Managerial Competencies

Vinay Pandey TMDC

Definition

Competence is the ability to perform a specific task, action or function successfully.

Competence has 3 dimensions

• Knowledge • Skills • Attitudes

Capacity of a person is different from his Competency

Competency

Capacity

Capacity or Potential is like a glass tumbler

Capacity tells you how far you can go… Competence tells you what you can do…

Can be developed

Competency is the extent to which it is filled.

Skill Vs. Competency SKILL COMPETENCY

Can be demonstrated Cannot be demonstrated but can be observed

Can be learnt through repetition and practice

Cannot be learnt through repetition and practice

Specific to industry or trade Generic (not limited to one industry)

More refined Not so refined

“Skill is a choice perfected through practice”.

4 stages of Competence 1. Unconscious Incompetence The individual neither understands

nor knows how to do something, nor recognizes the deficit, nor has a desire to address it.

2. Conscious Incompetence Though the individual does not understand or know how to do something, he or she does recognize the deficit, without yet addressing it.

3. Conscious Competence The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires a great deal of consciousness or concentration.

4. Unconscious Competence The individual has had so much practice with a skill that it becomes "second nature" and can be performed easily (often without concentrating too deeply). He or she may or may not be able teach it to others, depending upon how and when it was learned.

Transition from UI to UC

Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

Types of learning

• Visual • Auditory • Kinaesthetic

The Wheel of Learning Learning = Knowledge (Know-why) + Skill (Know-

How)

The Wheel of Learning

Our mental models

Mental Models

• Assumptions

• Theories about the world

Managerial Competencies

LEARNING

THINKING

RELATING

ACTION

1. Change Orientation

2. Learning

3. Problem Solving

4. Decision Making

5. Planning

6. Team & Conflict Management

7. Customer Service Orientation

8. People Development

9. Influencing 10.Empathy

11. Communication 12. Achievement Orientation 13. Organizing

12

There is a clear relationship between cluster of competencies

Learning Thinking Relating Action

Introspection Reflection &

Contemplation Flow

Analysis Creativity

Judgement

Listening Empathy

Trust

Implementation Organising

Working under pressure

Change Orientation

Learning

Problem Solving

Decision making

Planning

Teamwork & Conflict Management

Customer Service Orientation

People Development

Influencing

Empathy

Communication

Achievement Orientation

Organizing

13

1. CHANGE ORIENTATION – Initiates & promotes change at the personal and organization levels. Embraces new ways of working, technology, ways to meet customer needs, market demands, employees’ needs & creating new business opportunities.

PROFICIENCY LEVEL

1

2

3

4

5

Competency Not Evident – Is resistant to organizational or personal change. Can fail to see the need for change in the organization.

Expert – Is able to lead organizational change initiatives and influence others.

Leader – Identifies opportunities for change to benefit larger organization. Demonstrates flexibility to change own behavior and approach.

Practitioner – Is open to new ideas and embraces new ways of working. Takes some steps to change.

Learner – Understands the necessity for organizational & personal change, but does not take any concrete steps to bring about change.

14

2. LEARNING – Ability to observe one’s own thoughts, feelings & actions, overcome blocks and learn from one’s own mistakes and experiences.

PROFICIENCY LEVEL

1

2

3

4

5

Competency Not Evident – Not able to observe his own actions, feelings & thoughts, go deeper in a learning experience. Stiff and ill-at-ease in new learning situations.

Expert – Is able to break free from inhibitions. Gets into all new situations with effortless ease & learns at every step. Has child-like curiosity.

Leader – Realizes his shortcomings and makes a conscious attempt to improve. Knows his own strengths & leverages that in appropriate situations.

Practitioner – Becomes an objective observer of his own actions, feelings & thoughts. Is able to get insights on areas for improvement and drivers of success.

Learner – Tries to observe his own feelings, thoughts & actions. Attempts to go deeper into an experience.

15

3. PROBLEM SOLVING – Taking a well ordered approach to solving problems & using sound judgment in making decisions despite obstacles or resistance.

PROFICIENCY LEVEL

1

2

3

4

5

Competency Not Evident – Takes an unstructured approach to problem solving or stumbles at the stage of problem definition & scoping.

Expert - Weighs the risk of multiple alternatives before making decisions. Does this in the context of the organization & the external environment.

Leader – Uses analytical techniques to solve problems. Sees multiple and complex relationships between different parts of the problem.

Practitioner – Identifies relevant data and develops simple cause and effect relationships. Looks at one or two alternative solutions.

Learner – Is able to analyze situations as far as turning them into problem statements.

16

4. DECISION MAKING – Using a systematic approach; making timely decisions; rendering judgments; taking action when appropriate; committing resources to a side or position.

PROFICIENCY LEVEL

1

2

3

4

5

Competency Not Evident – Makes decisions in a haphazard way or fails to gather all the information necessary to make a robust decision. Unable to define the problem.

Expert – Makes effective implement able decisions relative to the organization & the environment. Looks at values and tradeoffs. Considers long-term implications.

Leader – Clearly evaluates the risks associated with each decision. Anticipates obstacles and likely impact of decision before it is made.

Practitioner – Gathers relevant data. Generates different alternatives and evaluates them before taking a decision.

Learner – Is able to analyze situations as far as turning them into problem statements. Clearly defines the scope and boundary conditions.

17

5. PLANNING – Establishing a course of action for self or others to accomplish a specific goal; planning proper assignments of people and appropriate allocation of resources.

PROFICIENCY LEVEL

1

2

3

4

5

Competency Not Evident – Sacrifices delivery due to poor planning or produces plans which fail to deliver the desired outcomes.

Expert – Uses appropriate techniques to aid in planning, execution and reviews Is able to prepare complex plans with appropriate assumptions.

Leader – Prioritizes tasks and is able to forecast events. Sees interrelationship between tasks and schedules accordingly.

Practitioner – Develop plans which detail out all major activities with appropriate schedules.

Learner – Identifies all major activities and takes a structured approach to tasks.

18

6. TEAM & CONFLICT MANAGEMENT – Active participation in, and facilitation of, team effectiveness; taking actions that demonstrate consideration for the feelings & needs of others whilst dealing with conflict in a positive manner, being aware of the effect of one’s behavior on others.

PROFICIENCY LEVEL

1

2

3

4

5

Competency Not Evident – Judgmental, ignores, ridicules or question input from subordinates. Dominates the conversation imposing personal beliefs & values. Ignores conflict & sweeps it under the carpet.

Expert – Open, listens deeply & tries to understand. Makes others feel important & accepted. Responds to their feelings. Actively builds synergy & resolves conflicts.

Leader – Encourages and credits others; contributes to team work & builds synergy. Deals with conflict in a mature way.

Practitioner – Sensitive to the needs of other. Ensures that all members are being heard. Able to identify and surface conflicts within the team

Learner – Participates willingly, cooperates with others. Brings out issues that may come in the way of effective teamwork.

19

PROFICIENCY LEVEL

7. Customer Service Orientation – Making efforts to understand the customer (everyone an individual interacts with); anticipating customer needs; giving high priority to customer satisfaction

1

2

3

4

5

Competency Not Evident – Has a limited understanding of the customer & may believe that they can do little to improve customer satisfaction.

Expert – Makes considerable efforts to improve customer satisfaction by adding value. Puts self in customer’s shoes to better understand his needs.

Leader – Understands customer relationships & requirements. Treats people within the organization as customers.

Practitioner – Works towards immediate customer requirements. Is seen to deliver by the customer.

Learner – Listens patiently to the customer. Tries to help the customer by following through on enquiries, requests or complaints.

20

PROFICIENCY LEVEL

8. People Development – Interacting with others to assure maximum opportunities for people development. Listening and acting as a Coach & Mentor with subordinates.

1

2

3

4

5

Competency Not Evident – Judgmental ignores, ridicules or questions input from subordinates. Tends to control or dominate others by imposing personal beliefs & views.

Expert – Open, listens deeply and responds to others feelings & ideas. Makes people feel important & accepted. Develops people as per their long term need.

Leader – Encourages and reassures subordinates. Provides constructive feedback with the view to make the person learn.

Practitioner – Gives detailed directions & support to subordinates. Asks questions to verify understanding, makes specific helpful suggestions.

Learner – Believes in others & makes positive comments about contribution & abilities. Believes in others wanting to improve personal performance.

21

9. INFLUENCING – Using appropriate interpersonal styles & methods to persuade and guide individuals & teams towards goal achievement; modifying behavior to accommodate the tasks, situations & individuals involved. Impacts others through inspiration.

PROFICIENCY LEVEL

1

2

3

4

5

Competency Not Evident – Disregards the experience of other members of the group or is overly conscious of the presence of others.

Expert – Uses various influence strategies such as well prepared presentations & arguments. Prepares for & anticipates others reactions.

Leader – Uses multiple arguments to persuade. Guides others to the desired outcome through a logical series of arguments.

Practitioner – Uses persuasive arguments that are more reactive than pre-planned. Attempts to build own argument by incorporating the views of the audience.

Learner – Forms logical arguments which are rarely tailored to the need of the audience. Usually uses a single approach to influence.

22

10. EMPATHY – The ability to get into someone else’s shoes so as to understand his feelings & emotions. The ability to step out of one’s own shoes so that one’s own feelings do not get mixed up with the other persons.

PROFICIENCY LEVEL

1

2

3

4

5

Competency Not Evident – Is insensitive to others’ feelings. Does not grasp what the other person is feeling

Expert – Is extremely sensitive and perceptive of the other person’s emotions. Can identify long-term implications relating to underlying concerns.

Leader – Steps into the other’s shoes and feels exactly how the other person is feeling. Understands & surfaces unspoken or hidden concerns.

Practitioner – Makes an attempt to step into the other’s shoes.; listens attentively, keeps an open mind. Accurately reflects surface feelings and concern.

Learner – Makes an attempt to understand what is being said. Asks questions for furthering understanding.

PROFICIENCY LEVEL

11. COMMUNICATION – Expressing ideas effectively (including effective use of nonverbal communication) in individual, group situations & adjusting message, expressions to the characteristics and need of the audience

Expert – Articulates ideas effectively in both formal & informal situations. Is able to make compelling presentations to large groups

5

4 Leader – Prepares & delivers clear & focused messages. Clearly understands the requirements of others and tailors approach accordingly

Practitioner – Ensures actions & words convey the same message. Remains focused in meetings and is able to question appropriately

Learner – Demonstrates understanding through questioning. Is confident in a one-to-one or small group situation

Competency Not Evident – Can confuse people through actions & words conveying different messages. Can ramble or be forceful with own view at the expense of focus & listening to others

3

2

1

PROFICIENCY LEVEL

12. ACHIEVEMENT ORIENTATION – Focuses on delivery of goals. Setting high standards of performance for self, others & the organization; being dissatisfied with average delivery and performance; imposing standards of excellence on self and acting as a role model in the organization

Expert – Sets challenging goals which are achievable. Regularly achieves improvements in base line performance

5

4 Leader – Stretches himself, sets high standards. Makes planned effort to achieve the standards

Practitioner – Demonstrates eagerness to improve performance. Attempts targets that are beyond the routine

Learner – Tries to do the job well. Is beginning to identify problems & opportunities for improvement but does not make specific improvements themselves

Competency Not Evident – Meets only assignment tasks & does not go beyond that.

3

2

1

25

PROFICIENCY LEVEL

13. ORGANIZING – The ability to deploy the right structures, systems & processes to achieve one’s goals. To mobilize people for the tasks & to deploy one’s energy to set up the stage for action by ensuring the availability of all the resources at the right time.

Competency Not Evident – Is not able to organize the right resources at the right time, Fumbles & does not use appropriate structures, systems & processes.

1

2

3

5

4

Expert – Organizes the right resources at the right place at the right time. Uses the appropriate structures, systems & processes to set up the stage for action.

Leader – Organizes the resources through a structured process. Attempts to set up structures, systems and processes to help in organizing.

Practitioner – Able to organize the right resource through personal intervention and action, not necessarily thought a structured approach using systems and processes.

Learner – Attempts to organize the needed resources. Organizes own work and work area but has limited influence on others.

26

Correlating competencies

Change Orientation

Empathy

Learning

Achievement Orientation Influencing Problem solving

Organising People Development Decision making

Communication Customer Service

Orientation Planning

Teamwork & Conflict

management

27

Steps in making a Personal Development Plan (PDP) – The HR Manager meets the Chiefs/Deptt. Head to explain the process guidelines,

which includes:

• Objective

• Key performance measures

• Roll out plan

• Overall competency profile of the unit

– He schedules PDP dialogues for the superior with his direct reports

– He explains the pre-dialogue work needed to be done by the superior &

subordinate. Hands over a set of key questions as an enabler—The key Questions

would help prioritize Individual & organizational need.

– Facilitates actual discussion between the Boss & the subordinate by handling over

briefing guidelines (Do & Don’t checklist)

– Ensures that action is logged appropriating in the PDP document & signatures

obtained

– Sends timely reminders to the superior for feedback & records improvement &

prepares for final evaluation

28

THERE ARE CERTAIN PRE-REQUISITES FOR SELECTION OF A DEVELOPMENT OPTIONS FOR AN INDIVIDUAL

The option should ………..

– Have equal possibility of Success and failure

– Outcome of effort should be obvious to others

– Have a great deal of Individual accountability

– Involve working with a lot of people

– Create additional personal pressure

– Involve high variety of task

– Entail close observation by people whose opinion count

– Requires building a team,starting from scratch or turning

around a team

– Comprise a major strategic component & is intellectually

challenging

– An important element is missing.