competency framewrok and assessment centre

8/13/2019 Competency Framewrok and Assessment Centre

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Competencies andcompetency framework


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What is a competency?

An underlying characteristic of an individualwhich is causally related to superiorperformance

Competencies can be motives, traits, self-concept, attitudes or values, contentknowledge, or cognitive or behavioral skills

-any individual characteristic that can bemeasured reliably and that can be shown todifferentiate significantly between superiorand average performers


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What is a Competency?

Competencies


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How to develop competencyframework

http://www.slideshare.net/guest8eb6ae/competency-framework

http://www.slideshare.net/hrtalksblog/competency-frameworks
http://www.slideshare.net/guest8eb6ae/competency-frameworkhttp://www.slideshare.net/guest8eb6ae/competency-frameworkhttp://www.slideshare.net/guest8eb6ae/competency-frameworkhttp://www.slideshare.net/guest8eb6ae/competency-frameworkhttp://www.slideshare.net/guest8eb6ae/competency-frameworkhttp://www.slideshare.net/guest8eb6ae/competency-framework


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Competency for a Manager


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Data Collection tools

Behavioral Events Interview

Expert Panels

Surveys

Expert Systems

Job Analysis

Role Analysis

Repertory Grid

Direct Observation


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Advantages

Empirical identification of competencies

Precision about how competencies areexpressed

Freedom from gender, cultural bias

Generation of data for assessment, training,etc.


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Disadvantages

Time and expenseExpertise requirements

Missed job tasks


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Expert Panels

Advantages

Quick and efficient collection of a great deal ofvaluable data

Helps ensure better buy-in


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Expert Panels

Disadvantages

Possible identification of folklore or

motherhood items.

Omission of critical competency factors which

panelists are unaware of.


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Surveys

Advantages

Quick and cheap collection of sufficient data

for statistical analyses

A large number of employees can provide

input

Help build consensus


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Surveys

Disadvantages

Data are limited to items and concepts

included in the survey

It cannot identify new competencies or

nuances of competency

Can also be inefficient


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Expert Systems

Advantages

Access to DataEfficiency

Productivity


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Job Analysis

Advantages

Produces complete job descriptions &specifications

Can validate or elaborate on data collected by

other methods


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Job Analysis

Disadvantages

Provides characteristics of job rather than

those of the people who do the job well

Task lists too detailed to be practical and do

not separate truly important tasks from the

routine activities


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Direct Observation

Advantages

A good way to check competencies suggested

by panel, survey, and BEI

Disadvantage

Expensive and inefficient


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In terv iew Types

Ful ly struc tured in terview: Has predeterminedquestions with fixed wording, usually in a pre-set order.The use of mainly open-response questions is the onlyessential difference from an interview-based surveyquestionnaire.

Sem i-stru ctu red interview: Has predeterminedquestions, but the order can be modified based uponthe interviewer's perception of what seems mostappropriate. Question wording can be changed andexplanations given; particular questions which seeminappropriate with a particular interviewee can beomitted, or additional ones included.

Unstructu red interviews :The interviewer has ageneral area of interest and concern, but lets theconversation develop within this area. It can becompletely informal.

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Quest ions to Avo id In

Interviews

Long questionsThe interviewee may remember only part of thequestion, and respond to that part.

Double-barrelled (or multiple-barrelled) questions, e.g. 'What do youfeel about current video game content compared with that of fiveyears ago?' The solution is to break it down into simpler questions('What do you feel about current video games?'; 'Can you recall any

video games from five years ago?'; 'How do you feel they compare?'). Questions involving jargonGenerally you should avoid questionscontaining words likely to be unfamiliar to the target audience. Keepthings simple to avoid disturbing interviewees; it is in your owninterest as well.

Leading questions, e.g. 'Why do you like the concept of welfarereform?' It is usually better to modify such questions, to make themless leading and more objective.

Biased questionsProvided you are alert to the possibility of bias, it isnot difficult to write unbiased questions. What is more difficult,however, is not (perhaps unwittingly) to lead the interviewee by themanner in which the question is asked, or the way in which youreceive the response. Neutrality is called for, and in seeking to bewelcoming and reinforcing to the interviewee, you should try to avoidappearing to share or welcome their vIews. (Robson 2002, 275)

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ssessment Centres


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The Beginning

It is primarily British Invention and datesback to 1942 when it was used by theArmed Forces during world war II in theform of War Office Selection Board. Theobjective behind its introduction was toidentify the most suitable officers for the

war and to and send back to the unsuitableones to the unit.


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Definition

Assessment centers constitute a battery ofassignments and situational exerciseswhich are competency based and are usedextensively in various countries forrecruitment, potential appraisal,promotion, human resource developmentand organizational development.


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Psychometric Tests

Interviews

Leaderless Group Discussions Inbasket Techniques

Management Games/Simulation Exercises

Role Plays Presentations

Tools used in Assessment Centers


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Difference between AC and DC

Assessment centres usually

have a pass/fail criteria

are geared towards filing a job vacancy

address an immediate organisational need

involve line managers as assessors

have less emphasis placed on self-assessment focus on what the candidate can do now

assign the role of judge to assessors

place emphasis on selection with little or no developmental feedback and followup

give feedback at a later date

involve the organisation having control over the information obtained

have very little pre-centre briefing

tend to be used with external candidates


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Difference between AC and DC

Assessment centres usually

do not have a pass/fail criteria

are geared towards developing the individual

address a longer term need

have a greater emphasis placed on self-assessment

focus on potential are geared to meet needs of the individual as well as the organisation

assign the role of facilitator to assessors

place emphasis on developmental feedback and follow up with little or noselection function

give feedback immediately

involve the individual having control over the information obtained

have a substantial pre-centre briefing

tend to be used with internal candidates


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Psychometric Test

Aptitude Test

Personality TestAbility Test


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Ability TestAttempt to measureawareness, knowledge and other suchaspects.

Aptitude TestAttempt to evaluate verbaland numerical reasoning ability.

Personality tests- are those tests which are

aimed at studying various dimensions ofpersonality rather than the ability. (MBTIand 16 PF)


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Interviews

Generally structured interviews are used.

Types of Interviews Background Interviews

Critical Incident/situational Interview

Behaviour Enter Interview


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Background InterviewsIf the participants

performance on his current and previousjobs would be an indicator of his success.

Situational InterviewsThree types of

questions are asked:-

Situational (Hypothetical)

Job Knowledge

Willingness to comply with job requirements.


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Behaviour Event Interviews (BEI)It is an

unstructured interview, which focuses onasking specific incidents that reflect

behaviour, thoughts, actions that theinterviewee has shown in actual situations.


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WHAT IS AN ASSESSMENT CENTRE?

Multiple Participants

Multiple Methods

Stress on Situational Methods

Multiple Assessors

Behaviorally Based

Founded Competencies

Integration of Data


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ASSESSMENT CENTRES IN HUMAN RESOURCE

MANAGEMENT

Selection

Promotion and Transfer

High Potential Identification

Training and Development

Human Resource Planning


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These arent Assessment Centres

Multiple-interview processes (panel or sequential)

Paper-and pencil test batteries (regardless of how

scores are integrated)

Individual clinical assessmentsSingle work sample tests

Multiple measurement techniques without data

integration nor is Labeling a building the Assessment Center


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VALIDITY COEFFICIENTS OF DIFFERENT SELECTION METHODS

Assessment Centre 0.65

Work Sample Tests 0.54

Cognitive Ability Tests 0.53

Personality Tests 0.39

Bio-data 0.38

References 0.23

Interviews (Unstructured) 0.19

Behavioural Interview 0.48+


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Qualities of Assessors

Commitment to the AC concept and process

People-orientation and empathy

An astute observer and good listener

Attention to detail, systematic and organized

Well-respected and free from bias

Track record of developing staff

Good Oral and written communication

Flexible

Ability to confront and to be confrontedHigh energy level

High work standards


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Why ACs Fail?

Poor PlanningShifts in Personnel

Burden of Preliminary Work (CM/JA)

Assessors develop cold feet

Results are misused/unused

Lack of predictive ability

Lack of continued senior management support

Use of same assessors/exercises


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PERSONALITY TESTS

UNDERSTANDING16 PF


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16 PF: Development

Raymond B Cattell (1905-1998)

Cattell's 16 Personality Factor Model constructed

using a lexical approach

The goal was to identify the personality relevantadjectives in the language relating to specific traits.

First published in 1949


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16 PF: Development

Three major sources of data for Factor Analysis,for research concerning personality traits

-L-Data (records of a person's behavior in society such

as court records as well as from ratings given by peers.-Q-Data (participants to assess their own behaviors)

-T-Data (situation in which the subject is unaware of the

personality trait being measured).


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16 PF: Development

Cattell's sample population wasrepresentative of several age groups

including children, adolescents, and adults,

and occupational groups, as well asrepresenting several countries including the

U.S., Britain, Australia, New Zealand,

France, Italy, Germany, Mexico, Brazil,

Argentina, India, and Japan


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16 PF: Development

Through factor analysis, Cattell identified surfaceand source traits.

Cattell considered source traits much more

important in understanding personality thansurface traits.

The identified source traits became the primarybasis for the 16 PF Model.


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No F Low Description High Description1 fA Distant Aloof Empathic

2 fB Low intellectance High Intellectance

3 fC Emotional Calm4 fE Accommodating Dominant

5 fF Restrained Carefree, Lively

6 fG Expedient Conscientious

7 fH Shy Socially confident

8 fI Unsentimental Sensitive

9 fL Trusting Suspicious10 fM Practical Imaginative

11 fN Direct, forthright Restrained, diplomatic

12 fO Confident, unworried Self-doubting, insecure

13 fQ1 Conventional Radical

14 Q2 Group Oriented Self-sufficient,Individualistic

15 Q3 Informal, Self-disciplined, will power

uncontrolled

16 Q4 Composed, patient Tense driven, impatient


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Deriving Competency Scores: Arm Chair

Approach

Identify the Competency

Define and create 3 behavioral indicators

Identify primary factors

Keep in mind the direction (positive vs. negative)

Assign weightage

Develop the formula

Substitute the Sten Score


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Deriving Competency Scores: Empirical

Approach

Identify the Competency

Collect the competency rating of about 100

employees by others (boss, peer, etc.,)

Administer 16 PF on the 100 employees

Run Multiple Regression (Competency Score as

DV, and 16 PF scores as IVs)

Find the variance explained by significant IVsDevelop the formula

Substitute the Sten Score

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