A detailed presentation on the concept of Competencies and Competency Mapping methodology

1. Competency Mapping &
Assessment

2. Methodology
 Interactive Concept Sessions
 Exercises
 Case Study
 Experience Sharing
 Discussion

3. What will be covered today
 Conceptual Framework of Competency Approach
 Defining Competencies & Identifying Behavioral Indicators
 Developing Competency Models
 Applications of Competency Mapping

5. Hosts of KBC

6. What makes Amitabh Bachchan the Best Host of KBC?
The answer to this lies in the word “Competency’

7. Introduction to the concept of
Competencies

8. What is Competency?
 Competency is an underlying characteristic of an individual that results in
effective and/or superior performance on the job or in any given situation
(Klemp 1980).
 Competencies are coachable, observable, measurable and critical to the
success of individual performance.

9. What is Competency?

10. What is Competency?
Some more definitions widely used:
 United Nations Industrial Development Organization (2002) – Is a set of skills,
knowledge and attributes that allow an individual to successfully perform a
task or an activity within a specific function or job.
 Spencer & Spencer (1993) – An underlying characteristic of an individual that is
casually related to criterion-referenced effecting and/or superior performance
in a job situation.

11. Analysis of the Definition
Competency is a
characteristic of an
individual.
Competencies lead
to the demonstration
of skills & abilities.
Competencies lead
to effective
performance.
Competencies
embodies the
capacity to transfer
skills & abilities from
one area to another.

12. Competency includes

13. Knowledge
• Awareness/ Information/ Understanding of facts, rules & principles, concepts,
theories or processes.
• Knowledge may be concrete and measurable or sometimes may also be
abstract and difficult to assess.
• Knowledge is acquired through learning & experience,

14. Skills
• Capacity to perform a mental or physical task.
• Skill is essential to get a specific result/outcome.
• Skill is usually mastered by practice.

15. Attitudes
- Qualities
- Values
- Personality Traits
- Manners/Etiquettes
- Body Language
- Habits
• Attitudes are acquired through upbringing, learning and experience.

16. In the late 1960’s,
the
Occupational
Competence
movement was
initiated by Dr.
David
McClelland who
was a Professor of
Psychology at
Harvard Business
School
McClelland
found that
traditional tests
such as
academic
aptitude and
knowledge
tests, did not
predict success
in the job
Since this find
and even during
the early 70’s,
leading
organizations
have been using
competencies
to help recruit,
select and
manage their
outstanding
performers
A supporting
research
conducted by
McClelland
found that
students, who
did poor in
Universities, as
long as they
passed, did just
as well in life as
the top students
Through this
McClelland
proved that
superior
performance is
not always
measured by
test scores but
rather related to
hidden traits and
qualitative
behaviours
History of Competency

17. Characteristics of Competency
Competency
Skills
Knowledge
Self-ConceptTraits
Motives
The ability to perform simple physical or
mental task
Information an
individual has in specific
content areas
An individual’s attitudes,
values or self image
Physical characteristics
and consistent responses
to situations or
information
Things about which a
person consistently thinks
about or wants and that
which causes action

18. The Ice Berg Model
An iceberg has just 10% of its volume
above water and the rest 90% remains
beneath the surface in the sea.
Similarly, a competency also has some
components which are visible like
knowledge and skills but other
behavioural components like Self-
Concept, Trait & Motive are hidden,
“deeper” and central to personality.
Knowledge
Skills
Self-Concept
Trait
Motive

19. The Ice Berg Model
Knowledge
Skills
Self-Concept
Trait
Motive
Has a degree in
Computer Science Is proficient in MS
Office
Shows confidence
Is calm by nature
Likes achieving goals

20. Components of the Ice Berg Model
Surface/Skill
Competencies
are relatively easy
to develop.
Core Motive/Trait
Competencies
are more difficult
to assess and
develop.

21. Importance of Ice Berg Model
It is important to understand
that there is a relation
between the competencies
which are above the surface
and those which lie beneath
in an iceberg.
The aspects of competencies
which lie below the surface
like Self-Concept, Motives &
Traits directly influence the
usage of knowledge and skills
to complete a job effectively.

22. Types of Competencies
Basic
Competencies
Professional
Competencies Competencies
Basic Competencies –
They are existent in all
individuals but only
their degree of
existence differs.
Professional
Competencies –
They are job related
and are above the
basic competencies.

23. Types of Basic Competencies
•Those wherein the employee
needs to know what is
required to perform the
functions of the job. Includes
industry knowledge,
background and expertise.
Intellectual
Competencies
•Those which determine the
level of motivation within an
individual. Focuses upon the
engagement level of an
individual.
Motivational
Competencies
•Those which determine the
Emotional Quotient of an
individual. The capability of an
individual to recognize their
emotions and use them
effectively to achieve one’s
goals
Emotional
Competencies
•Those which determine the
behaviors that are essential for
social adaptation.
Social
Competencies

24. Types of Professional Competencies
GenericCompetencies
•They are those which
are considered
essential for all staff,
regardless of their
function or level. These
competencies include
broad success factors
not tied to a specific
work function or
industry. They usually
focus on leadership or
emotional intelligence
behaviours.
ManagerialCompetencies
•They are those which
are considered
essential for staff with
managerial or
supervisory
responsibility in any
service or program.
Functional/TechnicalCompetencies
•These are specific
competencies which
are considered
essential to perform
any job in the
organization within a
defined technical or
functional area of
work.

25. 1. Superior performer display in a
substantial degree
2. Average performer display in
varying degree
Threshold
Competencies
Differentiating
Competencies
COMPETENCIES
Interpersonal Cognitive
1. Doesn’t distinguish average
from superior
2. Features any job holder should
have
Source: Spencer and Lyle(1992) ,Competence at Work
Categories of Competencies

26. Common examples of competencies required at all levels.
Common examples of Competencies
Teamwork Creativity
Communication
SkillsPlanning &
Organizing
Result Orientation
Decision Making

27. Who identifies Competencies?
Competencies can be identified by one of more of the following category of
people:
• Subject Matter Experts
• HR Specialists
• Job analysts
• Psychologists
• Industrial Engineers etc.
• In consultation with: Line Managers, Current & Past Role holders, Supervising
Seniors, Reporting and Reviewing Officers, Internal Customers, Subordinates of
the role holders

28. Advantages of Competency Based
Approach
Tool to meet business results
Set performance expectations
Establishing common criteria for hiring, training, measuring and rewarding people
with right capabilities to help company gain competitive advantage
Reward the individual
Identify gaps between current capabilities and future requirements
Focus training and development efforts on areas with greatest need and /or impact
Facilitate organizational change and building desired culture

29. Competency Mapping

30. Competency Mapping
 Competency Mapping is the process of identification of the competencies
required to perform successfully in a given job or role/a set of tasks at a
given point of time
 It consists of breaking a given role or job into its constituent tasks or activities
and identifying the competencies (technical, managerial, behavioral,
conceptual knowledge and attitude and skills, etc.) needed to perform the
same successfully

31. Competency Mapping
 Deriving at a Competency Map – A competency map is a list of individual’s
competencies that represent the factors that are crucial to success in given job
role, department or organization in alignment with individual’s career goals
 Carrying out the Competency Mapping exercise – Competency mapping is a
process of identifying and describing most specific competencies that are
critical to success
 Creating a Competency Profile – Process of identifying the knowledge, skills and
abilities within each competency resulting into effective performance in a
particular situation/profession. Competency profiling is business/company
specific.

32. Objectives of Competency Mapping
Growth
Plans

33. Organization
Business I
Business II
Operations Operations
Sales &
Marketing
Accounts &
Finance
Sales &
Marketing
Accounts &
Finance
HR & Admin HR & Admin
SCM
Project
Management
Business
Development
Advertising
Accountant
Recruitment
Specialist
Facility
Manager
Financial
Controller
Defining the level for Competency
Mapping

34. Steps in Competency Mapping
Personal Information Questionnaire (PIQ) is used to gather inputs
on the key behaviors essential to perform their respective work. A
360 degree view is also taken into account.
Making use of the results of Job Analysis, a competency based job
description is created. This is then reviewed by HR and is developed
further by transforming it to standard competencies.
Once the competency based description is in place, the process
of competency mapping begins. The set may have a
combination of both, Behavioral (emerge out of Attitudes) as well
as Functional (emerge out of Knowledge & Skills) Competencies.

35. Elements of Competencies

36. Competency Elements
1. Title/Label/Name
2. Brief Description/Definition
3. Behavioral Indicators
4. Proficiency Levels/Competency Scales

37. Competency Elements
1. Title
2. Definition
3. Indicators
4. Proficiency
Levels

38. Competency
Model/Framework

39. Competency Model/Framework
1. List of competencies
2. Specific behaviors under each competency
3. Proficiency Levels under each competency
4. Target job/role considered or Organizational brief

40. Developing a Competency
Framework

41. Guiding principles for Competency
Framework
Aligned with
Organization’s
strategies, culture
and modernization
efforts
Integrated into
HR Processes
Built & validated
with inputs from
Organizational
leaders
Competency Model
Development Principles
•The competency model should be
aligned with organization’s objectives
& culture
•The model should be developed
through research and should be
validated by SME’s and top
management
•The competency model should lend
itself to multiple HR programs
•The competency model should be
clear and compelling, and easy to
communicate

42. Design Principle
Use of pre-set list of common,
standard competencies and the
customize it to the specific needs of
role/organization
Seek help of consultants to develop
the framework for you, if required
Involve all the relevant stakeholders
into the process – HR and Business
experts to gain organization wide
understanding
Work towards deriving at a uniform
framework across organization

43. Development of Framework
Preparation
Data
Collection
Building the
framework
Implement

44. Development of Framework
Preparation
Data
Collection
Building the
framework
Implement
• State the objectives
of developing the
framework
Define the
purpose
• Involve Professionals
from all areas of
business that will use
the framework.
Create diverse
groups
Involvement &
Communication

45. Direct observation
Preparation
Data
Collection
Building the
framework
Implement
• Observe the employees directly while they are performing their critical job tasks
• Naturalistic observations has the advantage of capturing non-verbal aspects
• The observed behaviours are noted down and then converted into categories

46. Expert Panel
Preparation
Data
Collection
Building the
framework
Implement
• Are individuals who are knowledgeable about the job – outstanding job holders,
customers, HR specialists and line managers
• Panel brainstorms the competencies needed to do the job in outstanding way

47. Surveys
Preparation
Data
Collection
Building the
framework
Implement
• A tool to gather data
• An instrument with good reliability and validity can help build consensus
• Help to cover all number of employees

48. Benchmarking
Preparation
Data
Collection
Building the
framework
Implement
• Choosing an organization that is known for its superior performance for the given
practice
• Obtaining information on the Competency Framework
• Incorporating in an appropriate way in one’s own Competency Framework

49. Job Analysis
Preparation
Data
Collection
Building the
framework
Implement
A systematic study of jobs to determine :
• The activities (tasks) and responsibilities they include
• The qualifications necessary for performance of the jobs
• The conditions under which work is performed
• The report structure of the jobs
Job Analysis helps you to define the critical duties and functions of a position

50. Behavioral Event Interviewing (BEI)
Preparation
Data
Collection
Building the
framework
Implement
The best predictor of future performance is past performance
Principle: It is necessary to understand what behaviors in the past were performed in a
particular situation
Real behavior of an individual in a specific incident is more important than his intentions
BEI goes deeper into find out the above

51. Behavioral Event Interviewing (BEI)
Preparation
Data
Collection
Building the
framework
Implement
A thorough, planned & systematic way to gather and evaluate information about
what behaviors have taken place in the past to understand how they could be used
effectively in the future
• Based on competencies & behaviors critical for success in a particular situation
• It is objective, helps in eliminating unintentional biases
• It is structured, with a set of questions that are delivered to every candidate, in the same wording,
in the same order and scored in the same way
• Focuses less of specific tasks and more on the approaches used in doing them. Therefore
effective even for individuals with little or no experience

52. STAR METHOD & Question Development
Preparation
Data
Collection
Building the
framework
Implement
S
(Situation)
T
(Task)
A
(Action)
R
(Result)
S T
A R
Situation: What was the situation
the candidate was in?
Task: What was the task the
candidate needed to
accomplish?
Action: What were the actions the
candidate took to accomplish this
task?
Results: What were the results of
these actions?

53. STAR METHOD – Example
Preparation
Data
Collection
Building the
framework
Implement
Situation (S) : Tell me about a time when you had to organize a large event
“In my last role as Personal Assistant (PA), I had to organize a conference for our Senior Management
Team”
Task (T) : What all activities were involved in executing the task?
“This required highest level of, attention, focus and planning, from finding the venue to organizing speakers,
catering and accommodation, overseeing the budget and communicating with stakeholders.”
Action (A) : How did you go about doing it?
“The key for me was detailed forward planning and documentation – I listed down all actions required with
timelines, created checklists and running sheet, recorded all quotes and also happen to set up daily
reminders for some tasks. This helped me to keep everything on track and ensured that there were no slip
ups.”
Result (R) :What was the end outcome?
“The conference went smoothly and the feedback I received from attendees was overwhelmingly positive.
Because of this success, I was asked to help plan other company events and my role was expanded to
encompass this added responsibility.”
Planning & Organizing

54. Building the Competency Framework
Preparation
Data
Collection
Build the
framework
Implement
• Group the data – Read through the collected behavioral information and group them into piles.
For larger categories, define the subgroups further.
• Identify and name the Competencies – Definitions should be clear and should address the
following:
 Are the competency definitions easily understood by all?
 Can they be observed?
 Can they be measured?
 Can they be improved by training, coaching/other methods of development?
• Decide how the framework will be used – E.g. Recruitment, performance management, training
etc.
• Test the framework in each of its applications and Finalize

55. Implementing the Framework
Preparation
Data
Collection
Build the
framework
Implement
• Link to Business Objectives – Make connections between the competencies and organizational
goals and values as much as possible
• Reward the Competencies – Check that your policies and practices support and reward the
competencies identified
• Provide Coaching & Training – Ensure that coaching and training is implemented for the
development of competencies
• Keep it simple
• Communicate – Treat the implementation as the change initiative. The more open and honest you
are throughout the process, the better would be the end result and so would be the chances of
the project achieving your objectives

56. Drivers for Introducing Competencies
•Provides employees with clear direction on how they
can contribute
•Reinforces behaviors that are consistent with
organization’s mission and goals
Sets Clear Expectations
•Provides employees with a roadmap for building
strengths and closing development gaps
•Ties to career growth and becoming a ‘Learning
Organization’
Identifies Training & Development
Actions
•Improves consistency in recruiting and selection,
training, performance management and succession
planning
•Streamlines and simplifies HR operations
Integrates HR Programs

57. Needs addressed by Competency
Model
• Hiring the best available employees
• Aligning behavior with Organizational Strategies and Values
• Giving people clear objectives
• Measuring their achievements and delivering unbiased feedback
• Maximizing productivity
• Adapting to Change

58. Integrating HR with
Competency Model

59. Competencies help integrate HR
programs
Competency
Mapping
Recruitment &
Selection
Compensation
Performance
Management
System
Training &
Development
“…all that separates you
from your competitors
are the skills, knowledge
and abilities of people
who work with you”

60. Competency Based Recruitment &
Selection
Key Requirements:
 A validated competency
model that predicts success
on the job
 A set of interview questions
 Interviewers with the
training & experience to
evaluate
 Forms to record results &
help compare & evaluate
candidates
• Competency Based Job Description
• Competency Based Application Form
“Please tell us about a time when you worked in a team. Give a short
description of the team and its goals; your role in the team; how you realized
that other team members needed motivation; what exactly you did and
what was the result”
• Sifting Competency Based Application Forms
Typical Sifting Rules
“A” ratings: Strong evidence
o The answer is clear and in line with the questions asked
o The answer contains most of the indicators
“B” ratings: Acceptable evidence
o The answer gives an indication that evidence is present, but it is a little vague and needs to
be explored more during the interview
o The answer contains some indicators
“C” ratings: Lack of evidence
o The answer does not relate to the question

61. Competency Based Compensation
Rewarding the individual’s abilities and behaviors that are critically important to the organization. The
primary objective is to maximize employee motivation so that it could further lead into competent employee
retention.
• Helps to motivate employees to perform better and contribute to the company
• Results into loyalty on part of employee’s
• Enables employees to step out of their comfort zone as they feel they can earn more basis their
competencies
• Subordinates can also earn more as compared to seniors based on competency levels

62. Competency Based PMS
PerformanceManagement
Performance results –
Quantitative aspects
Competencies –
Qualitative aspects
Overall Individual
Performance Outcome
Supports the provision of feedback to employees not only on ‘what’ they have accomplished (i.e.
performance goals) but also on ‘how’ the work was performed.
 Links results, expectations and
behavioral objectives to the
business plan
 Provides managers with
guidelines & resources
 Provides employees with clear
understanding of the behaviors
& skills to use in accomplishing
results
 Enables conducting of objective
feedback meetings
 Provides direction with regards
to specific areas of
improvement

63. Competency Based Training &
Development
 Captures the gap between current
skill set of the workforce & required
skill set
 Provides opportunity to
identify/develop specific training
programs by mapping them to
competency gaps – identifies where
the company should spend its
training budget to achieve the
greatest impact
 Puts development ownership on
employee
 Gives the line managers a tool to
empower them to develop
employees

64. Linking it all

65. Competency Assessment
through Assessment Centres
(AC)

66. What is an Assessment Centre (AC)?
A structured approach
that involves various
tools/techniques to assess
an individual on his/her
competencies for
development purpose
The assessment comprises
of a group of individuals
undergoing series of
exercises/simulations with
the help of standard tools
The AC process is characterized by:
• Multiple Participants
• Multiple Tools
• Multiple Assessors
• Aligned to Competencies
• Behaviorally based
The outcome:
• Reports detailing a participant’s
competencies as they related to
job requirements
• One to one sessions examining
the reports

67. Types of AC
Selection
Centre
Diagnostic
Centre
Development
Centre
Recruitments
& Appraisals
Training Need
Identification
& Fulfillment
Career &
Succession
Planning

68. A typical AC
Series of exercises simulating on the
job situations
Trained assessors carefully observe
and document the behaviors
displayed by the participants
Each assessor observes each
participant at least once
Assessors integrate the data through a
consensus discussion process to arrive
at a final rating
Each participant receives objective
performance information from one of
the assessors

69. Essential elements of AC
Predefined set of
competencies
Realistic
simulations of skills
required to take
up the target role
Fair and unbiased
assessment
Standardized
recording
behavior
Team Orientation Influencing Skills
Customer
Orientation
Planning &
Organizing
Result Orientation
Creativity
List of typical
Competencies
for AC

70. Validity findings of different Assessment
Methods
Assessment Method Predictive Validity
Assessment Centre's (multiple tools) .65
Behavioral Interviews .4 – .6
Work-sample Tests .54
Ability Tests .53
Modern Personality Tests .39
Biographical data .38
References .23
Traditional Interviews .05 – .19

71. Historical Snapshot of Assessment
Centres
The Emergence
Application
• Germans first developed the Germany Military Assessment
Program for selection of officers during World War II in 1938.
• Was used during the set up of The British War Office Selection
Boards for identifying potential officers for British Army in 1942.
• Was later adopted by United States for the selection of agents &
operatives.
• The first industry application took place in American Telephone &
Telegraph Company (AT & T) in 1956.
Assessment Centre Methodology is known to have been used or
recommended at least 1500 years ago in India as mentioned in
Kautilya’s Arthashastra covering various assessment methods like
observation, performance appraisal, interviewing & other forms of
testing.
* Rao & Juneja, 2007: Is Past Performance a Good Predictor of Future Potential?

72. The journey from then to now
1960 1969 1973 TODAY
1966 1970 1975
ACs by Standard Oil, IBM,
Sears Roebuck, General
Electric and Caterpillar
tractors
Bray & Grant published a
research in ACs in
Psychological Monograph
journal in US
Conferences held in US
on Assessment Centre
Methodology
1st Business article on
ACs in Harvard
Business Review by
William Byham
1st International
conference on AC
methods; DDI
Established by William
Byham
AC guidelines published
Hundreds of studies,
Thousands of ACs
conducted, Millions
assessed

73. Companies known for best Assessment
Centre practices
* Aon Hewitt, 2015 : Top Companies for Leaders, Research Highlights

74. Assessment Techniques used by Top
Companies
Competency
Based Business
Simulations
360-degree
Feedback
Psychometric
Assessments
Leadership Style
Inventories
Cognitive
Assessments
* Aon Hewitt, 2015 : Top Companies for Leaders, Research Highlights

75. Assessment Centre Tools
In-Basket
Role Play
CBI
Case
Presentat
ion
Group
Discussio
n

76. In-Basket
•Most frequently used tool
•Individual exercise
•Simulates administrative
aspects of the job
What?
• Participants are given a file containing several
emails
•Each email corresponds to a competency
•Participant has to prioritize, assess and provide
solutions to the problems in limited time
•Evaluated against a bar scale developed on ideal
solutions
How?

77. Role Play
•Tool to evaluate reaction/response while dealing with
on the spot conflict
Definition
•Participant receives a case study describing a relatively
complex situation. The participant then analyses the
problem and develops a strategy to solve the problem.
Methodology
•One on one interaction
Context

78. Competency Based Interview (CBI)
CBI’s is a structured method of interviewing that makes use of
meaningful questions that relate directly to the essential criteria or
competencies that have been identified as a key for participant’s
next role
Questions about behaviors
targeting the defined set of
competencies
Questions are behavioral and
situational in nature
Participants to answer with
concrete examples relating to
their work experience
Are framed using STAR
technique

79. Case Presentation
•Tool to simulate the presentational aspects of a senior
managerial role
Definition
•The participant is provided with a case brief. The task is to
analyze the information and present logical
recommendations on the way forward on the issues
within the case
Methodology
•One on one interaction
Context

80. Group Discussion
Tool to measure
competencies that are
exhibited in a group
situation
Allows assessors to
observe how candidates
might behave in
meetings or how
effective they are when
working in the team
Broken down into
assigned roles or non
assigned roles
Participants are
instructed to present their
decisions or
recommendations

81. Some more Tools
Fact Finding Exercise
•Tool to evaluate the decision making ability basis partial information provided
•Participants may think about the additional information that is required and
may ask the assessor during interaction
Game Simulation
•Tool that engages participants in game playing and gives them an
opportunity to exhibit team skills while having fun
Scheduling Exercise
•Tool to measure resource planning & utilization based on the series of
constraints encountered during scheduling a task/event
•An individual activity but outputs from the same are considered

82. Psychometric Testing
Psycho = mind (Greek – ‘psyche’)
Metric = measurement
Psychometric testing is an objective resource
for identifying & measuring qualities in
individuals in order to make informed
decisions
• Measures – attributes like intelligence,
aptitude & personality
• Used for – Assessing ability & potential
• Derived through – Rigorous scientific &
statistical methods
• Administered – Paper pencil/Online
Ability =
Can do
Attitude –
Wants to
Skills – Has
done

83. Common Forms of Psychometric Tests
Aptitude/Ability
Tests
Personality
Profiles

84. Why use Psychometric Tests for
competency assessment?
•Reduces biasObjectivity
•Robust framework to fit with other HR toolsClarity
•Travel, time, mistakes, administration etcReduced Costs
•Standardized, transparencyFairness
•Increased likelihood to be able to predict future
performancePredictive Validity
•From selection through developmentConsistency
•With job criteria/competenciesFit
•Through word of competenciesCommon Language

85. The role of an Assessor
•Have undergone a formal training/certification on the tools and psychometric test to conduct assessments
Trained on the competency tool kit
•Well versed with the job description
•Prefer somebody with first hand knowledge of the target job
Familiar with target job
•Should be at least 2 levels above participants
•Will help in building credibility and acceptance
Higher Levels
•Should be a good listener and not just an interpreter
Good Listening Skills
•Must behave the same with all candidates
•Should suspend their judgment until the appropriate time
Fair & Objective
•Will be conscious of the needs of the candidate during feedback
Experienced People Manager
•Must look of evidences out of observed behaviors and will evaluate accordingly
Focus on evidence

86. Designing the AC
Key Points
1. Each competency measured by at least two tools
2. No tool measures more than three competencies
3. All elements should be measured by at least one tool
4. The assessor assesse ratio should be 1:2
Competencies
ONE TO SELF
TOOLS
ONE TO ONE TOOLS
ONE TO MANY
TOOLS
In-basket Role Play
Competency
Based Interview
(CBI)
Case Presentation Group Discussion
Interpersonal
Competencies
Team Orientation
Influencing
Customer
Orientation
Cognitive
Competencies
Planning &
Organizing
Result Orientation
Creativity

87. One day AC
Day 0
6:00 pm : Venue check in
Day 1
8.30 am : Breakfast
9:00 am : Context Setting & Introduction to AC
Process
9:30 am – Exercise 1 (In basket/GD/Role Play/
Presentation/CBI)
10:30 am : Tea break
10:45 am : Exercise 2 (In basket/GD/Role Play/
Presentation/CBI)
12:15 pm – Lunch Break
1:00 pm – Exercise 3 (In basket/GD/Role Play/
Presentation/CBI)
2:00 pm – Exercise 4 (In basket/GD/Role Play/
Presentation/CBI)
3:00 pm – Tea Break
3:15 pm – Exercise 5 (In basket/GD/Role Play/
Presentation/CBI)
4:30 pm – Debriefing
Day 2
•8:30 am – Assessor Integration
•9:30 am – One on one feedback & draft IDP
creating
•12:30 pm – End of process
Schedule document

88. Feedback Process
•Feedback is a process where participants are
made aware of the observed behavior in
controlled circumstances and how they
measure up to a set of competencies, which
are relevant to the organization and to their
role
Definition
•Covers Strength and Development areas
•Examples of behavior are highlighted
•Alternate or corrective behavior can be
suggested to work upon the indicated focus
areas.
•The confidentiality about the participant
results is maintained.
Methodology

89. Further Reading
 The Handbook of Competency Mapping, 2007, Second Edition Understanding,
designing and implementing competency models in organizations – Seema
Sanghi
 The Competencies Handbook, 2005, Steve Whiddett & Sarah Hollyforde, Jaico
Publishing House
 The Psychology of Assessment Centres, 2013, Duncan Jackson, Charles Lance,
Brian Hoffman

90. Thank You