development resources, and interview protocols. These reference guides (QRG), print and e-book development resources, and interview protocols. These
are available in US English, UK English, and eight other languages. They are French, German, Spanish are available in US English, UK English, and eight other languages. They are French, German, Spanish
(International), Portuguese (Brazil), Simplified Chinese, Japanese, Korean, and Russian. (International), Portuguese (Brazil), Simplified Chinese, Japanese, Korean, and Russian.
23. Why are there 10 Career Stallers and Stoppers? Where did they come from? 23. Why are there 10 Career Stallers and Stoppers? Where did they come from?
The legacy Lominger Leadership Architect® included 19 Career Stallers and Stoppers. Some of these The legacy Lominger Leadership Architect® included 19 Career Stallers and Stoppers. Some of these
are competency-based derailers, reflecting the absence of a skill, and some are disposition-based are competency-based derailers, reflecting the absence of a skill, and some are disposition-based
derailers, describing the presence of a negative tendency. The Korn Ferry Leadership Architect™ derailers, describing the presence of a negative tendency. The Korn Ferry Leadership Architect™
retained the 10 stallers that are related to the absence or misuse of competencies. Disposition-based retained the 10 stallers that are related to the absence or misuse of competencies. Disposition-based
derailers are included in the Korn Ferry FC-IRT personality assessment. derailers are included in the Korn Ferry FC-IRT personality assessment.
24. What ideas and approaches about competencies were adopted from different legacy organizations in 24. What ideas and approaches about competencies were adopted from different legacy organizations in
Korn Ferry? Korn Ferry?
Hay Group pioneered competency modeling, owing much to the seminal work of American Hay Group pioneered competency modeling, owing much to the seminal work of American
psychologist Dr. David McClelland. Lominger’s Leadership Architect® brought rigorous ongoing psychologist Dr. David McClelland. Lominger’s Leadership Architect® brought rigorous ongoing
research, clear accessible language, and tremendous development and interview content. PDI Ninth research, clear accessible language, and tremendous development and interview content. PDI Ninth
House brought precision of behaviors by leadership level. Global Novations brought stages—or levels House brought precision of behaviors by leadership level. Global Novations brought stages—or levels
of contribution—which articulate levels of proficiency for a given competency. of contribution—which articulate levels of proficiency for a given competency.
25. What are the key benefits of the integration across legacy frameworks? 25. What are the key benefits of the integration across legacy frameworks?
A key benefit to integrating the intellectual property across legacy frameworks is the access to an A key benefit to integrating the intellectual property across legacy frameworks is the access to an
unprecedented amount of data which points us toward what matters most in any situation. The unprecedented amount of data which points us toward what matters most in any situation. The
integration also allowed us to build out competency content that enables organizations to apply integration also allowed us to build out competency content that enables organizations to apply
competencies for many different purposes. competencies for many different purposes.
26. What organizational levels is the competency library built for? 26. What organizational levels is the competency library built for?
The Korn Ferry Leadership Architect™ is built for all levels of leadership—from individual contributors The Korn Ferry Leadership Architect™ is built for all levels of leadership—from individual contributors
all the way to C-suite executives. all the way to C-suite executives.
27. Where did the Global Focus Areas go? 27. Where did the Global Focus Areas go?
The Korn Ferry Leadership Architect™ is a global competency library. The Global Focus Areas The Korn Ferry Leadership Architect™ is a global competency library. The Global Focus Areas
which were part of the legacy Lominger Leadership Architect® have been incorporated into the which were part of the legacy Lominger Leadership Architect® have been incorporated into the
competencies and definitions. competencies and definitions.
28. What makes the Korn Ferry Leadership Architect™ global? 28. What makes the Korn Ferry Leadership Architect™ global?
The Korn Ferry Leadership Architect™ Global Competency Framework is so named to exemplify that The Korn Ferry Leadership Architect™ Global Competency Framework is so named to exemplify that
this approach to competencies addresses skills and behaviors critical for success in a 21st century this approach to competencies addresses skills and behaviors critical for success in a 21st century
global context. The global relevance of the Global Competency Framework arises from data global context. The global relevance of the Global Competency Framework arises from data
accumulated as a result of the Korn Ferry global footprint as well as both the competency and accumulated as a result of the Korn Ferry global footprint as well as both the competency and
assessment work we have done internationally with millions of individuals over the past four decades. assessment work we have done internationally with millions of individuals over the past four decades.
In deriving the framework, a key input came from Korn Ferry consultants across the globe. We In deriving the framework, a key input came from Korn Ferry consultants across the globe. We
checked in to confirm which competencies are the most compelling and differentiating to clients checked in to confirm which competencies are the most compelling and differentiating to clients
and what is important to distinguish Korn Ferry as a firm that is truly global in its approach. In and what is important to distinguish Korn Ferry as a firm that is truly global in its approach. In
many cases, skills and behaviors that demonstrate a global mindset take shape as skill and focus in many cases, skills and behaviors that demonstrate a global mindset take shape as skill and focus in
valuing diverse viewpoints and perspectives. This language is inherent in competencies across the valuing diverse viewpoints and perspectives. This language is inherent in competencies across the
framework. Some examples include: framework. Some examples include:
• From Interpersonal Savvy: “Relating openly and comfortably with diverse groups of people.” • From Interpersonal Savvy: “Relating openly and comfortably with diverse groups of people.”
• From Builds Effective Teams: “Building strong-identity teams that apply their diverse skills and • From Builds Effective Teams: “Building strong-identity teams that apply their diverse skills and
perspectives to achieve common goals.” perspectives to achieve common goals.”
• From Balances Stakeholders: “Anticipating and balancing the needs of multiple stakeholders.” • From Balances Stakeholders: “Anticipating and balancing the needs of multiple stakeholders.”
Specific competencies that point toward global leadership and global relevance were identified Specific competencies that point toward global leadership and global relevance were identified
during the focus model creation process. during the focus model creation process.
In addition, the competencies Global Perspective, Values Differences, and Tech Savvy address global In addition, the competencies Global Perspective, Values Differences, and Tech Savvy address global
relevance. To ensure that the competency content is globally relevant, it is reviewed by localization relevance. To ensure that the competency content is globally relevant, it is reviewed by localization
and translation experts who flag any language deemed too colloquial or too difficult to translate. and translation experts who flag any language deemed too colloquial or too difficult to translate.
Finally, as testament to our commitment as a global provider of competency solutions, the KFLA Finally, as testament to our commitment as a global provider of competency solutions, the KFLA
framework will be launched in nine languages. framework will be launched in nine languages.
Standard definitions Standard definitions

29. What is the definition of a competency? 29. What is the definition of a competency?
Competencies are skills and behaviors required for success that can be observed. Competencies are skills and behaviors required for success that can be observed.
30. What is a competency profile and how does it compare to a success profile? 30. What is a competency profile and how does it compare to a success profile?
A competency profile includes the skills required for success for a given role or level. A success A competency profile includes the skills required for success for a given role or level. A success
profile includes skills plus other dispositions, experiences, and motivators that enable success in a profile includes skills plus other dispositions, experiences, and motivators that enable success in a
given role or level. given role or level.
31. What is a competency model and how does it compare to a competency library? 31. What is a competency model and how does it compare to a competency library?
A competency library defines the whole universe of skills that are important for success. A A competency library defines the whole universe of skills that are important for success. A
competency model is a subset of the library competencies that are most important for success in a competency model is a subset of the library competencies that are most important for success in a
specific role, level, function, or organization. specific role, level, function, or organization.
Conclusion Conclusion
The charter for strategic HR is to identify, develop, and deploy top talent in order to enable an The charter for strategic HR is to identify, develop, and deploy top talent in order to enable an
organization to achieve its strategic objectives. By identifying the competencies that are mission organization to achieve its strategic objectives. By identifying the competencies that are mission
critical for success and providing the support for leaders to meet those expectations, strategic critical for success and providing the support for leaders to meet those expectations, strategic
HR provides a lingua franca—a common language—for talent. Competencies become the link that HR provides a lingua franca—a common language—for talent. Competencies become the link that
integrates talent management practices—from interviewing and selection, onboarding, assessment, integrates talent management practices—from interviewing and selection, onboarding, assessment,
leadership development, succession management, and deployment. leadership development, succession management, and deployment.
Competency modeling helps HR functions leverage their strategic roles by vertically aligning different Competency modeling helps HR functions leverage their strategic roles by vertically aligning different
HR practices to organizational strategic objectives. In addition, competency modeling facilitates the HR practices to organizational strategic objectives. In addition, competency modeling facilitates the
integration of talent management practices by horizontally aligning various HR practices (Bowen integration of talent management practices by horizontally aligning various HR practices (Bowen
& Ostroff, 2004). When different HR processes are designed and implemented using the same & Ostroff, 2004). When different HR processes are designed and implemented using the same
model, it creates a holistic, self-reinforcing system. For example, when organizations select, develop, model, it creates a holistic, self-reinforcing system. For example, when organizations select, develop,
reward, and promote employees on the same set of competencies, the consistency unambiguously reward, and promote employees on the same set of competencies, the consistency unambiguously
communicates to employees the strategic importance of these competencies. This creates a strong communicates to employees the strategic importance of these competencies. This creates a strong
organizational climate that contributes to the establishment of high-performance work systems organizational climate that contributes to the establishment of high-performance work systems
(Bowen & Ostroff, 2004). (Bowen & Ostroff, 2004).
But competency-based talent management systems take time to establish. Even in countries But competency-based talent management systems take time to establish. Even in countries
experiencing rapid economic growth, where growing companies are eager to adopt more strategic experiencing rapid economic growth, where growing companies are eager to adopt more strategic
HR practices, the integration and enterprise-wide adoption of competencies still takes time (Wu, Lin, HR practices, the integration and enterprise-wide adoption of competencies still takes time (Wu, Lin,
& Jin, 2011). It is rare for organizations to implement a competency model and quickly flick the switch & Jin, 2011). It is rare for organizations to implement a competency model and quickly flick the switch
with all the changes going live simultaneously. with all the changes going live simultaneously.
Like all other organizational interventions, the initial implementation or subsequent alignment Like all other organizational interventions, the initial implementation or subsequent alignment
and embedding of competency models involves change and requires persistence. Stakeholder and embedding of competency models involves change and requires persistence. Stakeholder
communication will be a critical component to your success. Be prepared to provide compelling communication will be a critical component to your success. Be prepared to provide compelling
answers to questions such as: answers to questions such as:
• Why are we doing this? • Why are we doing this?
• Why does it have to be done now? • Why does it have to be done now?
• What will happen if we don’t do it? • What will happen if we don’t do it?
• How does it impact me? How will I benefit? • How does it impact me? How will I benefit?
• How will this benefit the organization? • How will this benefit the organization?
• When will it go into effect? • When will it go into effect?
• Why are we doing a slow integration rather than all at once? • Why are we doing a slow integration rather than all at once?
• How does this affect my job? My pay? • How does this affect my job? My pay?
• How much additional time will this add when it comes to hiring employees, performance reviews, • How much additional time will this add when it comes to hiring employees, performance reviews,
talent reviews, etc.? talent reviews, etc.?
• How will we know if this is successful? • How will we know if this is successful?
Looking ahead, what do the next two decades hold for competencies and competency modeling? Looking ahead, what do the next two decades hold for competencies and competency modeling?
For one, we can only imagine that the technology systems that support the integration of talent For one, we can only imagine that the technology systems that support the integration of talent
management systems will become increasingly sophisticated. More detailed and more integrated management systems will become increasingly sophisticated. More detailed and more integrated
data will allow HR professionals to become very precise as they assess, develop, and deploy talent data will allow HR professionals to become very precise as they assess, develop, and deploy talent
across an organization. We also expect to see additional breakthroughs in the science of leadership, across an organization. We also expect to see additional breakthroughs in the science of leadership,
specifically regarding what variables predict success in various positions or functions. Finally, specifically regarding what variables predict success in various positions or functions. Finally,
we anticipate that talent management professionals along with line managers will become more we anticipate that talent management professionals along with line managers will become more
and more adept at using competencies to manage talent—paving the way for more fine-tuned, and more adept at using competencies to manage talent—paving the way for more fine-tuned,
sophisticated competency-based talent management systems. sophisticated competency-based talent management systems.
References References
Aberdeen Group. (2007). Competency management: The link between talent management and Aberdeen Group. (2007). Competency management: The link between talent management and
optimum business results. optimum business results.
Retrieved from http://aberdeen.com/Aberdeen-Library/4314/RA-competency-management.aspx Retrieved from http://aberdeen.com/Aberdeen-Library/4314/RA-competency-management.aspx
Barnes-Nelson, J. (1997). The boundaryless organization: Implications for job analysis, recruitment, Barnes-Nelson, J. (1997). The boundaryless organization: Implications for job analysis, recruitment,
and selection. Human Resource Planning, 20, 39–49. and selection. Human Resource Planning, 20, 39–49.
Barnfield, H., Dai, G., Jouve, M., Orr, J. E., Sneltjes, C., & Storfer, P. (2014). Define. Distill. Deploy: Barnfield, H., Dai, G., Jouve, M., Orr, J. E., Sneltjes, C., & Storfer, P. (2014). Define. Distill. Deploy:
Adopting twenty-first century competencies for high-impact talent [White paper]. Adopting twenty-first century competencies for high-impact talent [White paper].
Minneapolis, MN: Korn Ferry Institute. Minneapolis, MN: Korn Ferry Institute.
Becker, B. E., & Huselid, M. A. (1999). Overview: Strategic human resource management in five leading Becker, B. E., & Huselid, M. A. (1999). Overview: Strategic human resource management in five leading
firms. Human Resource Management, 38(4), 287–301. firms. Human Resource Management, 38(4), 287–301.
Benson, M. J., & Campbell, J. P. (2007). To be, or not to be, linear: An expanded representation of Benson, M. J., & Campbell, J. P. (2007). To be, or not to be, linear: An expanded representation of
personality and its relationship to leadership performance. International Journal of Selection and personality and its relationship to leadership performance. International Journal of Selection and
Assessment, 15(2), 232-249. doi:10.1111/j.1468-2389.2007.00384.x Assessment, 15(2), 232-249. doi:10.1111/j.1468-2389.2007.00384.x
Bersin, J. (2007, January). The role of competencies in driving financial performance. Oakland, CA: Bersin, J. (2007, January). The role of competencies in driving financial performance. Oakland, CA:
Bersin & Associates. Bersin & Associates.
Retrieved from http://www.successfactors.com/static/docs/Bersin-Competency-Report.pdf Retrieved from http://www.successfactors.com/static/docs/Bersin-Competency-Report.pdf
Bowen, D. E., & Ostroff, C. (2004). Understanding HRM-firm performance linkages: The role of the Bowen, D. E., & Ostroff, C. (2004). Understanding HRM-firm performance linkages: The role of the
“strength” of the HRM system. Academy of Management Review, 29(2), 203–221. “strength” of the HRM system. Academy of Management Review, 29(2), 203–221.
Boyatzis, R. (2007). Foreword. In S. M. Spencer, T. Rajah, S. A. Narayan, S. Mohan, & G. Lahiri, The Boyatzis, R. (2007). Foreword. In S. M. Spencer, T. Rajah, S. A. Narayan, S. Mohan, & G. Lahiri, The
Indian CEO: A portrait of excellence (pp. 11–20). Thousand Oaks, CA: Sage Publications. Indian CEO: A portrait of excellence (pp. 11–20). Thousand Oaks, CA: Sage Publications.
Bray, D., Campbell, R., & Grant, D. (1974). Formative years in business: A long-term AT&T study of Bray, D., Campbell, R., & Grant, D. (1974). Formative years in business: A long-term AT&T study of
managerial lives. New York, NY: John Wiley & Sons, Inc. managerial lives. New York, NY: John Wiley & Sons, Inc.
Brutus, S., Derayeh, M., Fletcher, C., Bailey, C., Velazquez, P., Shi, K., Simon, C., & Labath V. (2006). Brutus, S., Derayeh, M., Fletcher, C., Bailey, C., Velazquez, P., Shi, K., Simon, C., & Labath V. (2006).
Internationalization of multi-source feedback systems: A six-country exploratory analysis of Internationalization of multi-source feedback systems: A six-country exploratory analysis of
360-degree feedback. International Journal of Human Resource Management, 17(11), 1888–1906. 360-degree feedback. International Journal of Human Resource Management, 17(11), 1888–1906.
Campbell, J. P. (2012a). Behavior, performance, and effectiveness in the 21st century. In S. Kozloski Campbell, J. P. (2012a). Behavior, performance, and effectiveness in the 21st century. In S. Kozloski
(Ed.), The Oxford handbook of organizational psychology (159–195). New York, NY: Oxford. (Ed.), The Oxford handbook of organizational psychology (159–195). New York, NY: Oxford.
Campbell, J. P. (2012b). Leadership: The old, the new, and the timeless. In M. Rumsey (Ed.), The Campbell, J. P. (2012b). Leadership: The old, the new, and the timeless. In M. Rumsey (Ed.), The
Oxford handbook of leadership (401–422). New York, NY: Oxford. Oxford handbook of leadership (401–422). New York, NY: Oxford.
Campion, M. A., Fink, A. A., Ruggeberg, B. J., Carr, L., Phillips, G. M., & Odman, R. B. (2011). Doing Campion, M. A., Fink, A. A., Ruggeberg, B. J., Carr, L., Phillips, G. M., & Odman, R. B. (2011). Doing
competencies well: Best practices in competency modeling. Personnel Psychology, 64, 225–262. competencies well: Best practices in competency modeling. Personnel Psychology, 64, 225–262.
Carruthers, F. (2003, November 14). Nothing but the truth. Australian Financial Review, p. 78. Carruthers, F. (2003, November 14). Nothing but the truth. Australian Financial Review, p. 78.
Church, A. H., & Rotolo, C. T. (2013). How are top companies assessing their high potentials and senior Church, A. H., & Rotolo, C. T. (2013). How are top companies assessing their high potentials and senior
executives? A talent management benchmark study. Consulting Psychology Journal: Practice and executives? A talent management benchmark study. Consulting Psychology Journal: Practice and
Research, 65(3), 199-223. Research, 65(3), 199-223.
Clark, L. P., & Weitzman, M. (2008). Making millions by mining management competency data Clark, L. P., & Weitzman, M. (2008). Making millions by mining management competency data
[White paper]. Minneapolis, MN: Korn Ferry International. [White paper]. Minneapolis, MN: Korn Ferry International.
Delery, J. E., & Doty, D. H. (1996). Modes of theorizing in strategic human resource management: Delery, J. E., & Doty, D. H. (1996). Modes of theorizing in strategic human resource management:
Tests of universalistic, contingency, and configurational performance predictions. Academy of Tests of universalistic, contingency, and configurational performance predictions. Academy of
Management Journal, 39(4), 802–835. Management Journal, 39(4), 802–835.
De Meuse, K. P., Dai, G., Hallenbeck, G., & Tang, K. (2008). Global talent management: Using learning De Meuse, K. P., Dai, G., Hallenbeck, G., & Tang, K. (2008). Global talent management: Using learning
agility to identify high potentials around the world [White paper]. Minneapolis, MN: agility to identify high potentials around the world [White paper]. Minneapolis, MN:
Korn Ferry International. Korn Ferry International.
Expert Training Systems plc (2011, November 28). Press Release: 90% of companies use 360 but Expert Training Systems plc (2011, November 28). Press Release: 90% of companies use 360 but
many struggle with common issues. Retrieved from http://www.personneltoday.com/blogs/press- many struggle with common issues. Retrieved from http://www.personneltoday.com/blogs/press-
release-service/2012/02/90-of-companies-use-360-but-many-struggle-with-common-issues.html release-service/2012/02/90-of-companies-use-360-but-many-struggle-with-common-issues.html
Goleman, D. (1998). Working with emotional intelligence. New York, NY: Bantam Books. Goleman, D. (1998). Working with emotional intelligence. New York, NY: Bantam Books.
Hallenbeck, G. S., & Eichinger, R. W. (2006). Interviewing right: How science can sharpen your Hallenbeck, G. S., & Eichinger, R. W. (2006). Interviewing right: How science can sharpen your
interviewing accuracy. Minneapolis, MN: Korn Ferry International. interviewing accuracy. Minneapolis, MN: Korn Ferry International.
Hayton, J., & McEvoy, G. (2006). Competencies in practice: An interview with Hanneke C. Frese. Hayton, J., & McEvoy, G. (2006). Competencies in practice: An interview with Hanneke C. Frese.
Human Resource Management, 45(3), 495–500. Human Resource Management, 45(3), 495–500.
Hazucha, J. F., Sloan, E. B., & Storfer, P. D. (2012). Can enterprise competency models reflect global Hazucha, J. F., Sloan, E. B., & Storfer, P. D. (2012). Can enterprise competency models reflect global
leadership? Industrial and Organizational Psychology, 5(2), 219–223. leadership? Industrial and Organizational Psychology, 5(2), 219–223.
doi:10.1111/j.1754-9434.2012.01433.x doi:10.1111/j.1754-9434.2012.01433.x
Heine, D., & Sevy, B. (2010, March). Case study of PDI Ninth House’s performance impact Heine, D., & Sevy, B. (2010, March). Case study of PDI Ninth House’s performance impact
analysis for Caribou Coffee. Talent Management Magazine, 38. Retrieved from analysis for Caribou Coffee. Talent Management Magazine, 38. Retrieved from
http://www.academia.edu/300063/Caribou_Coffee_a_strategic_analysis_of_the_firms_internal_ http://www.academia.edu/300063/Caribou_Coffee_a_strategic_analysis_of_the_firms_internal_
capabilities capabilities
Hogan, J., Hogan, R., & Kaiser, R. B. (2011). Management derailment: Personality assessment and Hogan, J., Hogan, R., & Kaiser, R. B. (2011). Management derailment: Personality assessment and
mitigation. In S. Zedeck (Ed.), American Psychological Association handbook of industrial and mitigation. In S. Zedeck (Ed.), American Psychological Association handbook of industrial and
organizational psychology (Vol. 3, pp. 555–575). Washington, DC: American Psychological organizational psychology (Vol. 3, pp. 555–575). Washington, DC: American Psychological
Association. Association.
Hollenbeck, G. P. (2009). Executive selection—What’s right…and what’s wrong. Industrial and Hollenbeck, G. P. (2009). Executive selection—What’s right…and what’s wrong. Industrial and
Organizational Psychology, 2(2), 130–143. Organizational Psychology, 2(2), 130–143.
House, R. J., Hanges, P. J., Ruiz-Quintanilla, S. A., Dorfman, P. W., Javidan, M., Dickson, M., Gupta, V., House, R. J., Hanges, P. J., Ruiz-Quintanilla, S. A., Dorfman, P. W., Javidan, M., Dickson, M., Gupta, V.,
& GLOBE Coordinating Team. (1999). Cultural influences on leadership and organizations: Project & GLOBE Coordinating Team. (1999). Cultural influences on leadership and organizations: Project
GLOBE. In W. H. Mobley, M. J. Gessner, & V. Arnold (Eds.), Advances in global leadership (2nd ed.), GLOBE. In W. H. Mobley, M. J. Gessner, & V. Arnold (Eds.), Advances in global leadership (2nd ed.),
pp. 171–233. Bingley, UK: Emerald Group Publishing Ltd. pp. 171–233. Bingley, UK: Emerald Group Publishing Ltd.
Huselid, M. A. (1995). The impact of human resource management practices on turnover, productivity, Huselid, M. A. (1995). The impact of human resource management practices on turnover, productivity,
and corporate financial performance. Academy of Management Journal, 38, 635–672. and corporate financial performance. Academy of Management Journal, 38, 635–672.
Huselid, M. A., & Becker, B. E. (1996). Methodological issues in cross-sectional and panel estimates of Huselid, M. A., & Becker, B. E. (1996). Methodological issues in cross-sectional and panel estimates of
the human resource-firm performance link. Industrial Relations, 35(3), 400–422. the human resource-firm performance link. Industrial Relations, 35(3), 400–422.
Kaiser, R. B., LeBreton, J. M., & Hogan, J. (2015). The dark side of personality and extreme leader Kaiser, R. B., LeBreton, J. M., & Hogan, J. (2015). The dark side of personality and extreme leader
behavior. Applied Psychology, 64(1), 55-92. behavior. Applied Psychology, 64(1), 55-92.
Korn Ferry International. (2010). The Leadership Architect® technical manual. Minneapolis, MN: Korn Ferry International. (2010). The Leadership Architect® technical manual. Minneapolis, MN:
Kowske, B. J., & Anthony, K. (2007). Towards defining leadership competence around the world: Kowske, B. J., & Anthony, K. (2007). Towards defining leadership competence around the world:
What mid-level managers need to know in twelve countries. Human Resource Development What mid-level managers need to know in twelve countries. Human Resource Development
International, 10(1), 21–41. International, 10(1), 21–41.
Lawler, E. E., III. (1994). From job-based to competency-based organizations. Journal of Lawler, E. E., III. (1994). From job-based to competency-based organizations. Journal of
Organizational Behavior, 15(1), 3–15. Organizational Behavior, 15(1), 3–15.
Lawler, E. E., III, & Mohrman, S. A. (2003). Creating a strategic human resources organization: An Lawler, E. E., III, & Mohrman, S. A. (2003). Creating a strategic human resources organization: An
assessment of trends and new directions. Stanford, CA: Stanford University Press. assessment of trends and new directions. Stanford, CA: Stanford University Press.
Lombardo, M. M., & Eichinger, R. W. (2002). The leadership machine. Minneapolis, MN: Lombardo, M. M., & Eichinger, R. W. (2002). The leadership machine. Minneapolis, MN:
Lominger Limited, Inc. Lominger Limited, Inc.
Lombardo, M. M., & Eichinger, R. W. (2009). FYI® for your improvement: A guide for development and Lombardo, M. M., & Eichinger, R. W. (2009). FYI® for your improvement: A guide for development and
coaching (5th ed.). Minneapolis, MN: Korn Ferry International. coaching (5th ed.). Minneapolis, MN: Korn Ferry International.
Lombardo, M. M., & McCauley, C. D. (1988). The dynamics of managerial derailment. Greensboro, NC: Lombardo, M. M., & McCauley, C. D. (1988). The dynamics of managerial derailment. Greensboro, NC:
Center for Creative Leadership. Center for Creative Leadership.
Mahoney, T. A., Jerdee, T. H., & Carroll, S. J. (1963). Development of managerial performance: A Mahoney, T. A., Jerdee, T. H., & Carroll, S. J. (1963). Development of managerial performance: A
research approach (Monograph C-9). Chicago, IL: South-Western Publishing Co. research approach (Monograph C-9). Chicago, IL: South-Western Publishing Co.
McClelland, D. C. (1973). Testing for competence rather than for “intelligence.” American Psychologist, McClelland, D. C. (1973). Testing for competence rather than for “intelligence.” American Psychologist,
28(1), 1–14. doi:10.1037/h0034092 28(1), 1–14. doi:10.1037/h0034092
Mintzberg, H. (1975). The manager’s job: Folklore and fact. Harvard Business Review, 53, 100–110. Mintzberg, H. (1975). The manager’s job: Folklore and fact. Harvard Business Review, 53, 100–110.
Orr, J. E., Sneltjes, C., & Dai, G., (2009). The art and science of competency modeling: Best practices in Orr, J. E., Sneltjes, C., & Dai, G., (2009). The art and science of competency modeling: Best practices in
developing and implementing competency profiles [White paper]. Minneapolis, MN: developing and implementing competency profiles [White paper]. Minneapolis, MN:
Penfield, R. V. (1974). Time allocation patterns and effectiveness of managers. Personnel Psychology, Penfield, R. V. (1974). Time allocation patterns and effectiveness of managers. Personnel Psychology,
27, 245–255. 27, 245–255.
Pfeffer, J. (1998, Winter). Seven practices of successful organizations. California Management Review, Pfeffer, J. (1998, Winter). Seven practices of successful organizations. California Management Review,
40(2), 96–124. 40(2), 96–124.
Pluzdrak, N. (2007). The correlation of leadership competencies and business results: A case study on Pluzdrak, N. (2007). The correlation of leadership competencies and business results: A case study on
the ROI of leadership competencies. Dissertation Abstracts International, 68(02), n.p. the ROI of leadership competencies. Dissertation Abstracts International, 68(02), n.p.
(UMI No. 3252724). (UMI No. 3252724).
Porter, M. E. (1985). Competitive advantage. New York, NY: Free Press. Porter, M. E. (1985). Competitive advantage. New York, NY: Free Press.
Prahalad, C. K., & Hamel, G. (1990). The core competence of the corporation. Harvard Business Prahalad, C. K., & Hamel, G. (1990). The core competence of the corporation. Harvard Business
Review, 68(3), 79–91. Review, 68(3), 79–91.
Prastacos, G. P., Soderquist, K. E., & Vakola, M. (2005, April). A strategic forward-looking approach to Prastacos, G. P., Soderquist, K. E., & Vakola, M. (2005, April). A strategic forward-looking approach to
competency modeling. Business Leadership Review, 2(2). competency modeling. Business Leadership Review, 2(2).
Russell, C. J. (2001). A longitudinal study of top-level executive performance. Journal of Applied Russell, C. J. (2001). A longitudinal study of top-level executive performance. Journal of Applied
Psychology, 86(4), 560–573. Psychology, 86(4), 560–573.
Ruyle, K. E., & Orr, J. E. (2011). Fundamentals of competency modeling. In L. A. Berger & D. R. Berger Ruyle, K. E., & Orr, J. E. (2011). Fundamentals of competency modeling. In L. A. Berger & D. R. Berger
(Eds.), The talent management handbook (2nd ed., pp. 22–32). New York, NY: McGraw-Hill (Eds.), The talent management handbook (2nd ed., pp. 22–32). New York, NY: McGraw-Hill
Companies, Inc. Companies, Inc.
Ryan, A., Wiechmann, D., & Hemingway, M. (2003). Designing and implementing global staffing Ryan, A., Wiechmann, D., & Hemingway, M. (2003). Designing and implementing global staffing
systems: Part II – Best practices. Human Resource Management, 42(1), 85–95. systems: Part II – Best practices. Human Resource Management, 42(1), 85–95.
Sanchez, J. I., & Levine, E. L. (2009). What is (or should be) the difference between competency Sanchez, J. I., & Levine, E. L. (2009). What is (or should be) the difference between competency
modeling and traditional job analysis? Human Resources Management Review, 19(2), 53–63. modeling and traditional job analysis? Human Resources Management Review, 19(2), 53–63.
Schippmann, J. S., Ash, R. A., Battista, M., Carr, L., Eyde, L. D., Hesketh, B., Kehoe, J., Perlman, K., Schippmann, J. S., Ash, R. A., Battista, M., Carr, L., Eyde, L. D., Hesketh, B., Kehoe, J., Perlman, K.,
Prien, E. P., & Sanchez, J. I. (2000). The practice of competency modeling. Personnel Psychology, Prien, E. P., & Sanchez, J. I. (2000). The practice of competency modeling. Personnel Psychology,
53(3), 703–740. 53(3), 703–740.
Schippmann, J. S., Prien, E. P., & Hughes, G. L. (1991). The content of management work: Formation of Schippmann, J. S., Prien, E. P., & Hughes, G. L. (1991). The content of management work: Formation of
task and job skill composite classifications. Journal of Business and Psychology, 5(3), 325–354. task and job skill composite classifications. Journal of Business and Psychology, 5(3), 325–354.
Scullen, S. E., Mount, M. K., & Goff, M. (2000). Understanding the latent structure of job performance Scullen, S. E., Mount, M. K., & Goff, M. (2000). Understanding the latent structure of job performance
ratings. Journal of Applied Psychology, 85(6), 956-970. ratings. Journal of Applied Psychology, 85(6), 956-970.
Silzer, R., & Church, A. H. (2009). The pearls and perils of identifying potential. Industrial and Silzer, R., & Church, A. H. (2009). The pearls and perils of identifying potential. Industrial and
Organizational Psychology, 2(4), 377-412. Organizational Psychology, 2(4), 377-412.
Sloan, E. B., Hazucha, J. F., & Van Katwyk, P. T. (2003). Strategic management of global leadership Sloan, E. B., Hazucha, J. F., & Van Katwyk, P. T. (2003). Strategic management of global leadership
talent. In W. H. Mobley & P. Dorfman (Eds.), Advances in global leadership (Vol. 3, pp. 235–274). talent. In W. H. Mobley & P. Dorfman (Eds.), Advances in global leadership (Vol. 3, pp. 235–274).
Kidlington, Oxford, UK: Elsevier Science Ltd. Kidlington, Oxford, UK: Elsevier Science Ltd.
Smith, R. (2008, September). Harnessing competencies, capabilities and resources. Smith, R. (2008, September). Harnessing competencies, capabilities and resources.
Research-Technology Management, 51(5), 47–53. Research-Technology Management, 51(5), 47–53.
Spencer, L. M., Jr., & Spencer, S. M. (1993). Competence at work: Models for superior Spencer, L. M., Jr., & Spencer, S. M. (1993). Competence at work: Models for superior
performance. New York, NY: John Wiley & Sons. performance. New York, NY: John Wiley & Sons.
Storfer, P. D. (2011). Getting past competency chaos: A crucial step on the path to talent management Storfer, P. D. (2011). Getting past competency chaos: A crucial step on the path to talent management
value realization [White paper]. Minneapolis, MN: PDI Ninth House. value realization [White paper]. Minneapolis, MN: PDI Ninth House.
Tang, K., Dai, G., & De Meuse, K. P. (2013). Assessing leadership derailment factors in 360-degree Tang, K., Dai, G., & De Meuse, K. P. (2013). Assessing leadership derailment factors in 360-degree
feedback: Differences across position levels and self-other agreement. Leadership & Organization feedback: Differences across position levels and self-other agreement. Leadership & Organization
Development Journal, 34(4), 326–343. Development Journal, 34(4), 326–343.
Tett, R. P., Guterman, H. A., Bleier, A., & Murphy, P. J. (2000). Development and content validation of a Tett, R. P., Guterman, H. A., Bleier, A., & Murphy, P. J. (2000). Development and content validation of a
“hyperdimensional” taxonomy of managerial competence. Human Performance, 13(3), 205–251. “hyperdimensional” taxonomy of managerial competence. Human Performance, 13(3), 205–251.
Thornton, G. C., III, & Byham, W. C. (1982). Assessment centers and managerial performance. Thornton, G. C., III, & Byham, W. C. (1982). Assessment centers and managerial performance.
San Diego, CA: Academic Press. San Diego, CA: Academic Press.
Tornow, W. W., & Pinto, P. R. (1976). The development of a managerial job taxonomy: A system for Tornow, W. W., & Pinto, P. R. (1976). The development of a managerial job taxonomy: A system for
describing, classifying, and evaluating executive positions. Journal of Applied Psychology, describing, classifying, and evaluating executive positions. Journal of Applied Psychology,
61(4), 410–418. 61(4), 410–418.
Towler, A., & Britt, T. (2006, May). Leadership competencies and organizational outcomes: Towler, A., & Britt, T. (2006, May). Leadership competencies and organizational outcomes:
A longitudinal study. Paper presented at the Annual Conference for the Society of Industrial and A longitudinal study. Paper presented at the Annual Conference for the Society of Industrial and
Organizational Psychology, Dallas, TX. Organizational Psychology, Dallas, TX.
Ulrich, D. (1997). Human resources champions: The next agenda for adding value and delivering Ulrich, D. (1997). Human resources champions: The next agenda for adding value and delivering
results. Boston, MA: Harvard Business School Press. results. Boston, MA: Harvard Business School Press.
Waldman, D. A., & Atwater, L. E. (1998). The power of 360-degree feedback: How to leverage Waldman, D. A., & Atwater, L. E. (1998). The power of 360-degree feedback: How to leverage
performance evaluations for top productivity. Houston, TX: Gulf. performance evaluations for top productivity. Houston, TX: Gulf.
Werbel, J. D., & DeMarie, S. M. (2005). Aligning strategic human resource management and Werbel, J. D., & DeMarie, S. M. (2005). Aligning strategic human resource management and
person-environment fit. Human Resource Management Review, 15, 247–262. person-environment fit. Human Resource Management Review, 15, 247–262.
Wright, P. M., & Snell, S. A. (1991). Toward an integrative view of strategic human resource Wright, P. M., & Snell, S. A. (1991). Toward an integrative view of strategic human resource
management. Human Resource Management Review, 1, 203–225. management. Human Resource Management Review, 1, 203–225.
Wu, J., Lin, J., & Jin, M. (2011). 2011 China talent management landscape survey report. Wu, J., Lin, J., & Jin, M. (2011). 2011 China talent management landscape survey report.
Shanghai, China: Korn Ferry. Shanghai, China: Korn Ferry.
Korn Ferry
Leadership
Architect™
Global Competency Framework
About Korn Ferry Research Guide and

Korn Ferry is a global organizational consulting firm. We help Technical Manual
clients synchronize strategy and talent to drive superior performance.
We work with organizations to design their structures, roles,
and responsibilities. We help them hire the right people to bring
their strategy to life. And we advise them on how to reward, develop,
and motivate their people.

Item number 82277
HKF-82277-WB-V3-CVR.pdf

Korn Ferry Leadership Architect - Research Guide and Technical Manual

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Korn Ferry Leadership Architect - Research Guide and Technical Manual

Uploaded by

Copyright:

Available Formats

Korn Ferry

About Korn Ferry Research Guide and

© Korn Ferry 2014-2019. All rights reserved.

© Korn Ferry 2014-2019. All rights reserved.

Korn Ferry Leadership Architect™

Item number 82277 Version 14.4b—02/2019

Stacy Davies Stacy Davies

Andrea Deege Andrea Deege

Maynard Goff Maynard Goff

Sarah Hezlett Sarah Hezlett

Jeff Jones Jeff Jones

Paula Kerr Paula Kerr

Susan D’Mello Susan D’Mello

J. Evelyn Orr J. Evelyn Orr

Paul Storfer Paul Storfer

King Yii Tang King Yii Tang

The call for strategic HR The call for strategic HR

Focused on the past/present Future-focused Focused on the past/present Future-focused

Describes behavior Influences behavior Describes behavior Influences behavior

The business impact of competencies The business impact of competencies

A strategic approach to competencies A strategic approach to competencies

Developing competency models Developing competency models

CORE COMPETENCIES CORE COMPETENCIES

5. Design future-oriented competency proﬁles. 5. Design future-oriented competency proﬁles.

Organizational capabilities Organizational capabilities

Individual performance Individual performance

Demonstration of individual competencies Demonstration of individual competencies

Sample mission statements include: Sample mission statements include:

Sample vision statements include: Sample vision statements include:

Linking competencies to vision Linking competencies to vision

Linking competencies to values Linking competencies to values

RESULTS OPEN CUSTOMER RESULTS OPEN CUSTOMER

Organizational culture Organizational culture

Linking competencies to strategy Linking competencies to strategy

Sample strategies: Sample strategies:

Organizational capabilities Organizational capabilities

Individual performance and competencies Individual performance and competencies

Implementing competency models Implementing competency models

Compensation and Compensation and

Leadership Role-specific Leadership Role-specific

1. Start at the top. 1. Start at the top.

MATURITY LEVEL MATURITY LEVEL

Table 4. Maturity Level 3 plan Table 4. Maturity Level 3 plan

Competency Hierarchy Structure Competency Hierarchy Structure

Factors or mega Factors or mega

Competency behavioral Competency behavioral

Quantitative analysis Quantitative analysis

The structure of the framework The structure of the framework

COMPETENCY & COMPETENCY &

CARS Four Stages® of Contribution CARS Four Stages® of Contribution

Behavior 1 Behavior 2 Behavior 3 Behavior 4 Behavior 1 Behavior 2 Behavior 3 Behavior 4

BARS BARS BARS BARS BARS BARS BARS BARS

Sample competency: Manages Complexity Sample competency: Manages Complexity

Competency title: Manages Complexity Competency title: Manages Complexity

Factor analysis Factor analysis

CHI-SQUARE NFI CFI RMSEA CHI-SQUARE NFI CFI RMSEA

ORGANIZATIONAL LEVEL N PERCENTAGE (%) ORGANIZATIONAL LEVEL N PERCENTAGE (%)

(Unspecified) 10,134 44.4 (Unspecified) 10,134 44.4

All levels 22,825 100.0 All levels 22,825 100.0

Multiple regression analysis Multiple regression analysis

REGION SAMPLE SIZE PERCENTAGE REGION SAMPLE SIZE PERCENTAGE

Europe (EU) 2,020 12.5 Europe (EU) 2,020 12.5

Asia 1,239 7.7 Asia 1,239 7.7

Africa (AF) 120 0.7 Africa (AF) 120 0.7