Competency Based Human Resources Management

Competency Based
Human Resources
Management
Group No. 2
Hitendra Singh Akash Agarwal
Sourabh Khare Richa Jha
Anjali Kumari Aman
Sinha
Wednesday, December 8,
2021 1
Agenda
Introduction to Competency Based HRM
Competency Modeling
Competency Based Interview Methods
Competency Based Training and Development
Competency Based Performance Management
Competency Based Career & Succession Planning
2
Competency-Based
HR Management :
An Introduction
3
Understanding Competency
Skill
Job Attitude
Knowledge
Competency
Observable Behavior
Job Performance
4
Definition of Competency
• A combination of skills, job attitude,

and knowledge which is reflected in
job behavior that can be observed,
measured and evaluated.
Competency
• Competency is a determining factor
for successful performance
• The focus of competency is

behavior which is an application of
skills, job attitude and knowledge.
5
Competency and Job Description
JOB DESCRIPTION COMPETENCY

 Looks at what to do  Looks at how to do
 Studies the elements  Studies the people
of the jobs who do the job well
 Defines the job into  Defines the job in
sequences of tasks terms of the
necessary to perform characteristics and
the job behaviors of these
people
6
Types of Competency
Functional Managerial
7
Types of Competency
Managerial competency (Soft Competency)

This type of competency relates to the ability to
manage job
Develop an interaction with other persons
Example : problem solving, leadership,
communication, etc
8
Types of Competency
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.
 Examples: market research, financial analysis,
electrical engineering, etc.
9
Competency Identification Process
Clarify
Generate
Organizational Competency
Competency
Strategy and Identification
Models
Context
• Analyze Work Role and

Process Validate,
• Gather Data through Refine and
Behavior Event Interview Implement
and Focus Group
• Conduct Benchmark
Study
10
Examples of Competency
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.
11
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.
12
Embracing change:
• Approaches change or newness with a positive
orientation
• Views change or newness as a learning or
growth opportunity.
13
Making accommodations:
• Makes accommodations in approach, attitudes,
or behaviors in response to changing
environmental requirements.
14
Analysis/Problem Assessment:
• Securing relevant information
• Identifying key issues and relationships from a
base of information
• Relating and comparing data from different
sources
• Identifying cause-effect relationships.
15
Identifying issues and problems:

• Recognizing major issues; identifying key facts, trends,
and issues; separating relevant from irrelevant data.
16
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.
17
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.
18
Performing Data Analysis:

 Organizing and manipulating quantitative
data to identify/explain trends, problems, and
their causes.
19
HR Management Framework Based on
Competency
Competency based People Strategy
Recruitment &
Selection
BUSINESS BUSINESS
Training & Performance
RESULTS
STRATEGY
Development Management
COMPETENCY
FRAMEWORK
Reward Career
Management Management
The competency framework will be the basis for all HR functions and
serve as the "linkage" between individual performance and business
results 20
Benefits of Using Competency Based
HRM
• 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.
21
Benefits of Using Competency Based
HRM
• 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.
22
Characteristics of Successful Implementation
 Alignment
 Integration
 Distribution
 Acculturation
 Self Direct Application
23
 Alignment: Competencies impact systems

that actively support the organization’s vision,
strategy, and key capabilities.
 Integration: Competency initiatives that

produce the most significant change are
applied systemically across a range of HR
development processes.
24
 Distribution: Competency standards alone

produce little effect. They must be actively and
relentlessly communicated and installed with
users.
 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.
25
 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.
26
Our Discussions with the Industry
27
Discussing CB-HRM with Infosys
 Competency given importance at all sub

functions of HRM
 The “Organizational Efficiency Team” defines
competencies for all positions
 Competency based selection applicable to
senior management positions
 “Competency Profiler” is attached to the
resume of a candidate
28
 The “Competency Profiler” used throughout

the career even during the appraisals (Twice in a
year)
 Appraisals also allow exchange of two way
expectations
 Training modules are on the basis of
competencies defined by the “Organizational
Effectiveness Team”
29
 A portal “Lakshya” aimed at letting the

employees express there career goals, Infosys
tries to help them meet these goals
 Succession planning involves extensive use of
“Competency Profiler”
30
Discussing CB-HRM with Tech-Mahindra
 “Positional Competencies” defined by the

Corporate HR team
 Recruitment and Support HR teams need to
follow competency models
 Recruitment strictly on the basis of competency
 Senior management positions filled with internal
sources notwithstanding the competencies
exhibited
 Competencies integral part of training and
appraisals
31
Agenda
Competency Modeling
32
Competency Modeling
33
Competency Modeling
 A process that defines the skills, knowledge, and

organizational values that drive leadership
effectiveness
 The outcome of this process is a set of
competency models that represent the
intersection of business strategies,
organizational culture, and leadership
requirements
34
Importance of Competency Modeling
 Provides a basis for evaluating how people

accomplish results in an organization
 It helps an organization address key questions,
including:
 How does it measure how its employees
achieve results?
 How does it accurately differentiate
between top, medium, and bottom
performers?
 How does it provide employees with
performance feedback in a productive way?
35
Best Practices in Competency Modeling
 Competency models should be developed for

each major job or job family
 It should be defined based on input from experts
and high performers in the job
 Should be unique to each organization and
reflect its culture
 Should be incorporated into all relevant
organizational systems
36
The PCMM Model for Competency
 People Capability Maturity Model

 The primary objective is to improve the
competency of the entire workforce
 Consists of five maturity levels
 Each maturity level is an evolutionary stage at
which one or more domains of the organization's
processes are transformed to achieve a new
level of organizational competency level
37
PCMM Maturity Level 1: Initial
 At Level 1, an organization has no consistent

way of performing workforce practices.
 Most workforce practices are applied without
analysis of impact
38
PCMM Maturity Level 2: Managed
 At Level 2, organizations establish a foundation

on which they deploy common workforce
practices across the organization
 The goal of Level 2 is to have managers take
responsibility for managing and developing their
people. For example, the first benefit an
organization experiences as it achieves Level 2
is a reduction in voluntary turnover
 The turnover costs that are avoided by improved
workforce retention more than pay for the
improvement costs associated with achieving
Level 2.
39
PCMM Maturity Level 3: Defined
 At Level 3, the organization identifies and

develops workforce competencies and aligns
workforce and workgroup competencies with
business strategies and objectives
 For example, the workforce practices that were
implemented at Level 2 are now standardized
and adapted to encourage and reward growth in
the organization's workforce competencies
40
PCMM Maturity Level 4: Predictable
 At Level 4, the organization empowers and

integrates workforce competencies and
manages performance quantitatively
 For example, the organization is able to predict
its capability for performing work because it can
quantify the capability of its workforce and of the
competency-based processes they use in
performing their assignments
41
PCMM Maturity Level 5: Optimizing
 At Level 5, the organization continuously

improves and aligns personal, workgroup, and
organizational competency
 For example, at Maturity Level 5, organizations
treat continuous improvement as an orderly
business process to be performed in an orderly
way on a regular basis
42
Other Competency Models
Hay Mcber Model:

 Proponents of this model believe that behaviors
are the driving force behind an individual's ability
to perform and therefore, behavioral assessment
becomes important indicators in employee
selection, development and rewards
43
Campion’s Model:
 Suggests that teams composed of individuals
with complementary competencies are more
effective and have higher levels of job
satisfaction than teams whose members have
the same competency sets. This is especially
true for work that is complex and varied in
scope. For routine work, the benefit of
heterogeneous team member competencies is
less noticeable.
44
Traditional Person-Job Match Model:

 This model assumes that employees have jobs
with specific and identifiable tasks. Job-based
staffing is measurement and assessment driven.
This model works best with organizations
defined by stable environments.
45
Strategy Based Model:

 This model assumes that employees have roles
defined by the organization's strategic goals.
Role-based staffing is strategy driven. Work is
flexibly defined and often carried out in a
flattened, decentralized or matrix structure. This
model functions most effectively in organizations
in competitive, complex or highly stressed
environments
46
The Strategy Development Model:

 This model assumes that employees with broad,
potentially strategic "attributes" will create their
own roles which interact to produce the
organization's strategy. Work is constantly
evolving within a network of organizational
relationships. This model is described in terms of
organizations in chaotic, unpredictable, or very
rapidly changing environments
47
Agenda
Competency Modeling
48
Agenda
Competency Modeling
49
Competency-based
Interview for Selection
50
Competency Based Selection Process.
 Steps in a good selection process

 Selection centre
 Types of interviews
51
Steps in a Good Selection Process
 Develop competency model for the target job.

 Selected or develop assessment methods.
 Train Assessors in the assessment method.
 Validate the selection system
 Assess the competencies of candidates for jobs.
 Maintain DBMS of candidates
52
Steps in a Good Selection Process
 Test exercises and interviews

 Job interview
 Leaderless group exercises
 Business production games
 Role play
 Peer coaching and counseling exercises
53
Selection Centre
It is a real achievement to get an assessment

center and it means you have a good chance of a
job offer. The following gives some vital information
about the situations one is likely to face.
It covers :
 Interviews. (1 to 1 & panel )
 Group discussions.
 Written examination & calisthenics.<exercises>
Example:- (aptitude & personality test,
In-Tray & Drafting exercise.)
54
Types of Interview
Conventional Competency Based
55
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
56
Conventional Interview
• Has low reliability and validity – there is no
accuracy in predicting performance
• Susceptible to bias and subjectivity (gut feeling)
57
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).
58
Competency-based Interview
• Has a high level of validity and

reliability.
• Equipped with a standard scoring

system which refers to behavior
indicators
59
Approach in Competency-based Interview
S What was the Situation in which you were

involved?
T What was the Task you needed to

accomplish?
A What Action(s) did you take?

R What Results did you achieve?
60
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)?
61
Tasks/Actions
•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?
62
Results
•What was the outcome?
•Can you tell me the results of taking such action?
•What specific outcome was produced by your
action?
63
Sample Questions in CBI
Competency: Persistence
Sample Question:
 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?
64
Competency: Influencing Others
Sample Question:
 Can you describe one or two cases in your effort to obtain
new customers? What did you do What was the result?
65
Competency: Interpersonal Understanding
Sample Question:
 Can you tell me about a situation where you faced a client
who was disappointed with your product? What was the
situation like? What specific steps did you take? What was
the result?
66
Competency: Planning and Organizing
Sample Question:
 In working, we often face a number of priorities 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?
67
Bias in the Interview Process
An interviewer might make a snap

judgement about someone based on
First
Impressions 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.
68
The "halo" effect occurs when an

Halo interviewer allows one strong point
Effect
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.
69
Strong(er) candidates who interview

Contrast after weak(er) ones may appear more
Effect
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.
70
Competency-based
Career Planning
71
Competency-based Training
& Development
72
Competency-Based Training Framework
Current Competency Required

competency Gap competency
level of the level for certain
employee position
Competency
Training and
Assessment
Development
Program
73
Steps in Competency Based Training
1. Compare skills to other job titles to see what

a person has to improve:
 The database of job profiles will help the
individual to assess where he needs to improve;
what competencies are required for the next
level.
 This will also motivate him to learn newer skills
by himself and nominate himself for additional
training needs.
 The competence management system needs to
be open enough to be able to allow the
employees to understand what is expected of
them for being promoted
74
2. Development Plan Summaries showing all of

the skills people need to work on:
 Provides a measurable rationale for training
budgets and a means to identify people to attend
course openings.
 Provide individuals with the ability to view and
enroll in training and development courses as
well as books, developmental activities, etc. This
will help individuals to be able to plan their work
accordingly.
 The schedules of training dates and
prerequisites need to be displayed so as to allow
the individual to take cognizance of the same.
75
3. Predict Training Demand:

 The above step will help the HR department to
calculate the training staff required based on the
summation of individual plans which have come
in.
76
4. Identify individuals who are eligible to be

considered for promotion:
 A good competence management system has to
be able to determine which competencies need
to be promoted and who has them so that the
overall competence level of the organization can
grow.
 Also on the other hand, we also need to know
who potential replacements for an unexpected
vacancy are so that planning can be done
accordingly
77
5. Succession planning:
 The competencies required for the top
management should be completed in the job
profiling, but further who should be groomed;
what competencies will be needed and how to
develop the same would require a good system
78
Competency Profile Per Position
Required Level
Position Required Competency 1 2 3 4 5
Communication Skills
Public Speaking
Training &
Leadership
Development
Manager Training Need Analysis
Material Development
Training Evaluation
Communication Skills
Interview Skills
Recruitment Analytical Thinking
Supervisor Understand Selection Tools
Teamwork
Customer Orientation
79
Competency Profile Per Position
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
Position Relevant Training Modules
Requirements
 Leadership I
SUPERVISOR Leadership
 Communication Skills I
 The Art of Motivating Employees
 Providing Effective Feedback
 Goal Setting Technique

Achievement
Orientation  Work Motivation
 Planning & Organizing
 Continuous Self Improevement

80
Training Matrix for Competency
Development
Service Excellence
Building Productive
Motivation Training
Training Title
Effective Leader 1
Effective Leader 2
Creative Problem
Communication
Seminar Series
On Becoming
On Becoming
Achievement
for Customer
Management
Professional
Productive
Teamwork
Strategic
Solving
Series
Position Managerial Competency
Communication Skills V
Leadership V
Teamwork V
Supervisor
Achievement Orientation V
Customer Focus V
Job Functional Skills V
Communication Skills V
Leadership V
Teamwork V
Achievement Orientation V
Manager
Customer Focus V
Strategic Thinking V
Problem Solving & Decision Making V

Job Functional Skills V
V = compulsory training
81
Agenda
Competency Modeling
82
Competency-based Performance
Management
83
Competency Based Performance
Management
 A system for effective performance management

starts with the identification of critical positions,
agreement on the top hard and soft skills
required for those positions
 It then provides the hiring, promotion, training
and evaluation practices necessary to put the
right people in the right job
84
Elements in Competency Based
Performance Management
 Establishing performance expectations for

incumbents based on the competencies
identified for that position
 Providing on-going feedback, coaching,
evaluation and recognition
85
Individual Performance Element
1. Performance Results: Hard or

quantitative aspects of
Individual Performance
performance (result)
elements
has two main
categories:
2. Competencies: It represents
soft or qualitative aspects of
performance (process)
86
Individual Performance Element
1. Performance Results Score
Overall Score
2. Competencies Score
Will determine the employee’s

career movement, and also
the reward to be earned
87
Element # 1 : Performance Results
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

88
Element # 2 : Competencies
[ Intermediate Advanced Expert
Actively listens, and clarifies Actively listens, and clarifies Actively listens, and clarifies Actively listens, and clarifies
understanding where required, in understanding where required, in understanding where required, in understanding where required, in order to
order to learn from others. order to learn from others. order to learn from others. learn from others.
Empathise with audience and Empathise with audience and Empathise with audience and Empathise with audience and formulates
formulates messages formulates messages formulates messages messages accordingly.
accordingly. accordingly. accordingly.
Shares resources and Shares resources and Shares resources and Shares resources and information.
information. information. information.
Responds promptly to other Balances complementary Actively builds internal and Builds internal and external networks and
team members’ needs. strengths in teams and seeks external networks. uses them to efficiently to create value.
diverse contributions and
perspectives.
Involves teams in decisions that Uses cross functional teams to Uses cross functional teams to draw upon
effect them. draw upon skills and knowledge skills and knowledge throughout the
throughout the organization. organization.
Encourages co-operation rather Builds and maintains Drives and leads key relationship groups
than competition within the team relationships across The across The company.
and with key stakeholders. 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.
Competency : Collaboration
Draws upon the full range of relationships
(internal, external, cross The company) at
critical points in marketing and
negotiations.
89
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
90
Types of Test in Assessment Center
• In-trays or in-baskets involve working from the

contents of a manager’s in-tray, which typically
In-Basket
consists of letters, memos and background
Exercise
information. You may be asked to deal with
paperwork and make decisions, balancing the
volume of work against a tight schedule.
Role • In a role play, you are given a particular role

Simulation 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.
91
• You may be required to make a formal
presentation to a number of assessors. In some
Presentation 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.
• In a fact-finding exercise, you may be asked

Fact-Finding to reach a decision starting from only partial
Exercise 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.
92
• Group exercises are timed

Group discussions, where a group of
Discussion 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.
93
Competency Assessment and Rating
Results of Observation
Through the Competency Score
Assessment Center
94
Agenda
Competency Modeling
95
Competency-Based
Career and Succession Planning
96
Career Path in a Hierarchical Organization
97
Career Path in a Flattened Organization
98
Career Planning Flow
Career Planning
System Career Path
Design
Analysis of Employees
Future Plan
Implementation of
Development Program
99
Defining Career Path
What Is
Career
Career Path is a series of
Path? 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.
100
Defining Career Path
Analyzing a Categorizing Identifying

position or job the positions career paths
based on the that require based on the
competency similar
job family
required competencies
into one job
family
Competency Categorizing the • Career Path :

profile positions into a Vertical, Lateral
(Functional and Job Family and Diagonal
Managerial • Mandatory
Competency) training
Per Position
101
Assessing Employee Career Plan
Employee Organization
Career Needs Career Needs
Match?
• Assessment of the • Assessment of the
career type of the competency profile
employee required by the
• Assessment of the position
employee • Assessment of the
competency level organization’s need
(for example through of manpower
assessment center) planning
102
Employee Development Program
Employee Organization
Career Needs Career Needs
Match?
Development Programs and Interventions

Special Assignment Apprenticeship in Other Training/Workshop
Company
Executive Development On the Job Presentation

Program Development Assignment
Mentoring Job Enrichment Desk Study
103
Succession Planning
“A logical step by step process of identifying,

evaluating and developing organization
leadership to enhance the overall performance
of the organization”
104
Steps in Succession Planning…
 Identify critical jobs that the organization needs

to fill
 Develop a competency model from critical jobs,
determining the competencies needed at each
step of the job family ladder
 Develop the most appropriate assessment
methods (assessment centre, screening,
interviewing, etc) and assess people against the
competency model of the job
105
Steps in Succession Planning…
 Make the decision whether to:

- Promote from inside
- Now or after competencies x, y, z have
been developed
- Not promote but consider
- Possible lateral transfer
- Keeping in current job de-selection
- Recruit from outside if no one in the
organization is ready or can be developed
in time
106
Steps in Succession Planning
 Feed the human resource management

information system to track:
- Promotable employees, for future
competencies monitoring
- Competency requirements of target jobs
107
Legitimate Questions
 What were you trying to accomplish?

 What was the first key thing you did?
 How exactly did you do it?
 Who else was involved at this stage?
 Do you recall any conversation you had at this
stage?
 What exactly did you say?
108
Legitimate Questions
 What were you thinking at this stage?

 What were you feeling at this stage?
 Do you recall anything significant that happened
at this stage?
 How did it turn out?
 Is there anything at this stage that you would
wish to add that we have missed out?
 What was your role?
109
Agenda
Competency Modeling
110
Question Hour…
“Questions are the way to

wisdom”
-Confucius
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Competency Based Human Resources Management

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Competency Based Human Resources Management

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Competency Based

Introduction to Competency Based HRM

Competency Based Interview Methods

Competency Based Training and Development

Competency Based Performance Management

Competency Based Career & Succession Planning

• A combination of skills, job attitude,

• The focus of competency is

JOB DESCRIPTION COMPETENCY

Managerial competency (Soft Competency)

Functional competency (Hard Competency)

• Analyze Work Role and

Identifying issues and problems:

Performing Data Analysis:

• Clarify standards of excellence for easier

• Provide a clear foundation for dialogue to occur

• Support a more specific and objective assessment of

• Provide development tools and methods for

 Alignment: Competencies impact systems

 Integration: Competency initiatives that

 Distribution: Competency standards alone

 Acculturation: In competency systems that

 Self-Directed Application: Competency

 Competency given importance at all sub

 The “Competency Profiler” used throughout

 A portal “Lakshya” aimed at letting the

 “Positional Competencies” defined by the

Introduction to Competency Based HRM

Competency Based Interview Methods

Competency Based Training and Development

Competency Based Performance Management

Competency Based Career & Succession Planning

 A process that defines the skills, knowledge, and

 Provides a basis for evaluating how people

 Competency models should be developed for

 People Capability Maturity Model

 At Level 1, an organization has no consistent

 At Level 2, organizations establish a foundation

 At Level 3, the organization identifies and

 At Level 4, the organization empowers and

 At Level 5, the organization continuously

Hay Mcber Model:

Traditional Person-Job Match Model:

Strategy Based Model:

The Strategy Development Model:

Introduction to Competency Based HRM

Competency Based Interview Methods

Competency Based Training and Development

Competency Based Performance Management

Competency Based Career & Succession Planning

Introduction to Competency Based HRM

Competency Based Interview Methods

Competency Based Training and Development

Competency Based Performance Management

Competency Based Career & Succession Planning

 Steps in a good selection process

 Develop competency model for the target job.

 Test exercises and interviews

It is a real achievement to get an assessment

Conventional Competency Based

• Is a type of interview where the questions are not

• The process of interview is intended to disclose