Competency Modeling v. Job Analysis

Report
Competency Modeling
v. Job Analysis
Michael Brannick
Discussant
Competency Models Are
Statements of Values

Our company values (e.g.):







Integrity
Product Knowledge
Development of People
Goal Directedness (Results Orientation)
Content Neutral
Derived from beliefs about competitive
advantage and human capital, not job/tasks;
inference is different (not up from tasks but
perhaps sideways from organizations)
Not functions, person-oriented job analysis
Sanchez & Levine
What is the difference between CM and
tja?
 6 dimensions of difference (e.g., purpose)
 Values (and resulting payoff) explains why
CM is prescriptive (influence, maximum
performance) and why it refers to the
organization rather than the job.
 Take CM and infuse content thru Crit
Incidents

Giumetti and Curnow

CM & JA: Integrative Perspective

a combination of knowledge, skills, abilities and other
individual characteristics (often called KSAOs; including
but not limited to motives, personality traits, selfconcepts, attitudes, beliefs, values, and interests) that
can be reliably measured and that can be shown to
differentiate performance
Subset of job elements; PAQ might qualify
 Validity of combining core competencies
with technical competencies

Keller-Glaze, Horey & Fallesen
Evolution of a competency model
 Shows how to take values and infuse
content (fja task statements) – see
example next slide

lopment
ople
Directedness
FJA task statements?
Should ‘compentency’ be reserved for managerial jobs?
Morath, Curnow, Cronin, & Leonard
Top-Down Approach
 Interview SMEs; future-oriented
performance dimensions
 Competencies must be ‘general enough to
guide development of leaders who fill a
wide variety of joint positions, but specific
enough for performance requirements’
 GWA from O*NET

Morath

Identified service values

Army
 Loyalty
 Duty
 Respect

Air Force
 Faith
in system
 Excellence in all we do
 Self respect/Respect for others

Value of top-down
Martin & Lodato
Task based ja under time pressue
 Training application for Texas Child
Protection Services
 Analysis Phase of ISD, analyzing 9 jobs,
face-to-face interviewing over 400 people,
conducting review boards and documenting
our findings in 6 weeks.
 Emphasis on job content

Take Home Message
CM & JA are companions
 Apply competency models by

1. Start at the top to find generic org values
 2. Consider purpose of project
 3. Fill competencies with job/task content
appropriate for the purpose


Competency models will not excuse a task
discovery process for applications such as
selection, training, design

similar documents