competence, ahmad sarosh & anmol singh

8/2/2019 Competence, Ahmad Sarosh & Anmol Singh

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NATIONAL INSTITUTE OF FASHION TECHNOLOGY, JODHPUR

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SUBMITTED BY: - SUBMITTED TO:-

AHMAD SAROSH GAURAV ASHESH

ANMOL SINGH (ASST PROF.)


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(1)-Competencies are generic knowledge, motive, trait,

social role or a skill of a person linked to superior

performance on the job. -Hayes (1979)

(2)-Competencies are personal characteristics that

contribute to effective managerial performance.

-Albanese (1989)

(3)-It is my hope that competencies will provide us

with shared language for talking, in concrete terms,

about high performance and managerial excellence. I

believe that a shared view of the standards we are

striving to achieve will assist us in our continuing

efforts to prepare the Organization to meet the

challenges ofthe 21st century.

Kofi Annan (secretary-general)


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CompetenceIn Building the Future, the Secretary-General has indicated that the Organizations greatest

strengthand the key to our successis the quality of our staff and managers. He has

stressed that, to capitalize on this strength, we need to create an organizational culture and

environment that enables staff to contribute to their maximum potential. Experience in other

organizations has shown that when seeking to create a new culture and build human resources

capacity for the future, it is important to define organizational core competenciesthe

combination of skills, attributes and behaviours which are essential for all staffas well as

the additional managerial competencies required by all those who manage others. Once

organizational competencies have been defined, they can be used as a base on which to build

and strengthen other human resources systems such as recruitment, placement, development

and performance appraisal.

Competence (or competency) is the ability of an individual to perform a job properly. A

competency is a set of defined behaviours that provide a structured guide enabling the

identification, evaluation and development of the behaviours in individual employees. As

defined, the term "competence" first appeared in an article authored by Craig C. Lundberg in

1970 titled "Planning the Executive Development Program". The term gained traction when

in 1973, David McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence

Rather than for Intelligence". It has since been popularized by one-time fellow McBer &

Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use

varies widely, which leads to considerable misunderstanding.

Some scholars see "competence" as a combination ofknowledge, skills and behaviour used to

improve performance; or as the state or quality of being adequately or well qualified, having

the ability to perform a specific role. For instance, management competency might include

systems thinking and emotional intelligence, and skills in influence and negotiation.

Competency is also used as a more general description of the requirements of human beings

in organizations and communities.

Competency is sometimes thought of as being shown in action in a situation and context that

might be different the next time a person has to act. In emergencies, competent people may

react to a situation following behaviours they have previously found to succeed. To be

competent a person would need to be able to interpret the situation in the context and to havea repertoire of possible actions to take and have trained in the possible actions in the
http://en.wikipedia.org/wiki/Employmenthttp://en.wikipedia.org/wiki/David_McClellandhttp://en.wikipedia.org/wiki/Richard_Boyatzishttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Behaviorhttp://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Rolehttp://en.wikipedia.org/wiki/Managementhttp://en.wikipedia.org/wiki/Emotional_intelligencehttp://en.wikipedia.org/wiki/Negotiationhttp://en.wikipedia.org/wiki/Negotiationhttp://en.wikipedia.org/wiki/Emotional_intelligencehttp://en.wikipedia.org/wiki/Managementhttp://en.wikipedia.org/wiki/Rolehttp://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Behaviorhttp://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Richard_Boyatzishttp://en.wikipedia.org/wiki/David_McClellandhttp://en.wikipedia.org/wiki/Employment


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repertoire, if this is relevant. Regardless of training, competency would grow through

experience and the extent of an individual to learn and adapt.

Competency has different meanings, and continues to remain one of the most diffuse terms in

the management development sector, and the organizational and occupational literature.

What are competencies?

The term competency refers to a combination of skills, attributes and behaviours that are

directly related to successful performance on the job.

Core competencies are the skills, attributes and behaviours which are considered important

for all staff of the Organization, regardless of their function or level.

Managerial competencies are the skills, attributes and behaviours which are considered

essential for staff with managerial or supervisory responsibilities.

Why are competencies important?

Core and managerial competencies are not specific to any occupation. One could demonstrate

the competency of teamwork or client orientation, for example, in performing any job.

Specific technical competencies are not included in the model of United Nationscompetencies for the future. To complement the core competencies, individual departments

may choose to define functional competencies related to their respective areas of work.

Defining competencies is important both for the Organization and for staff. Competencies are

forward-looking. They describe the skills and attributes staff and managers will need in order

to build a new organizational culture and meet future challenges. They help organizations

clarify expectations, define future development needs, and do more focused recruitment and

development planning. Competencies provide a sound basis for consistent and objective

performance standards by creating shared language about what is needed and expected in an

Organization.


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B u i l d i n g a L e a d e r s h i p C o m p e t e n c y M o d e l

This should not be thought of as the final word in creating a leadership appraisal program, but

rather as a guide or brainstorming tool. Each organization has its own process and culture.

Canned tools and processes often fail as they do not provide ownership to the participants and

fail to account for the different cultures, climates, and nuances found in every organization.

For effective change to take place you must involve the individuals in the development and

implementation of a new process. This guide uses a five stage approach for building a

competency model:

o

Stage OneAssemble Focus Team and create a list of processeso Stage TwoBuild behavioral indicators for each process

o Stage ThreeCategorize the data

o Stage FourOrder each category

o Stage FiveValidate your competency model

Stage One-Assemble Focus Team and Create a List of Purpose

The first stage in building a Leadership Competency Model is to assemble a Focus Team

composed of a cross-functional mix of first-line leaders, middle leaders, and senior leaders.

Larger organizations might want to build different models for the upper and lower echelons

of leadership. These individuals should be Expert Practitioners. That is, they should be the

best-in-class in their fields. Using interviews, surveys, observations (including information on

how individuals act, think, and feel while doing their jobs) and other activities, create a list of

the major processes and the requirements needed by leaders to carry them out in an

exemplary fashion.

Ensure that any observations or interviews are performed on Expert Practitioners.

Competencies are based on what an expert does to get his or her job done, NOT what you or

someone else might think needs to get done.

To get them started, you might have them think about some good leaders that they have also

served with. You can also reverse this by having them list some important competencies

missing from bad leaders (bosses) they served with. After they have gone through a complete


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brainstorming session, you can then show them this list or another of your choosing for

comparison. Remind them to cover the entire spectrum of job-relevant abilities, including

reasoning and social skills.

Stage Two-Build behavioural indicators for each process

In Stage Two, the members of the team identify the major behavioral indicators for each

competency that must be performed to produce the desired outputs. Going through each

competency, list the major behavioral indicators (Skills, Knowledge, Attitudes) needed for

superior performance (normally two to four). These behavioral indicators need to be:

o Future-focused rather than need or problem-focused as they are creating a powerful

tool to guide the organization.

o Part of a strategic planning or organizational change process model. The best results

are often achieved when built in tandem with other processes.

Stage Three-categorize the data

In Stage Three, you categorize the data. The Pyramid of Leadership shows an example of a

leadership competency list divided into three categories, Core, Leadership, and Professional;

with the behavioral indicators listed for each process. The core competencies is required of

all individuals within the organization, the leadership competencies are specialty items for

managers and supervisors, while the professional competencies are specific for each position.

Be careful when building professional competencies for leaders. Unlike fish, who die when

they are out of the water, leaders who are out of their territory often bring new insights and

freshness to the organizations they are leading. Insure that the chosen behavioral indicators

are really the required skills, knowledge, or attitudes.

For example, the late Seattle School Superintendent, John Stanford, was one of the best

things that every happened to the district; yet he was a former Army General and City

Manager without experience or education in educational institutions. It would have been a

great loss for the district if the professional competency list for his job had been so stringent,

that he never got the job.
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Although some organizations may list their competencies in three stages as shown in Chart

Two, others might find it to their advantage to categorize their competency listings in a

different manner. For example, other methods might be where the competency is

demonstrated:

o with individuals (clients, subordinates, peers)

o within organization

o within community

Or aligned with the organization's goals:

o Build Committed Teams

o Make Delighted Customers

o Maintain Public Favorability

o Grow A Competitive Operating Advantage

o Create Superior Financial Performance

o Provide Superior Stockholder Return

o Beat the Competition

The method you use to organize the competencies should be one that breaks it into smaller,

more manageable chunks of information that can easily be identified and used throughout the

organization. Again, what makes sense in one organization, might fail in another

organization.

Stage Four- orders each category

Stage Four orders each category. Have the team number each competency in its order of

importance for each category. One method for doing this is to list each competency on a Post-

It note. Then, going through each category at a time, arrange competencies from the most

important competency to the least important. Finally, determine if any of the competencies at

the bottom of each category can be discarded. The main reason for performing this exercise is

that the team probably listed too many competencies to be easily evaluated. Later, this will

help them determine a manageable number for a cut-off point. At his point, it is OK if too

many competencies are listed. The determining factor for the correct number will come


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6. Benchmarking: Compare your results with another best-of-class organization that is

similar to yours.

7. Balanced Scorecard: Expert Practitioners identify the competencies needed to achieve

the desired organizational goals across the complete spectrum of the organization. For

example, the scorecard might measure organizational performance across a number of

perspectives, such as financial, customers, internal business processes, and learning

and growth. This method works best for the upper ranks of leaders. Its goal is to base

performance on several indicators that measure the ability for long term growth,

rather than strictly measuring short term financial success.

8. Customer Service Standards: The only competencies measured are those that help

meet required customer service standards. It is used in organizations where

performance-oriented budgets are appropriated for service standards, not line items.

9. Interviews: Investigates the attributes of the superior and average performers through

the use of critical behavior interviews. In these interviews, individuals describe work

situations in which they were effective and ineffective. The interviewer does not

know if the person being interviewed is an average or superior performer. The

analysis produces two sets of competencies: (1) minimum competencies that apply to

both average and superior performers, and (2) major competencies that apply only to

superior performers.

10.Have job incumbents rate the competencies in terms of their importance for superior

job performance. Their responses are then used to develop an inventory that contains

the "best estimate" characteristics of superior performers.

Once the results of the validation process have been collected and compiled, the Competency

Team uses the information to revise the instrument. You might have to go through this

process several times until the Focus Team is satisfied with the end results. Sometimes it ishelpful to use a different methodology for each iteration of the validation process. Your

completed competency model should have some similar components as Leadership

Competency Model:

o The competencies are divided into major groups (in this case - core, leadership, and

professional).

o Each group lists the major competency processes, normally from the most important,

to the least important.
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What Does Gap Analysis Mean?

1) The process through which a company compares its actual performance to its expected

performance to determine whether it is meeting expectations and using its resources

effectively. Gap analysis seeks to answer the questions "where are we?" (current state) and

"where do we want to be?" (target state).

2) A method of asset-liability management that can be used to assess interest rate risk or

liquidity risk excluding credit risk. Gap analysis is a simple IRR measurement method that

conveys the difference between rate sensitive assets and rate sensitive liabilities over a given

period of time. This type of analysis works well if assets and liabilities are compromised offixed cash flows. Because of this a significant shortcoming of gap analysis is that it cannot

handle options, as options have uncertain cash flows.

SERVQUAL Model


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5 GAPS

Gap 1

The difference between actual customer expectations and managements idea or perception of

customer expectations

Gap 2

Mismatch between managers expectations of service quality and service quality

specifications

Gap 3

Poor delivery of service quality

Management

Perceptions

of Customer

Expectations

Expected

Service

Service

QualitySpecifications

Management

Perceptionsof Customer

Expectations

Service

Delivery

Service

Quality

Specifications


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Gap 4

Differences between service delivery and external communication with customer

Gap 5

Differences between Expected and Perceived Quality

Gaps Model

Service

Delivery

External

Communications

to Customers

Expected

Service

Perceived

Service


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There are 22 items which can be rated

Modern looking equipment, prompt service, understanding of needs, etc.

These items are broken up into 5 dimensions:

Tangibles (Items 1-4)

Reliability (Items 5-9)

Responsiveness (Items 10-13)

Assurance (Items 14-17)

Empathy (Items 18-22)

Tangibles: appearance of physical facilities, equipment, personnel, and

communication materials

Reliability: ability to perform the promised service dependably and accurately

Responsiveness: willingness to help customers and provide prompt service

Assurance: knowledge and courtesy of employees and their ability to convey trust

and confidence

Empathy: the caring, individualized attention the firm provides its customers

- Reliability is the most important dimension

- Tangibles is the least important dimension

- There is a shared importance between Reliability and Responsiveness


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Succession Planning

Succession planning can be defined as the procedure of identifying potential leaders in an

organization to fill important positions in the near future. It is important for any organizations

to find the right people who will fill key positions. Organizations can be extremely selective

when it comes to deciding on candidates for strategically significant and key positions with

great power and responsibility. Hence, they adopt an elaborate and comprehensive system

of selection, vetting, grooming and orientation. It is imperative that strategic positions in any

organization are filled with people who have a clear idea of what the organization stands for

and who have the organizational aims in mind as they pilot the company.

There is no single model of succession planning since organizations can be vastly different

in terms of size and strategy. However, succession planning as a strategic exercise,

concerns itself with only a few and significant positions to the depth of two or three levels of

management. The modern approach towards succession planning takes into account the

needs of the organization and the aspirations and desires of the employees to reach a plan

that appeals to all concerned.

Organizations may expect the following from a succession planning exercise:-

Making the procedure of filling important strategic positions with candidates drawn

from a wider pool allowing greater choice.

Ability to decide quickly on the ideal candidate.

Customized grooming and orientation of would-be successors by careful design of

their work experiences, skills and abilities by proper training.

Creating a talent pool in the organizations.

In the past it was felt that the process of succession planning should be kept confidential.However, modern succession planning procedures are transparent and internal jobs are

increasingly advertised.


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Some of the activities which come under succession planning are:

Identification of potential successors

Widening the talent pool from which potential successors are drawn by

analyzing more people.

Study of the gaps and surpluses which have been discovered by the process

of planning.

Feedback on the actual exercise of selection and to verify if the selected

individual has acquired the skills and qualities necessary.

A succession planning cannot function in isolation; it needs to be linked to other

organizational process such as recruitment, training etc to be successful. The succession

planning program needs constant inputs from the employee appraisal and assessment

program to give a feed back on the status of the employees development. The succession

planning must decide on the methods adopted for the cultivation of skills within the

organization to meet requirements in the coming years. It also needs to finalize and

implement development customized towards the requirement of every individual in the

talent pool.

It is critical in any organization that the positions at the top are manned by people who areaware of the organizations values, nature and strategy. In this regard, succession planning

plays a vital role in guaranteeing that the critical positions are filled by people who have a

hands-on experience and feel of the organization who will use their knowledge and

experience in tandem with the organizations long term objectives and strategic goals.

Develop Employees for Succession Planning

To develop the employees you need for your succession plan, you use such practices aslateral

moves, assignment to special projects, team leadership roles, and both internal and

external training and development opportunities.

Through your succession planning process, you also retain superior employees because they

appreciate the time, attention, and development that you are investing in them. Employees are

motivated and engaged when they can see a career path for their continued growth and

development. To effectively do succession planning in your organization, you must identifythe organizations long term goals. You must hire superior staff.
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You need to identify and understand the developmental needs of your employees. You must

ensure that all key employees understand their career paths and the roles they are being

developed to fill. You need to focus resources on key employee retention. You need to be

aware of employment trends in your area to know the roles you will have a difficult time

filling externally.

The potential appraisal refers to the appraisal i.e. identification of the hidden talents and skills

of a person. The person might or might not be aware of them. Potential appraisal is a future

oriented appraisal whose main objective is to identify and evaluate the potential of the

employees to assume higher positions and responsibilities in the organizational hierarchy.

Many organisations consider and use potential appraisal as a part of the performance

appraisal processes.


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Potential Appraisals

The potential appraisal refers to the appraisal i.e. identification of the hidden talents and

skills of a person. The person might or might not be aware of them. Potential appraisal is a

futureoriented appraisal whose main objective is to identify and evaluate the potential of

the employees to assume higher positions and responsibilities in the organizational hierarchy.

Many organisations consider and use potential appraisal as a part of the performance

appraisal processes.

Potential appraisal can serve the following purposes:

To advise employees about their overall career development and future prospects

Help the organisation to chalk out succession plans

Motivate the employees to further develop their skills and competencies.

To identify the training needs.

Techniques of potential appraisal:

Selfappraisals

Peer appraisals

Superior appraisals

MBO

Psychological and psychometric tests

Management games like role playing

Leadership exercises etc.

Potential appraisal helps to identify what can happen in future so that it can be guided and

directed towards the achievement of individual and organizational growth and goals.

Therefore, potential should be included as a part of the Performance appraisal in

organisations.


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References

1. Collin, 1989

2. Dreyfus, Stuart E.; Dreyfus, Hubert L. (February 1980). A Five-Stage Model of theMental Activities Involved in Directed Skill Acquisition. Washington, DC: Storming

Media. Retrieved June 13, 2010.

3. Raven, J., & Stephenson, J. (Eds.). (2001). Competency in the Learning Society. New

York: Peter Lang.

4. Robinson, M. A. (2010). Work sampling: Methodological advances and new

applications. Human Factors and Ergonomics in Manufacturing & Service Industries,

20(1), 4260.http://dx.doi.org/10.1002/hfm.20186

5. Robinson, M. A., Sparrow, P. R., Clegg, C., & Birdi, K. (2007). Forecasting futurecompetency requirements: A three-phase methodology. Personnel Review, 36(1), 65

90.http://dx.doi.org/10.1108/00483480710716722.

6. [email protected].
http://en.wikipedia.org/wiki/Stuart_Dreyfushttp://en.wikipedia.org/wiki/Hubert_Dreyfushttp://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA084551&Location=U2&doc=GetTRDoc.pdfhttp://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA084551&Location=U2&doc=GetTRDoc.pdfhttp://dx.doi.org/10.1002/hfm.20186http://dx.doi.org/10.1108/00483480710716722http://dx.doi.org/10.1108/00483480710716722http://dx.doi.org/10.1002/hfm.20186http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA084551&Location=U2&doc=GetTRDoc.pdfhttp://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA084551&Location=U2&doc=GetTRDoc.pdfhttp://en.wikipedia.org/wiki/Hubert_Dreyfushttp://en.wikipedia.org/wiki/Stuart_Dreyfus

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