Competency based hr management PPT Slides
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This document provides information on competency-based human resource management and competency-based interviews for selection. It discusses developing a competency model that forms the basis for HR functions like recruitment, training, performance management, and career development. Competency is defined as a combination of skills, knowledge, and behaviors that lead to successful job performance. The document outlines the process for identifying competencies and provides examples of competency definitions. It then discusses the benefits of using a competency model for both managers and employees. Finally, it contrasts conventional interviews with competency-based interviews, outlining the structured STAR approach used in competency-based interviews.
Competency based hr management PPT Slides
- 2. 2www.exploreHR.org You can download this brilliant presentation at: www.exploreHR.org You can download these excellent slides at : www.HR-Management-Slides.com
- 3. 3www.exploreHR.org Contents 1. Framework for Building Competency-based HR Management System 2. Developing Competency Model 3. Competency-based Interview Method 4. Competency-based Career Planning 5. Competency-based Training & Development 6. Competency-based Performance Management
- 4. 4www.exploreHR.org Competency-based HR Management : A Framework
- 5. 5www.exploreHR.org HR Management Framework based on Competency Recruitment & Selection Training & Development Performance Management Reward Management Career Management COMPETENCY FRAMEWORK BUSINESS STRATEGY BUSINESS RESULTS Competency based People Strategy The competency framework will be the basis for all HR functions and serve as the "linkage" between individual performance and business results
- 6. 6www.exploreHR.org Definition of Competency Competency • A combination of skills, job attitude, and knowledge which is reflected in job behavior that can be observed, measured and evaluated. • Competency is a determining factor for successful performance • The focus of competency is behavior which is an application of skills, job attitude and knowledge.
- 7. 7www.exploreHR.org Skill Job Attitude Knowledge Observable Behavior Job Performance Competency Definition of Competency
- 8. 8www.exploreHR.org Competency and Job Description • Job description looks at what, whereas competency model focuses on how. • Traditional job description analysis looks at elements of the jobs and defines the job into sequences of tasks necessary to perform the job • Competency studies the people who do the job well, and defines the job in terms of the characteristics and behaviors of these people.
- 9. 9www.exploreHR.org Types of Competency Managerial competency (soft competency) This type of competency relates to the ability to manage job and develop an interaction with other persons. For example : problem solving, leadership, communication, etc. Functional competency (hard competency) This type of competency relates to the functional capacity of work. It mainly deals with the technical aspect of the job. For example : market research, financial analysis, electrical engineering, etc.
- 10. 10www.exploreHR.org Competency Identification Process Clarify Organizational Strategy and Context Competency Identification • Analyze Work Role and Process • Gather Data through Behavior Event Interview and Focus Group • Conduct Benchmark Study Generate Competency Models Validate, Refine and Implement
- 11. 11www.exploreHR.org Examples of Competency DEFINITION • Adaptability—Maintaining effectiveness when priorities change and new tasks are encountered, and when dealing with individuals who have different views and approaches. Effectively performing in different environments, cultures, and locations, and when working with different technologies and levels of individuals. KEY BEHAVIOR • Seeking understanding—Makes efforts to better understand changes in the environment; actively seeks • information or attempts to understand nature of individual differences, logic, or basis for change in tasks and situations. • Embracing change—Approaches change or newness with a positive orientation; views change or newness as a learning or growth opportunity. • Making accommodations—Makes accommodations in approach, attitudes, or behaviors in response to changing environmental requirements.
- 12. 12www.exploreHR.org Examples of Competency DEFINITION Analysis/Problem Assessment—Securing relevant information and identifying key issues and relationships from a base of information; relating and comparing data from different sources; identifying cause-effect relationships. KEY BEHAVIOR • Identifying issues and problems—Recognizing major issues; identifying key facts, trends, and issues; separating relevant from irrelevant data. • Seeking information—Identifying/Recognizing information gaps or the need for additional information; obtaining information by clearly describing what needs to be known and the means to obtain it; questioning clearly and specifically to verify facts and obtain the necessary information. • Seeing relationships—Organizing information and data to identify/explain trends, problems, and their causes; comparing, contrasting, and combining information; seeing associations between seemingly independent problems or events to recognize trends, problems, and possible cause-effect relationships. • Performing data analysis—Organizing and manipulating quantitative data to identify/explain trends, problems, and their causes.
- 13. 13www.exploreHR.org Benefits of Using Competency Model For Managers, the benefits are: • Identify performance criteria to improve the accuracy and ease of the hiring and selection process. • Clarify standards of excellence for easier communication of performance expectations to direct reports. • Provide a clear foundation for dialogue to occur between the manager and employee about performance, development, and career-related issues.
- 14. 14www.exploreHR.org Benefits of Using Competency Model For Employees, the benefits are: • Identify the success criteria (i.e., behavioral standards of performance excellence) required to be successful in their role. • Support a more specific and objective assessment of their strengths and specify targeted areas for professional development. • Provide development tools and methods for enhancing their skills.
- 15. 15www.exploreHR.org 1. Alignment: Competencies impact systems that actively support the organization’s vision, strategy, and key capabilities. 2. Integration: Competency initiatives that produce the most significant change are applied systemically across a range of HR development processes. 3. Distribution: Competency standards alone produce little effect. They must be actively and relentlessly communicated and installed with users. Key Characteristics of Successful Implementation
- 16. 16www.exploreHR.org 4. Self-Directed Application: Competency systems frequently fail because they are too complex or require an unsustainable level of sponsorship or program support. Implementations that work best focus on the development of “tools” that can produce results for users with relatively little ongoing support. 5. Acculturation: In competency systems that work, they become part of the culture and the mindset of leaders through repeated application and refinement over a significant period of time. Key Characteristics of Successful Implementation
- 18. 18www.exploreHR.org Types of Interview • Conventional Interview • Competency-based Interview
- 19. 19www.exploreHR.org Conventional Interview • Unstructured : • Is a type of interview where the questions are not designed systematically and not properly structured. • There is no standard format to follow, therefore the process of interviewing can go in any direction. • Is seldom equipped with formal guidelines regarding the system of rating/scoring the interview.
- 20. 20www.exploreHR.org • Has low reliability and validity – there is no accuracy in predicting performance • Susceptible to bias and subjectivity (gut feeling) Conventional Interview
- 21. 21www.exploreHR.org Competency-based Interview (CBI) • Is a structured type of interview. The questions are focused on disclosing examples of behavior in the past. • The process of interview is intended to disclose specifically and in detail examples of behavior in the past. • Is designed based on the principle : past behavior predicts future behavior (Candidates are most likely to repeat these behaviors in similar situations in the future).
- 22. 22www.exploreHR.org • Has a high level of validity and reliability. • Equipped with a standard scoring system which refers to behavior indicators Competency-based Interview
- 23. 23www.exploreHR.org Approach in Competency-based Interview SWhat was the Situation in which you were involved? T What was the Task you needed to accomplish? A What Action(s) did you take? RWhat Results did you achieve?
- 24. 24www.exploreHR.org Situation Can you explain the situation? Where and when did the situation happen? What events led up to it? Who was involved in the situation (work colleagues, supervisor, customers)? Approach in Competency-based Interview
- 25. 25www.exploreHR.org What tasks were you supposed to do at that time? What did you actually do at that time? How did you do it? What specific steps did you take? Who was involved? Tasks/Actions Approach in Competency-based Interview
- 26. 26www.exploreHR.org What was the outcome? Can you tell me the results of taking such action? What specific outcome was produced by your action? Results Approach in Competency-based Interview
- 27. 27www.exploreHR.org Sample Questions in CBI Competency Sample Question Persistence In the process of selling, we are sometimes not successful in securing a new transaction. Can you tell me about one or two situations where you repeatedly failed to get a new client? What specific steps did you take? What was the result? Influencing Others Can you describe one or two cases in your effort to obtain new customers? What did you do? What was the result?
- 28. 28www.exploreHR.org Competency Sample Question Interpersonal Can you tell me about a situation where you faced Understanding a client who was disappointed with your product? What was the situation like? What specific steps did you take? What was the result? Planning & In working, we often face a number of priorities Organizing that must be tackled at the same time. Can you tell me about one or two actual cases where you had to face such a situation? What did you do? What was the consequence? Sample Questions in CBI
- 29. 29www.exploreHR.org Bias in the Interview Process First Impressions An interviewer might make a snap judgement about someone based on their first impression - positive or negative - that clouds the entire interview. For example, letting the fact that the candidate is wearing out-of-the-ordinary clothing or has a heavy regional accent take precedence over the applicant's knowledge, skills, or abilities.
- 30. 30www.exploreHR.org Bias in the Interview Process Halo Effect The "halo" effect occurs when an interviewer allows one strong point about the candidate to overshadow or have an effect on everything else. For instance, knowing someone went to a particular university might be looked upon favorably. Everything the applicant says during the interview is seen in this light.
- 31. 31www.exploreHR.org Bias in the Interview Process Contrast Effect Strong(er) candidates who interview after weak(er) ones may appear more qualified than they are because of the contrast between the two. Note taking during the interview and a reasonable period of time between interviews may alleviate this.
- 33. 33www.exploreHR.org Career Planning Flow Career Planning System Career Path Design Analysis of Employees Future Plan Implementation of Development Program
- 34. 34www.exploreHR.org Defining Career Path Career Path is a series of positions that one must go through in order to achieve a certain position in the company. The ‘path’ is based on the position competency profile that an employee must have to be able to hold a certain position. What Is Career Path?
- 35. 35www.exploreHR.org Analyzing a position or job based on the competency required Categorizing the positions that require similar competencies into one job family Identifying career paths based on the job family Competency profile (Functional and Managerial Competency) Per Position Categorizing the positions into a Job Family • Career Path : Vertical, Lateral and Diagonal • Mandatory training Defining Career Path
- 36. 36www.exploreHR.org CONCEPTUAL FRAMEWORK Assessing Employee Career Plan Employee Career Needs • Assessment of the career type of the employee • Assessment of the employee competency level (for example through assessment center) Organization Career Needs • Assessment of the competency profile required by the position • Assessment of the organization’s need of manpower planning Match?
- 37. 37www.exploreHR.org CONCEPTUAL FRAMEWORK Employee Development Program Employee Career Needs Organization Career Needs Match? Special Assignment Mentoring Executive Development Program Job Enrichment On the Job Development Apprenticeship in Other Company Presentation Assignment Training/Workshop Desk Study Development Programs and Interventions
- 39. 39www.exploreHR.org Competency-based Training Framework Required competency level for certain position Competency Gap Competency Assessment Current competency level of the employee Training and Development Program
- 40. 40www.exploreHR.org Competency Profile Per Position 1 2 3 4 5 Communication Skills Public Speaking Leadership Training Need Analysis Material Development Training Evaluation Communication Skills Interview Skills Analytical Thinking Understand Selection Tools Teamwork Customer Orientation Recruitment Supervisor Required Level Required CompetencyPosition Training & Development Manager
- 41. 41www.exploreHR.org Position Competency Requirements Relevant Training Modules Leadership Leadership I Communication Skills I The Art of Motivating Employees Providing Effective Feedback SUPERVISOR Achievement Orientation Goal Setting Technique Work Motivation Planning & Organizing Continuous Self Improevement Managerial competency 1 2 3 4 Leadership Required Level Actual Level Achievement Orientation Teamwork Planning & Organizing Functional competency 1 2 3 4 Mechanical Engineering Mechanical Equipment Maintenance Competency Profile Per Position
- 42. 42www.exploreHR.org Training Matrix for Competency Development Communication Skills V Leadership V Teamwork V Achievement Orientation V Customer Focus V Job Functional Skills V Communication Skills V Leadership V Teamwork V Achievement Orientation V Customer Focus V Strategic Thinking V Problem Solving & Decision Making V Job Functional Skills V Position Managerial Competency Supervisor Manager Productive Communication Series OnBecoming EffectiveLeader1 OnBecoming EffectiveLeader2 ServiceExcellence forCustomer Professional SeminarSeries Achievement MotivationTraining CreativeProblem Solving Strategic Management BuildingProductive Teamwork V = compulsory training Training Title
- 44. 44www.exploreHR.org Individual Performance elements has two main categories: 1. Performance Results: Hard or quantitative aspects of performance (result) 2. Competencies: It represents soft or qualitative aspects of performance (process) Individual Performance Element
- 45. 45www.exploreHR.org 1. Performance Results Score 2. Competencies Score Individual Performance Element Overall Score Will determine the employee’s career movement, and also the reward to be earned
- 46. 46www.exploreHR.org No. Main Performance Target Target to be Achieved 1 Conduct an assessment of the All employees submit their performance assessment form employee's performance on time 2 Improve the system for Target : completed 100 % performance assessment in November 2008 3 Conduct training activities Target : to conduct 6 training modules in one year 4 Carry out on the job training Target : 90 % of the total employees activities who attend the training experience an increase in skill and knowledge Target should be measurable and specific Element # 1 : Performance Results
- 47. 47www.exploreHR.org Element # 2 : Competencies Basic Intermediate Advanced Expert Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Shares resources and information. Shares resources and information. Shares resources and information. Shares resources and information. Responds promptly to other team members’ needs. Balances complementary strengths in teams and seeks diverse contributions and perspectives. Actively builds internal and external networks. Builds internal and external networks and uses them to efficiently to create value. Involves teams in decisions that effect them. Uses cross functional teams to draw upon skills and knowledge throughout the organization. Uses cross functional teams to draw upon skills and knowledge throughout the organization. Encourages co-operation rather than competition within the team and with key stakeholders. Builds and maintains relationships across The company. Drives and leads key relationship groups across The company. Manages alliance relationships through complex issues such as points of competing interest. Ensures events and systems, eg IT, for collaboration are in place and used. Draws upon the full range of relationships (internal, external, cross The company) at critical points in marketing and negotiations. Competency : Collaboration
- 48. 48www.exploreHR.org Assessing Competency through Assessment Center Assessment Center Characteristics: • A standardized evaluation of behavior based on multiple inputs. • Multiple trained observers and techniques are used. • Judgments about behaviors are made, in major part, from specifically developed assessment simulations. • These judgments are pooled in a meeting among the assessors or by a statistical integration process
- 49. 49www.exploreHR.org Types of Test in Assessment Center • In-trays or in-baskets involve working from the contents of a manager’s in-tray, which typically consists of letters, memos and background information. You may be asked to deal with paperwork and make decisions, balancing the volume of work against a tight schedule. In-Basket Exercise • In a role play, you are given a particular role to assume for a certain task. The task will involve dealing with a role player in a certain way, and there will be an assessor watching the role play. Role Simulation
- 50. 50www.exploreHR.org • In a fact-finding exercise, you may be asked to reach a decision starting from only partial knowledge. Your task is to decide what additional information you need to make the decision, and sometimes also to question the assessor to obtain this information. Fact-Finding Exercise Types of Test in Assessment Center • You may be required to make a formal presentation to a number of assessors. In some cases this will mean preparing a presentation in advance on a given topic. In other cases, you may be asked to interpret and analyse given information, and present a case to support a decision. Presentation
- 51. 51www.exploreHR.org Types of Test in Assessment Center • Group exercises are timed discussions, where a group of participants work together to tackle a work-related problem. Sometimes you are given a particular role within a team, for example sales manager or personnel manager. Other times there will be no roles allocated. You are observed by assessors, who are not looking for right or wrong answers, but for how you interact with your colleagues in the team. Group Discussion
- 52. 52www.exploreHR.org Competency Score Results of Observation Through the Assessment Center Competency Assessment and Rating