Competency Framework

What is a competency?
It is an underlying characteristic of an
individual that is causally related to criterion
referenced effective and/or superior
performance in a job or situation
William Lyle Spencer
What is a competency?
Refers to the individual’s knowledge,skills,
abilities or personality characteristics that
directly influence his/her job performance
Dave Ulrich
What is a competency?
Competency is an underlying characteristic of a
person that leads to or calls superior or effective
performance
Richard E Boyatzis
What is a competency?
PCMM Model

Version 1
– Knowledge
– Skills

Version 2
– Knowledge
– Skills
– Process Ability
PCMM Model:
People Capability Maturity Model
?What is competency
Competency is defined as a set of attributes that are required for superior

performance in a specific role. These attributes could be knowledge, skill,

attitude, ability or any other attribute

Competence Vs Competency
• Competence concentrates on the
outcomes of job performance. (WHAT
has been achieved)
• Competency focuses on the
behaviors that cause that outcome.
(HOW was it achieved)
Why Competencies ?
• If people know what the success factors are,
they attempt to develop them

• Competencies offer a more specific and

objective basis to define personal factors.
Types of Competencies
Competencies can broadly be classified into two categories:

Basic Competencies: Professional Competencies: They

They are existent in all
individuals but only their
degree of existence differs. For
example, problem solving is a
competency that exists in every
individual but in varying degrees
are job related and are above the
basic competencies.
For example, handling a sales call
effectively is a competency that a
sales personnel would be required
to have

Basic Professional
Competencies
Competencies Competencies
 Types of Basic Competencies
The basic competencies encompass the following:

Intellectual Motivational Emotional Social

Competencies: Competencies: Competencies: Competencies:
Those which Those which Those which Those that
determine the determine the determine an determine the
intellectual level of individual's level of social
ability of a motivation in emotional ability in a
person. an individual. quotient. person.

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 Types of Professional Competencies
The professional competencies can be classified as:

Generic Competencies: They are Managerial Competencies: These Functional/Technical

those which are considered
essential for all staff, regardless of
their function or level, that is,
communication, program
execution, processing tools,
linguistics, etc. These
competencies include broad
success factors not tied to a
specific work function or industry.
They usually focus on leadership or
emotional intelligence behaviors.
are those which are considered
essential for staff with managerial
or supervisory responsibility in any
service or program.
Some examples of managerial
competencies are: customer
orientation, organizing skills,
cross-functional perspective,
planning skills, execution skills,
analytical skills, decision-making,
delegation
Competencies:
These are specific competencies
that are considered essential to
perform any job in the
organization within a defined
technical or functional area of
work. Some examples of
functional/technical competencies
are business awareness, business
skills, and technical skills.
 Categories of Competencies
Competencies can be divided into two categories, they are:

Threshold
c ie
Competen
• These are the s
essential
characteristics that
everyone in the job Differen
needs to be minimally tiating
Compet
effective. However, en c ie
• this does not
distinguish superior s • These factors
from average distinguish
performers. superior from
average
performers.
?What are Core Competencies
• ‘Core Competencies’ are the
competencies that help
transcend any single business
event within the organization.
• It is important for organizations
to identify, develop and manage
organizational core competencies
that drive large enterprise critical
projects.
• This is so because some
projects are so complex and
massive that it is impossible for a
single individual to possess the
competencies required to
successfully complete a project.
 ?What are Workplace Competencies

• ‘Workplace Competencies’
focus on individuals instead of
the organization.
• Therefore, workplace
competencies may vary by
job positions.
• The unit of measure is
people rather than the
business.
Core vs. Workplace Competencies
Core Workplace
Scope Organization Individual
Purpose Strategic Tactical
Participant(s) Business Unit Worker
Tasks Processes Activities
Competencies Global Position
 Diagnostic workshop
May 2013

Interviews with MCM

and Senior Mgrs.
August 2013

Identification of
competencies
September 2013
Validation of Competencies
Methodology, an example at through in-depth interviews &
Asfour crystal co survey - 2013- 2015

Validation of competencies
through focus groups – May
2014

Validation from
experts – November
2015
Defining Competencies
• Job analysis
• Identifying high performers
• Identifying competencies
• Defining competencies

Source-SHL
Job analysis….
• Seeks to identify what is required for
effective performance in a role
• Is at the root of any competency modeling
exercise
• Should always be a multi-method approach

Source-SHL
Job analysis
methods: 1
The visionary interview

Inputs
gathered from

Target level of job analysis

Source-SHL
Job analysis methods: 1
The visionary interview
• Typical questions:
–What aspects of the role are this group currently strong/weak
on?
–How is this role likely to change in the future?
• Advantages:
– Incorporates breadth of perspective and future issues

• Limitations:
– Distant from actual job

Source-SHL
Job analysis
methods: 2
The repertory grid interview

Inputs gathered from

Target level of job analysis

Source-SHL
Job analysis methods: 2
The repertory grid interview
• Typical questions:
– In what way is this (good performer) employee’s style different
from this (poor performer) employee’s style?

• Advantages:
– Incorporates the manager’s immediate top-down focus

• Limitations:
– Distance from actual job/selective focus

Source-SHL
Job analysis methods: 3
The critical incident interview

Inputs gathered from

Target level of job analysis

Source-SHL
Job analysis methods: 3
The critical incident interview
• Typical questions:
– Tell me about the most difficult situation you have had to handle in
the job in the last six months

• Advantages:
– ‘Live’ issues from the job-holder’s perspective

• Limitations:
– Selective focus/personal agendas

Source-SHL
Job analysis methods: 4
The card sort session

Inputs gathered
from

Target level of job analysis

Source-SHL
 Job analysis methods: 4
The card sort session
Taking Action

(A) Makes things happen

Making an Impact
(B) Generates activity
(A) Creates an immediate, positive and
(C) Takes action quickly credible impression on others
Managing Resources
DECIDING AND INITIATING ACTION
(B) Makes an effort to present a positive
(A) Identifies and organises resources
physical image
needed to accomplish tasks
PERSUADING AND INFLUENCING (B) Ensures availability of critical resour

(C) Effectively manages the deployment

people and equipment
PLANNING AND ORGANISING

Source-SHL
Job analysis methods: 4

The card-sort session

• Typical process:
– Sort these cards into those tasks fundamental to the role, those
relevant to the role and those irrelevant to the role

• Advantages:
– Forces respondents to think about all aspects/comprehensive and
validated

• Limitations:
– Language of description is imposed rather than emergent

Source-SHL
A complete job analysis
Visionary Repertory Grid

Card Sort Critical Incident

Source-SHL
Job analysis output

• A series of behavioural statements or indicators defining what makes

someone effective in that role in that organisation both now and in the
foreseeable future

• The job analyst’s task is to take the total set of indicators and group
related items into meaningful dimensions

Source-SHL
Competency Model in Org. context

• A competency model is not an end in itself. It is a means of defining

measurement parameters

• Reduces a considerable amount of complex information to manageable

‘chunks’
• It typically provides the platform for one or more integrated HR tools

• It provides a common language for talking about performance

Source-SHL
Competency Model in Org.context
• A vast number of organisational processes - appraisal, performance management,
selection, promotion and development - tend to happen with little consistency or
replicability and on the basis of individual bias or selective focus

• The more senior or critical the position, the more dangerous it becomes for
these processes to remain ad hoc and subjective

Source-SHL
the impact of Competency Model is
that...
• They allow logic, transparency, consistency and a common vocabulary to
dominate these processes

• They represent a significant systemisation and maturation of processes

(which is why competency based HR processes are an essential part of
many quality initiatives such as PCMM)
Criteria for an effective competency model

• Manageable number

• Relevant (gains buy-in within the organisation)

• Discrete
• Comprehensive

• Expressed in a way that facilitates the process in focus

 Competency Models
McBer Generic Competencies( Also-Lyle Spencer)

• Achievement and action competencies

• Managerial competencies
• Influencing competencies
• Personal effectiveness competencies
• Cognitive competencies
• Helping and Human Service
Ice-berg Model
Knowledge

Skills

Self Concept

Traits

Motives
 Competency Models

SHL Performance Area Model

• Managing tasks
• Managing people
• Communicating
• Thinking creatively
• Working with information
 Competency Model
Dave Ulrich
Based on 10,000 individuals in 91 firms- HR Specific

• Knowledge of Business
• Delivery of HR Practices
• Management of Change
• Management of Culture
• Personal Credibility
Options for expressing competency models: 1
Adapting and Responding to Change

Demonstrates openness, flexibility and sensitivity to the

environment. Is a force for change and fights inertia.
• Negative Indicators • Positive Indicators
– Is slow to respond to – Easily switches from one
changes in conditions environment or issue to another
– Is suspicious and cynical – Supports and champions change
about the need to change initiatives
– Clings to out-moded ideas or – Changes his/her views when
work practices presented with compelling
arguments

Source-SHL
Options for expressing competency models: 2
Communication and Presentation Skills: transition elements
Level 5
· Shapes the agenda for discussions
· Guides discussion to a desired end point
· Promotes and defends own ideas and those of the team or organisation
Level 4
· Shares information and encourages communication throughout the organisation
· Promotes and defends ideas effectively
· Clarifies and formalises agreements
Level 3
· Demonstrates flexibility in presentation styles and adapts to suit the audience
· Explains concepts at the appropriate level of understanding
· Has good manners – is interpersonally ‘polished’
Level 2
· Accurately identifies and presents the key points of an argument
· Projects personal credibility and expertise
· Promotes his or her ideas effectively

Level 1
 Components of competency framework

 Competency Definition
 General description of behaviors and activities that must be demonstrated by
employee to achieve the desired objectives

 Proficiency level
 Proficiency level is the competency rating scale, which classifies observable &
measurable behaviors in to various levels.
Proficiency Framework

Level 4
Expert
Level 3
Advanced
Level 2
Competent
Level 1
Beginner
SHL Model

Leading and
Deciding
Enterprising Supporting and
and Performing Co-operating

Adapting and Interacting and

Coping Competency framework Presenting

Organising and Analysing and

Executing Interpreting
Creating and
Conceptualising
Competency Based Management System

People Movement
Promotions and
transitions Across
Band & Grade
Onsite-Offshore
Rotation
Career Management Performance
Managerial /Technical Management System
Ladder Role/Band based Technical &
Behavioral Competency
Horizontal Movements
to manage career Assessment/ Development
Centre
aspirations

Competencies

Learning & Resourcing

Development Recruitment Through
Competency based Competency based
training Interviewing
Business aligned Internal Transfers
leadership development based on competency
assessment
Compensation and
Benefits
Competency based pay
Reward for cross
skilling/enhancement