Competency Mapping - Comptency Mapping [Thread 52243] - CiteHR
Ankitchaturvedi
Manager - Hr Excellence
Ekta Sharma
Professor
Punchingbag
Consultant !
Shoba K
Executive - Hr

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Hi all, I would like to know about competency mapping and how to map it. rgds, Shoba

Dear Friend,
Kindly click on the following link, it will give you some required information,
https://www.citehr.com/download-list...ntency+Mapping
Pls let me know was this information useful,,
If not let me try out more & give information,,,,
Regards
Mohamed Sardhar
91 93831 93832

hi shobha, to get more help you can see my posts as even i am working on competency mapping...... i hope my posts and articles will be of some help to you..... Regards Ankit 09869851356
Rules of the Game (KALE)

o Each competency has four levels. These levels are defined as A, B, C and D and are listed at the top of each page above the competency definitions. Level A is the lowest level of capability, and level D is the highest. Please refer to the competency dictionary that is provided below.

o Four roles have been defined across organisation as - ENTRY LEVEL / JUNIOR MANAGEMENT, MIDDLE MANAGEMENT, SENIOR MANAGEMENT, HEAD OF THE DEPARTMENT.

o Each role in the organisation will require a particular combination of competence with varying levels (A, B, C, D) of capability.

o In the Flip chart, roles are listed against various competencies, you have to mark appropriate competency with the level required against each role.

o Every role should have a minimum of 5 and a maximum of 7 top competencies.

o Please use the round stickers provided to you to indicate the competencies for that particular role and write the level that you think is required for that role, on the sticker.

o For example – for the role of head, leadership is required at say level D, so put the sticker against leadership in the column provided for head and write D on it.

1.1. Organisation and Business Awareness

Definition: Understanding and utilizing economic, financial, and industry data to accurately diagnose business strengths and weaknesses, identifying key issues, and developing strategies and plans.

LEVEL A LEVEL B LEVEL C LEVEL D

Understands the broad business direction and links this to daily activities. Understands the broad business direction and links this to daily activities.

Has some understanding of the factors impacting the business and where the business is heading. Understands the key economic drivers affecting the business. Remains alert to political, economic, technological and other developments that may impact the business.

Pushes for changes in the business to take advantage of opportunities.

Understands where the business is heading and how it is positioned. Understands the economic drivers in industry and how value is created at all levels in the organization.

Pro-actively scans the market place for information on political, economic, and technological and other developments outside the normal boundaries of the business.

Understands how the organization is positioned for the future relative to its environment.

Drives to take advantage of opportunities.

1.2. Communication

Definition: Clearly conveying information and ideas through a variety of media to individuals or groups in a manner that engages the audience and helps them understand and retain the message.

LEVEL A LEVEL B LEVEL C LEVEL D

Listens when approached by others. Picks up signals to others' thoughts, concerns, and feelings. Asks questions to clarify and understand others' views. Creates a good first impression through careful attention to appearance and grooming.

Is capable of developing letters and reports and handling customer queries efficiently.

Understands the reasons behind other people’s thoughts and concerns. Uses this understanding to predict and prepare for others' reactions. Has an 'open door', goes out of the way to invite conversations and express interest in the ideas of others. Has the ability to make a group presentation to peers and/or superiors.

Is able to communicate effectively in-group and individual work situations. Responds to peoples' concerns by altering own behavior in a helpful, responsive manner. Works with others to resolve their difficulties.

Is capable of giving effective feedback to subordinates and superiors. Able to successfully negotiate mutually agreeable and challenging work objectives with subordinates and superiors. Ensures effective channels of communication between and across business boundaries.

Is capable of communicating to senior industry leaders in a persuasive and committed manner. Tailors own language to the level of the audience.

Teamwork

Definition: Actively participating as a member of a team to move the team toward the completion of goals.

LEVEL A LEVEL B LEVEL C LEVEL D

Participates willingly with the team by doing his/her share of the teams' work. Works well within the team environment to establish constructive ideas or solutions that meet organizational objectives.

Assists in establishing a strong commitment amongst work group members.

Makes positive comments about the abilities and potential of individual team members. Communicates information about the business to management and employees. Actively organizes activities aimed at building team spirit. Encourages others to see themselves as part of the team. Genuinely values others' input and expertise. Self directed and takes the initiative in achieving team goals.

Identifies the information and operational resources required for the team to work effectively. Takes action outside daily work routine to build commitment to the team as a focus. Models teamwork in own behavior. Facilitates a beneficial resolution of conflicts. Promotes the team's achievement in the larger organization.

Uses strategies to promote team effectiveness across the business such as providing information to other areas of the organization to help make decisions collaboratively and sharing resources to solve mutual problems.

1.3. Planning and Organising

Definition: Establishing courses of action for self and others to ensure that work is completed efficiently.

LEVEL A LEVEL B LEVEL C LEVEL D

Diaries appointments and keeps to them on time. Can prioritize tasks and recognize the difference between urgent and important tasks.

Tackles the high priority tasks before the low priority tasks.

Able to analyses own time use, identify common “time stealers” and act to reduce these

Plans for interruptions, allowing for contingencies.

Meets deadlines, delivers work on time without sacrificing quality.

Is a positive influence on the use of time in-group meetings - helps maintain focus.

Able to contribute to departmental plans by formulating clear, SMART goals and objectives and appropriate performance measures.

Sets realistic but challenging timeframes and deadlines.

Able to take the longer term view in planning own work rather than just planning day-to-day activities Able to assist other team members where necessary to formulate objectives.

Remains focused on own and team goals and objectives, regularly reviewing these against agreed performance measures and amending plans as necessary.

Accountable for preparation and delivery of plans for an activity or project undertaken by a work group or team.

Recognizes the importance of considering plans of other departments and involves all stakeholders in the planning process.

Understands and can incorporate scenario building into the planning process.

Can organize activities and allocate resources cost-effectively, and take into account the skills mix within the work group or team. Is effective in planning the best balance of resources including human, financial and technological to meet goals.

Monitors and makes decisions to achieve operational goals.

Able to identify and anticipate future opportunities and potential problems and incorporate contingency (“what if”) plans into the planning process

1.4. Interpersonal Skills

Definition: Develop effective relationships with others

LEVEL A LEVEL B LEVEL C LEVEL D

Demonstrates trust in team colleagues. Helps other team members to achieve targets. Supports team decisions. Builds open and honest relationships with others. Understands impacts of their actions on others and on organization and displays a positive approach. Gives open and constructive feedback to others in team and managers. Takes ownership of and find ways to meet personal development needs and takes responsibility for own actions Adopts an open participative communication style. Coaches individuals and teams to meet organizational and personal objectives. Provides opportunities for individuals to learn and develop. Provides and seeks constructive and consistent feedback and gives people the freedom to do their work

Demonstrates leadership credibility by being visible and living the values. Facilitates individual learning and development within the process area. Actively seeks and gives feedback. Builds effective relationships with others and presents ideas persuasively and confidently

Acts in a manner consistent with the values of the organization and influences others to adopt them. Demonstrates approachability at all times. Seeks feedback from and gives feedback to others. Actively facilitates the acquisition and sharing of knowledge and skills throughout the organization. Builds effective relationships with others and presents ideas persuasively and confidently

1.5. Health, Safety and Environment

Definition: Continually strives for excellence ensuring that all work is completed to agreed standards and enhances the image of the organization without compromising safety.

LEVEL A LEVEL B LEVEL C LEVEL D

Has a high awareness of the importance of quality and safety. Complies with quality and safety standards. Takes personal responsibility for the quality of and the safe execution of assigned work. Is aware of personal and team performance and takes action to improve quality of team work and is aware of personal development needs and works with manager to address these Implements safety and quality standards. Reinforces and communicates the quality and safety message. Drives quality within their work area through personal example and by encouraging others. Implements quality programs including assessing training needs of team and addressing gaps and seeks continuous improvements in quality Understands and is able to set performance, quality and safety standards for their process area. Communicates and reinforces the performance, quality and safety message across the process area. Takes responsibility for the management of quality. Ensures that development needs of all staff in the process area are identified and addressed and promotes continuous improvement in the areas of quality. Sets vision and overall objectives for quality and safety. Takes ultimate responsibility for quality and safety standards. Benchmarks against competitors. Drives quality through personal example and by encouraging others. Understands and communicates the strategic importance of quality including costs and benefits and ensures that development needs of the organization are addressed to promote excellence

1.6. Results Orientation

Definition: Commits to delivering results on time and to the agreed standards through effective objective setting and monitoring and by taking personal responsibility for achieving them

LEVEL A LEVEL B LEVEL C LEVEL D

Works to meet standards set by others (management or customers). Asks questions to clarify immediate requirements of a situation.

Acts responsively to ensure desired results are achieved whilst ensuring they are of quality nature.

Demonstrates a firm focus on results and the pursuit of excellence by identifying opportunities for specific improvement. Goes beyond immediate or at hand sources and taps own network of contacts to gather additional information which will enhance the provision of service or will resolve a problem more satisfactorily. Able to delegate tasks in order to maximize the utilization of resources. Sets challenging goals (for self and team), which are demanding, realistic and attainable. Addresses performance problems in a timely manner by assessing performance against standards, providing honest, constructive feedback and communicating expectations for performance improvement. Empowers own team Makes strategic decisions, which commit significant resources to enable the achievement of results. Maintains a focus on results and the pursuit of excellence across diverse and complex tasks. Develops an empowering culture

1.7. Change and Innovation

Definition: Is willing to try new ways of working and turn ideas into action so that the organization is capable of adapting to the changing business environment

LEVEL A LEVEL B LEVEL C LEVEL D

Seeks opportunities to achieve better outcomes. Uses common sense to create solutions.

Makes improvements in own area

Creates opportunities and minimizes potential problems by introducing something new or different. Applies known solutions and concepts in novel ways.

Has a continuous improvement focus Actively encourages employee innovations, improvement initiatives and value-added activities. Publicly acclaims successful innovations. Anticipates and prepares for a specific opportunity that is not obvious to others.

Advocates and supports a continuous improvement culture. Breaks new ground, creates new concepts that are not obvious to others so as to explain situations or resolve problems. Takes calculated entrepreneurial risks and exploits challenging opportunities, including anticipating situations 2 to 5 years ahead so as to create opportunities and avoid problems.

Develops a continuous improvement culture.

1.8. Customer Focus

Definition: Focuses efforts on understanding and meeting internal and external customer needs.

LEVEL A LEVEL B LEVEL C LEVEL D

Follows through on customer queries, requests and complaints. Collaborates to reach agreement. Able to identify current and potential customers and ensures quality customer service at all times.

Works to understand and anticipate the customer’s current and future requirements. Ensures mutual benefit. Takes personal responsibility for maintaining regular and clear communication with customers, for correcting customer service problems and following up to ensure the customer is satisfied.

Works with a long-term perspective in addressing customer needs. Takes a partnership approach. Looks for long-term benefits to the customer. Becomes intimately involved in and 'expert' on the customers business. Seeks mutual gain partnership with key customers.

Reviews activities to ensure that thinking and actions are focused on customer needs. Negotiates critical business interests with significant internal and external stakeholders and builds partnerships with them. Fully familiar with customer research so that strategies meet customer needs. Actively analyses and reviews marketplace so as to take advantage of potential growth opportunities.

1.10 Leadership

Def: Leadership is an interpersonal influence directed towards the achievement of a goal or goals.

Level A Level B Level C Level D

Recognizes conflicts and acts accordingly. Senses the need to assign duties to people and delegating.

Takes advantage of most opportunities, could do more to leverage them through others.

Encourages a participative approach and initiative

In case of conflict, remains calm and thinks of logical ways to solve the problem

Clear about who should be given which tasks

Coaches people when required and open to give advice when asked.

Inspires trust and credibility among others Finds the root cause of the problem and informs his superiors of the same and generates alternatives

Assigns responsibility to different people according to their capability and sets deadlines for the same

Recognizes the areas that require improvement in subordinates, gives them suggestions, which they implement.

Maximizes self and other's contribution for the organization by creating value Foresee the conflicts and tries to minimize the same before it arises, thus takes necessary steps

Gives them freedom to work within the framework.

Monitors that correct decisions are made and time lines are adhered

Can spot talent in individuals.

Gives excellent feedback.

Highly sought after as a mentor

One of the most proactive at recognizing business opportunities and creating a vision that excites and motivates others.



1.11 Problem Solving and Decision making

Definition: Processes problems into solutions and new opportunities.

LEVEL A LEVEL B LEVEL C LEVEL D

Reacts to situations, “ fire fighting” with short-term solutions.

Identifies problems,

Secures relevant information from all sources and seeks potential solutions Identifies and educates others to focus on causes, not symptoms, of problems and works co operatively to seek solutions. Comes up with creative alternatives to arrive at optimal solution

Uses a systematic approach to anticipate problems. Generates creative solutions, ensures there are appropriate contingency plans in place. Combines reason, logic and intuition in taking prompt decisions

1.12 Critical Thinking

Definition: It is used to describe thinking that is purposeful, reasoned, and goal directed-the kind of thinking involved in solving problems

LEVEL A LEVEL B LEVEL C LEVEL D

Is aware of the simple cause and effect relationships, but unaware of larger, complex and multi – dependency systems

Probes for deeper understanding of non – obvious issues, relationships. Challenges and uses other team members for input to see processes in new ways. Tries to think forward in a series of ifs/ thens scenarios.

Personal vision, focus, energy, patience and commitment to creative development of new solutions/ processes build upon thorough multi dependency system analysis Can identify and recognize patterns in the surrounding environment. Utilizes solution from traditional frames of reference in providing leadership and action for the patterns observed.

A Worksheet for Measuring Competencies

A checklist you can use to rate the competencies of a workplace learner.

________________________________________

Workplace learning competence is the ability to be effective in learning in real time in workplace settings. Use this instrument to rate the competence of a workplace learner who is known to you. There is not a scorecard – it is up to you to use this as you best see fit.

For each competency listed, rate his or her level of perceived competence. Use the following scale:

1 = Not applicable.

2 = I perceive him or her to be functioning at a less than effective level in his or her present workplace on this workplace learning competency.

3 = I perceive him or her to be functioning at a somewhat effective level in his or her present workplace on this workplace learning competency.

4 = I perceive him or her to be functioning at an effective level in his or her present workplace on this workplace learning competency.

5 = I perceive him or her to be functioning at a highly effective level in his or her present workplace on this workplace learning competency.

Then, place a number from 1 to 7 to indicate how important you believe it to be for this person to improve this workplace learning competency. A 1 indicates that taking action to build this workplace learning competency is of highest priority. A 7 indicates that improvement on the competency is of lowest priority.

FOUNDATIONAL COMPETENCIES

Reading skill: Read to a level of proficiency appropriate for learning in a workplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Writing skill: Write to a level of proficiency appropriate for learning in a workplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Computation skill: Apply mathematics to a level of proficiency appropriate for learning in a workplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Listening skill: Listen effectively and to a level of proficiency appropriate for learning in a workplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Questioning skill: Pose appropriate questions to others and obtain meaningful and unambiguous answers to those questions.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Speaking skill: Speak to individuals or present to groups with a level of proficiency appropriate for learning in a workplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Cognitive skills: Think, draw conclusions, think creatively, make decisions, and solve problems.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Individual skills: Demonstrate a willingness to accept responsibility and display self-esteem.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Resource skills: Allocate such resources as time, money, people, and information appropriately to learn in the workplace.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Interpersonal skill: Work cooperatively with others, carry out formal or informal training or mentoring of others, and maintain effective interpersonal relations with customers.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Informational and technological skill: Acquire and analyze data from various sources.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

INTERMEDIATE COMPETENCIES

Systems thinking: View organizations and work from a systems perspective.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Personal mastery: Show willingness to learn and take pride in learning .

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Mental modeling: Create, communicate, and critique ingrained (and otherwise taken-for granted) assumptions, beliefs, or values.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Shared visioning: Formulate, communicate, and build enthusiasm about shared views of the future.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Team learning skill: Participate effectively and actively in workplace groups and use dialogue and other approaches to formulate, communicate, and test ideas generated by himself or herself or others.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Self-knowledge: Demonstrate awareness and understanding of self as learner.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Short-term memory skill: Remember facts, people, and situations for short time spans, usually about 48 hours or less.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Long-term memory skill: Remember facts, people, and situations for longer time spans, usually exceeding 48 hours.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Subject matter knowledge: Possess a solid foundation of background knowledge on the issue or subject that he or she sets out to learn about in the workplace.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Enjoyment of learning and work: Display joy in the learning process itself and in the work that he or she performs.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Flexibility: Show a willingness to apply what he or she knows in new ways as conditions warrant their application.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Persistence and confidence: Show determination to pursue new knowledge or skill, even when finding it or mastering it proves more difficult than expected.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Sense of urgency: Display sensitivity to the importance of time to self and others.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Honesty: Give information in a straightforward manner, free of deception, and elicit similar behavior from others.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Giving respect to others: Defer to others with more experience or knowledge.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

THE PERCEPTIVIST ROLE

Work environment analytical skills: Examine work environments for issues or characteristics affecting human performance.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Sensory awareness: Show sensitivity to stimuli received from the outside world based on the use of any one or all of the five senses.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Open-mindedness: Demonstrate a willingness to see, to observe, and to internalize what the world presents and reinterpret it afresh.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Humility: Display modesty about what he or she does or does not know, a willingness to listen to fresh perspectives without pretending to know when he or she does not know.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Analytical skill (synthesis): Break down the components of a larger whole and reassemble them to achieve improved human performance.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Intuition: Show sensitivity to stimuli generated by him or her from memory or from the application of nonverbal logic.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

THE INFORMATION-GATHERER ROLE

Information-sourcing skill: Identify the kind of information needed to satisfy curiosity and show an ability to locate such information from credible sources.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Information-gathering skill: Collect information by talking to others, asking questions of others, facilitating groups to answer questions, and finding information from other sources.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Information-organizing skill: Organize or structure information obtained from one or many sources and categorize it into schemes that permit recall, comparison, or creative reexamination.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Feedback solicitation skill: Display an ability to solicit feedback on what he or she has learned from others.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

THE ANALYST ROLE

Willingness to experiment and gain experience: Show an openness to try out new ideas or approaches, even when they are untested or their results are unknown.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Internalization skill: Translate general knowledge or information into specific information that can be immediately applied or tested.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Application of new knowledge skill: Use new knowledge or skill in harmony with the way it was described or characterized from the original source(s).

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Ability to adapt knowledge to new situations or events: Use new knowledge or skill in creative, unusual, or novel ways.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

THE EVALUATOR ROLE

Critical examination of information skill: Reflect on what was learned critically, offering follow-up questions or new ideas based on the information.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important

Learning how to learn skill: Reflect on how he or she acquired new information or knowledge and find ways to improve the acquisition and application of new knowledge or skill in the future.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important)

Self-directedness skill: Display a willingness to be proactive about his or her own learning, to take action without needing to be directed to learn or to act by other people.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learning competency? (Rate from 1 to 7, with 1 = Most important).

Eduquity , Bangalore can provide what you want - professionally. contact rs dot menon at eduquity dot com
It is about identifying preferred behaviours and personal skills which distinguish excellent and outstanding performance from the average.
A Competency is something that describes how a job might be done, excellently; a Competence only describes what has to be done, not how. So the Competences might describe the duties of a Sales Manager for example, such as manage the sales office and its staff, prepare quotations and sales order processing, manage Key Accounts and supervise and motivate the field sales force. The Competencies which might determine excellence in this role could include Problem Solving and Judgment; Drive and Determination; Commercial Awareness; Inter-personal skills etc, all of which might be described further by Behavioural Indicators relating specifically to that post in that organisation.
Ekta

The following info is at tvrls.com

What is Competency?

Any underlying characteristic required performing a given task, activity, or role successfully can be considered as competency. Competency may take the following forms: Knowledge, Attitude, Skill, Other characteristics of an individual including: Motives, Values, Self concept etc.

Competencies may be grouped in to various areas. In classic article published a few decades ago in Harvard Business Review Daniel Katz grouped them under three areas which were later expanded in to the following four: Technical. Managerial, Human and Conceptual. This is a convenience classification and a given competency may fall into one or more areas and may include more than one from. It is this combination that are labelled and promoted by some firms as competency dictionaries. A competency dictionary of a firm gives detailed descriptions of the competency language used by that firm. It contains detailed explanations of the combinations of competencies (technical, managerial, human and conceptual knowledge, attitudes and skills) using their own language. For example Team work or Team Management competency can be defined in terms of organization specific and level specific behaviors for a given origination. At top levels it might mean in the case of one organization ability identify utilize and synergize the contributions of a project team and at another level it might mean ability to inspire and carry along the top management team including diversity management. In competency mapping all details of the behaviors (observable, specific, measurable etc.) to be shown by the person occupying that role are specified.

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http://tvrls.com <link updated to site home>

Dear Upasana,
PLs find the link below where i have recently posted some materials / articles on Competency Mapping...
https://www.citehr.com/328501-competency-mapping.html

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