A
Simple Competency Model - explanation and a sample. A
competency is, “an underlying characteristic that is casually related
to criterion-referenced and/or superior performance…" (Spencer
and Spencer, 1993). Examples of competencies are “achievement orientation,”
“listening skills,” and “problem-solving”. Because
these underlying characteristics are defined as having a proven relationship
with success, companies have made an effort to better understand how competencies
apply to their people and jobs.
One approach is to
rigorously study each job with a sufficient number of incumbents to distinguish
superior performers from others. Such analysis can have high paybacks
in jobs where there is a high opportunity cost for failure – sales
jobs for example. On the other hand, many positions have only one incumbent,
or are newly created and face challenges that haven’t been encountered
before. In these situations, another approach is required, based on extrapolation
from jobs with similar anticipated requirements. There are a number of
ways that these inferences may be drawn and validated. In any case, however,
to add value, the model needs to be tested against reality.
Using a simple model
of generic competencies, companies can get many of the benefits of rigorous
competency work with a smaller effort. This approach requires managers
to work with their teams to understand and apply the generic model to
their work unit. For example, the manager of a customer service unit might
identify a preliminary list of “suspected” competencies, including,
say, “Listening”. Based on this list, the whole team would
attempt to distinguish between top and ordinary performers on the basis
of their listening skills. There is an added advantage to this process:
group norms develop around what is acceptable performance. The following
pages show two examples of scaled competencies from my generic set that
might be applicable to a Customer Service or Sales Department.
Influence
Skills
Expressing ideas in
a way that generates the support and enthusiasm of others without appeal
to position or authority.
Competency
Scale
Elements include (1)
type of actions taken to influence others and (2) breadth of impact.
-1. Is hostile and
unapproachable. Views others as beneath them. Makes no attempt to influence
others.
0. Doesn’t take
a position. Appears uninterested.
1. States a position,
or gives simple arguments for the adoption of ideas. Presents ideas in
own terms, with little apparent sensitivity to the needs or interests
of the audience. Takes no further action when initial presentation meets
resistance.
2. Attempts to demonstrate
the advantages of a particular idea, process, service or product. May
provide additional information when requested.
3. Considers audience
needs and interests in preparation for a presentation or proposal. Anticipates
basic responses, including arguments against or other resistance. Uses
appropriate techniques to respond to resistance. Is regarded as moderately
persuasive.
4. Is usually able
to rally support for their perspective. Develops a plan, accounting for
major factors (audience, business climate, etc.), and uses a variety of
techniques or tools to persuade others to adopt a particular idea, process,
service or product.
5. Is consistently
able to gain the support of others by appealing to their needs, positions
and concerns. Creates a complex approach to influencing others, based
on a knowledgeable consideration of audience, business and organizational
context, likely responses or resistance and replies to objections. Is
recognized as someone who helps shape the course of events and make things
happen.
Listening
Attending and being
open to the communication of others. Listening is conveying interest and
understanding in the speaker’s words and non-verbal cues.
Competency
Scale
Elements include (1)
being approachable and (2) attending to and remembering what others have
said.
-1. Intimidates others;
is closed to input. Regularly interrupts or adds inappropriate comments
when listening.
0. Gives others the
opportunity to speak, but provides few cues to the speaker that they are
being heard. Appears distracted or uninterested.
1. Shows interest
when approached. Follows the speaker’s train of thought. May occasionally
add comments that indicate understanding.
2. Views listening
and understanding as part of the job. Asks questions or makes comments
to clarify or confirm what the speaker is saying.
3. Encourages others
to share their ideas, opinions or feelings. Probes to elicit additional
information. Often interprets non-verbal cues and makes observations designed
to clarify understanding.
4. Is recognized as
someone who actively solicits input from a variety of viewpoints. Listens
actively and conveys appropriate emotions. Contributes insightful comments
or questions that help clarify meaning, and often make the speaker feel
valued. Tunes into the speaker’s state of mind by attending to non-verbal
cues.
5. Personifies expert
listening skills and is an advocate for openness and listening at all
levels of the organization. Gives others their full attention, demonstrating
a genuine respect for the speaker’s input and perspectives. Goes
beyond the verbal message, carefully tuning in to the non-verbal cues
to extract additional meaning. Uses discovery techniques to clarify meaning
and uncover unexpected ideas and insights from the speaker.
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