Competency Based Performance Management

 

 

Competency-Based Performance Management

Competency-Based Performance Management What, Why, and How

Written by Edward J. Cripe 

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Competency-Based Performance Management

Overview Many organizations are becoming more interested in management and appraisal of competence —  the “how” of performance. They are seeking more qualitative assessment, oriented to the future and focused on development. A competency approach brings a in different to performance management. Performance is viewed terms ofperspective the process employees use to achieve their job results. It combines planning, management, and appraisal of both performance results and competency behaviors. It assesses what employees accomplished and how they did it (with personal characteristics they possess that predict superior performance in present jobs, or in future jobs). Performance and competence are balanced in a competency-based performance management system. In a line job, achievement of performance results may be weighted 90 percent and demonstration of competency behaviors only 10 per-cent. At the other extreme, an appraisal form for a service position might weight competence 100 percent. Performance objectives for a staff job might give equal weight to results and demonstration of competency behaviors. In traditional systems, achievement of performance results is quantified, past oriented, and tied to unit goals, based on a short term, and used to make compensation decisions. Competency appraisal is more qualitative, longer range, future oriented, and used for employee development and career path planning. PERFORMANCE (“Pay for results”) 50%-90% 50%-90%  

COMPETENCIES  COMPETENCIES  (“Pay for skill”) 10%-50% 10%-50%

“What” of performance  performance 

“How” of performance. performance.

Quantitative: Tied to unit goals.

More qualitative.

Short time frame: One year, past performance.

Longer time frame: Future performance in present and future  jobs.

Reward oriented.

Development (behavior change) oriented.

Organizational issues Problems that indicate a need for competency-based performance management include the following: •  Job performance standards and appraisal criteria are seen as unequal or unfair because: One group of employees must achieve at a higher level than other employees in equivalent jobs to receive a good evaluation or reward Employees are graded on a “bell curve,” so that most workers are rated average or below average, regardless of the absolute level of their performance Expected results are not under the worke rs’ control, (e.g., using

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Competency-Based Performance Management

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a productivity productivity index such as “tons of steel per secretary”) Employees have little input into the performance goals set for them. Performance appraisal is seen by managers and employees as a bureaucratic bureau cratic “paperwork” exercise that they do not take seriously because it has little impact on employee performance or development. Employees see nothing in the sy system stem for them; p performance erformance ap appraisals praisals do not address their questions about skill development or career advancement. The performance management system has little impact on actual management; man agement; it doesn’t lead managers to do their jobs better or to develop or provide feedback to their employees. The performance ma management nagement system do does es not reflect or reinforce the organization’s strategy because it fails to focus employee e mployee behavior on strategic priorities such as quality or service. Performance ratings are inflated. If 95 percent of the workforce is rated “4 (very good)” on a scale of 1 to 5, employee ratings are not of any use for promotion decisions or succession planning. A competency-based approach is particularly appropriate for: Uncertain Environ Environments. ments. In uncertain and rapidly c changing hanging enviro environments, nments, where results are not under employee control, hard results objectives are

often rendered by employees external events. In such situations, evaluation must be based irrelevant on whether did everything they could, whether they demonstrated the right behaviors rather than achieving targeted results. The less control employees have over results, the more performance should be based on expression of competencies. •  Qualitative/Process Serv Service ice Jobs. In jobs with no meas measurable urable outcomes, qualitative skills-competencies-are the best indicators of employee performance. The more subjective the job output, the more important it is to appraise competency behaviors. •  Jobs Intended for Development o off Future Performan Performance. ce. The more a job or organization’s objectives for employees stress development of skills (e.g., management trainee positions), the more appraisal should be based on demonstrations of improved competence. •  Changing Organizational Strategy, Focus, or Markets. In changing environments and organizations, employees’ potential to contribute to the firm in the future may be more important than their past performance. For example, the ability to sell a firm’s new products in a global market may be more important than sales of older products in domestic markets. Most performance management systems are past oriented. The greater a firm’s emphasis on future performance, the more its system should stress development and appraisal of competencies.

Steps in developing a competency-based management system 1.

Identify competencies required for superior performance in present or future jobs (competencies needed to implement a desired strategic change).

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Competency-Based Performance Management

2.

Train managers and employees in performance management (e.g., coaching for performance improvement). Performance coaching involves: a.  Agreement between manager and employee on his or her “actual” levels of competence. An employee’s competency levels are most easily assessed with “360 degree” ratings by colleagues “all around” the employee (i.e., by his or her boss, and a sample of peers, subordinates,, and customers who know the employee’s work well). subordinates The average of these ratings is compared with the employee’s self assessment of his or her competencies. b. The employee identifying the “desired” levels l evels of competence he or she wants to develop to meet his or her own performance or career advancement goals. c.  Agreement on a “contract” between between employee and manager on on:: i. ii.

the employee’s competency development goals and the action steps he or she will take to attain them the help and support the manager will give the employee

coaching approach uses the “self  “self change” theory,This which holds that adults change only principles when theyof feel it is-directed in their own best interests to do so. dissatisfied tisfied with their existing situation or level o off performance •  Feel dissa (“actual”)   (“actual”) •   Are clear about a “desired” situation or level level of performance  performance  •  Are clear about action steps they can tak take e to move from the actual tto o the desired situation or level of performance Competency-based performance management systems shift the emphasis of appraisal from organization results achieved to employee behaviors and competencies demonstrated. Diagnosis and problem solving to deal with poor performance takes this form: “If results result s are not at the desired level, give higher priority to these job tasks, demonstrate these behaviors more often, and develop these competencies” (i.e., model the task priorities, behaviors, and competency levels of the best performers in the job). The addition of competencies to performance management systems has important implications for management. Managers explicitly commit themselves to provide employees with formal training, coaching, and other competency development activities during the performance period. The most important factor in implementing a competency-based performance management system is training managers to provide this coaching and developmental assistance. (Studies of effective performance management systems consistently find training to be an important input.) Employee training also helps employees understand how the system works, what their role is, how

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Competency-Based Performance Management

to assess themselves, and how to contract for competency development activities with their managers. About the author Ed Cripe has over thirty years of experience in organization development, training, executive coaching, performance management, competency systems, service and quality improvement, human resources and management consulting. His experience includes positions as President of Workitect, Inc., Director of the Institute of Entrepreneurship and Executive Education for Nova Southeastern University; President of Merit Performance, Inc.; Senior Consultant with Kaset International (Achieve Global); Principal of McBer & Company/Hay Group; Group Director, Training and Organization Development and Quality and Director, Customer Focus Center with Ryder System, Inc.; Corporate Director, Shared Services and Corporate Director, Training and Organization Development of Bendix Corporation (Allied Signal); Corporate Director, Recruitment and HR Director with Carborundum Company; and Presidential Exchange Executive, National Aeronautics and Space  Administration..  Administration Ed received his undergraduate degree in business from the University of Toledo, an M.B.A. degree from Indiana University and has completed doctoral level courses at the University of Michigan plus the Program for Specialists in Organization Development Development at the NTL Institute. He has developed and facilitated numerous training programs, including Building Competency Models, Enhancing Employee Value, Attracting and Retaining Talent, EXTEND Consulting Skills, Managing Performance  –  With Competence and The Competent Leader. He is the co-developer of the FOCUS Coaching program and author of "Competency Planner: a Resource Resource Guide for Developing Developing Competencies" Competencies",, and "The Value-Added Employee" (Butterworth-Heinemann) (Butterworth-Heinemann) released in 1999. Ed's clients have included companies in a wide range of manufacturing and service industries, including Cable and Wireless, ConAgra, Nortel, American National Can, the Limited, ICL-Fujitsu, NCR, Ford, NYU Medical Center, Pacific Gas & Electric, Ashland Oil, DaimlerChrysler Services, Bessemer Trust, GMAC-RFC and CIGNA Dental Health.

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