Monograph - UGiN competencies.pdf · 2 Dimensions vs. Competencies This monograph discusses the...

Monograph

DEVELOPING DIMENSION-/COMPETENCY-BASEDHUMAN RESOURCE SYSTEMS

BY WILLIAM C. BYHAM, PH.D.

DevelopmentDimensionsInternat ional

1

Table of Contents

Dimensions vs. Competencies......................................................................................2

Introduction ..................................................................................................................4

I. Human Resource Systems in a Conventional Organization

1. Organizing Integrated Human Resource Systems ........................................6

2. Dimension-/Competency-based Human Resource Systems...........................8

II. Dimension-/Competency-based Human Resource Subsystems

3. Selection Subsystems .................................................................................12

4. Promotion Subsystems...............................................................................15

5. Training and Development Subsystems......................................................17

6. Performance Management Subsystems .......................................................19

7. Career Planning and Succession Planning Subsystems................................21

III. Establishing the Job Relatedness of Human Resource Subsystems

Introduction: The Equal Employment Opportunity Commission and Job Relatedness...................................................................................24

8. Content-valid Interviewing Subsystems .....................................................25

9. Content-valid Assessment Centers .............................................................27

10. Content-valid Performance Management Subsystems.................................28

IV. Training

11. Training Is a Must ....................................................................................30

Conclusions .................................................................................................................32

Appendix I ..................................................................................................................33

Appendix II.................................................................................................................34

Appendix III ...............................................................................................................35

References ...................................................................................................................37

The Author..................................................................................................................38

About DDI ..................................................................................................................39

© Development Dimensions International, Inc., MCMXCVI. All rights reserved under U.S., International, and Universal Copyright Conventions. Reproduction in whole or part without written permission from DDI is prohibited.

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Dimensions vs. Competencies

This monograph discusses the development and proven efficacy and effectiveness of adimension-/competency-based systems approach to human resource activities. Before thediscussion, however, it is critical to clarify an issue that centers on semantics or terminologyrather than concept: dimensions vs. competencies. For Development DimensionsInternational (DDI), both competencies and dimensions can be defined as:

Descriptions of clusters or groupings of behaviors, motivations, andknowledge related to job success or failure under which data onmotivation, knowledge, or behavior can be reliably classified.

Organizations can use either term, according to their preferences. However, DDI prefers theterm dimension to competency for several reasons:

● The term dimension is free of the common-usage meanings or interpretations usuallyattributed to competencies. While some organizations describe attributes of a job/role ascompetencies, an equal number use the term to describe attributes of the organizationitself (such as, the “core competency” of the Canon Corporation is Optical Technology).

● Dimensions is the term used in many scientific books and journals.

● Because the term dimension has no inherent meaning, it can be defined in ways that are more responsive to Equal Employment Opportunities Commission (EEOC)guidelines. The term competency, on the other hand, is associated with individualcapability or proficiency and implies mastery of an area that might not be implied by ajob/role analysis.

A DDI monograph, Competencies and Organizational Success, further discusses the pros and consof the terms dimensions and competencies and describes the techniques used to define them.Dimensions/Competencies can be derived from:

1. A study of the job activities and motivations of successful and unsuccessful incumbents(traditional job analysis).

2. A knowledge of the job or job level combined with a complete understanding of thevision and values of the organization (typical in rapidly changing jobs or organizations).

3. A combination of the techniques described in 1 and 2.

If done properly, all three techniques can lead to behaviorally defined dimensions/competencies.

In most of this monograph, we use both terms—dimension/competency; we hope this doesnot cause confusion. What is important here is the definition. We are using the definition asit stands above, and it remains the same for both dimensions and competencies.

Throughout this monograph we use only the names of specific dimensions/competencies,unaccompanied by their full definitions as they would appear in an actual human resourcesystem or subsystem. Appendix II provides examples of complete definitions for twodimensions/competencies.

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Complete, well-worded, nonoverlapping, behavioral dimensions/competencies are extremelyimportant, and several DDI monographs address that importance. (See Dimensions of EffectivePerformance for the 1990s [1992] and Understanding Job Analysis [1990]). DevelopmentDimensions International clearly distinguishes its behavior-based approach to dimensions/competencies from the more psychologically focused models sometimes used. The DDIapproach to dimensions/competencies was developed to meet EEOC preference for contentvalidity over construct validity to prove job relatedness (appropriateness for use) of selectionor promotion criteria.

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Introduction

In such diverse fields as space research, information processing, economics, medicine, and lawenforcement, it is currently popular to take a “systems approach” to situations and problems.Specialists have shown that the best results are obtained when interrelated and coordinatedelements are dealt with as a system rather than as single, independent elements. However,few organizations apply a systems approach to human resource activities, even though there isevidence that such an approach is effective. Many organizations have human resourcetraining programs that encourage action in one direction and a compensation system thatencourages action in another. They often have career planning or succession planningprograms that don’t fit with performance management or training programs. It is alsocommon for organizations to use one set of criteria for reviewing performance in a job and adifferent set for selecting employees into the job.

Taking a systems approach to human resource activities results in human resourcemanagement that is far more effective and costs the organization less. Programs that are partof a system reinforce each other. Each is made better by the contributions of the others;needless overlaps and contradictions in goals or procedures are eliminated. Because all partsof the system are built on common elements, training costs decrease and managers learn eachnew element more quickly. Even the image of the human resource department is improved.It is seen as having defined goals and an organized program to meet them.

This monograph will explore the advantages of applying a systems approach to varioushuman resource activities. First, we will show how all human resource activities can beorganized within two systems. Second, we will examine the benefits of a dimension-/competency-based systems approach that interlocks many individual activities, such asselection, training, and performance management. Third, we will look at how a systemsapproach results in more accurate and reliable interviews, assessment centers, performancereviews, career planning, and succession planning and describe the training necessary toimplement this approach. An important focus of this monograph will be the methodologyand documentation required to make programs and systems job related and thus acceptableto the Equal Employment Opportunity Commission (EEOC) of the United States andgovernment regulations in many other countries.

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I. Human Resource Systems in aConventional Organization

1. Organizing Integrated HumanResource Systems

2. Dimension-/Competency-basedHuman Resource Systems

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Chapter 1

Organizing Integrated Human Resource SystemsIf one accepts the idea that an integratedsystems approach to human resourceactivities would be advantageous, one mustthen face the question of how to organizesuch a system. Figure 1 offers some directionin making this decision. It represents amodel of how work is produced and paid forin most organizations. The diagram is easyto understand if one starts with the dottedbox titled “Job Performance.” Obviously, jobperformance is what one achieves in a job. Itis in a dotted box because it can be difficultto measure. Often it is really a theoreticalconcept. Immediately to the right of that is abox titled “Achievement of Job-relatedObjectives.” This is what most people meanwhen they talk about performance goals andstandards.

On the far right in Figure 1 is a box titled“Salary and Bonus.” It is tied to jobperformance as indicated by the achievementof objectives. The achievement of objectivesis measured, and compensation is based on

the degree to which achievement matchesagreed-to objectives.

To the extreme left is a box titled “Job-related Dimensions/Competencies.” Theseare the behaviors, knowledge, and motivationrequired to achieve objectives, and theyfacilitate reaching particular objectives. Forexample, the manager whose objective is tosuccessfully introduce a new product line willneed many types of behavior to meet thisobjective. The manager must analyze thesituation to determine the proper course ofaction, plan and organize complex activities,work with people in various capacities toachieve the objective, and so forth. Themanager will also need to have knowledge ofthe product and the organization’s productintroduction process. Finally, the managermust be motivated to accomplish the task.

Below the boxes in Figure 1 are the humanresource subsystems or functions that relateto each activity. On the far right (under the“Salary and Bonus” box) is the compensationsubsystem. It is tied to the objectivessubsystem by an arrow, which indicates thatat least part of the salary and bonus programis tied to performance.

Job-related�Dimensions/�

Competencies�(behaviors, knowledge, �

motivation)

Job�Performance

Achievement�of�

Job-related�Objectives

Salary and�Bonus

● Selection�● Promotion�● Training and Development�● Performance Management � (based on demonstration of � job-related behaviors; includes � performance feedback)�● Career planning�● Succession planning

Performance �Management �(based on �achievement �of objectives)

Compensation

Dimension-/Competency-based �(Behavioral) System

Management-by-Objectives (MBO) System

Figure 1. Two systems around which human resource activities can be organized.

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Most of the other common human resourceactivities are listed under the “Job-relatedDimensions/Competencies” box. Theyinclude selection, promotion, training anddevelopment, performance management(based on demonstration of job-relatedbehaviors and feedback on performance),career planning, and succession planning.Figure 1 illustrates that all human resourceactivities in a conventional organization canbe placed into one of two systems:

● Objectives-based system—typicalmanagement-by-objectives (MBO).

● Dimension-/Competency-basedsystem—using behaviors, motivation,and knowledge related to job success orfailure, which can be logically andreliably clustered.

While Figure 1 might represent commonrelationships, there are exceptions. Forexample, as organizations use various typesof teams more extensively, they are tyingtheir reward systems to team, rather thanindividual, accomplishments. Many of theseorganizations then choose to reward thedevelopment of individual dimensions/competencies. Thus, in this case, an arrowcould go from “Performance Management”(based on demonstration of job-relatedbehaviors) to “Compensation.”

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Chapter 2

Dimension-/Competency-based Human Resource SystemsVarious human resource subsystems(activities) can be built into one integratedsystem by relating each to a common set ofdefined job dimensions/competencies.Although human resource activities shouldbe built around dimensions/competencies,few organizations have done so. Here aresome important reasons why they should:

● Dimensions/Competencies are thecommon link among the majority ofhuman resource subsystems.

● The human resource subsystems, such asselection, training and development, andperformance management, associatedwith job-related behaviors are those mostcommonly found to be working at cross-purposes in organizations.

● The job relatedness of human resourcesubsystems associated with measuringdimensions/competencies (such asselection, promotion, and behaviorallyoriented performance reviews) is ofparticular concern to the EEOC and other agencies of the United Statesgovernment.

Figure 2 illustrates a human resource systemfor a first-line manufacturing supervisorposition organized around dimensions/competencies. The selection andperformance management subsystems arebuilt around dimensions/competenciesimportant to the job of a first-linemanufacturing supervisor. The careerplanning and promotion subsystems are builtaround the dimensions/competenciesidentified as important to success at the nexthigher organizational level. Both of thetraining and development subsystems arebuilt around the dimensions/competenciesneeded in the supervisor’s present job and the

Energy

Oral Communication

Tolerance for Stress

Leadership

Initiative

Planning and Organizing

Problem Analysis

Judgment

Oral Presentation

Delegation

Motivation/Job Fit�(2nd-level supervisors)

Selection�Subsystem�

into �Supervisory�

Position

Training and �Development�

Subsystem

Performance�Management�Subsystem

Career�Planning�

Subsystem�for�

2nd levelPromotion�Subsystem

X

X

X

X

X

X

X

X

X

X

X

X

X

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X

X

X

X

X

X

X

Training and �Development�

Subsystem

Motivation/Job Fit�(1st-level supervisors) X

Figure 2. Dimension-/Competency-based human resource system for selection of first-level supervisors andtheir promotion to second-level management.

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dimensions/competencies required toprepare him or her for a higher-level job.

On the surface it appears that thedimensions/competencies required in thesupervisor’s present position (see far leftcolumn) are very similar to those required inthe second-level position. There isconsiderable overlap, and only threedimensions/competencies change from list tolist. (Delegation and Oral Presentation areadded for the higher-level position. Thedefinition of motivation changes acrosslevels.) But despite the apparent similaritiesin dimension/competency lists for the twolevels, the requirements of these positionswould be quite different. For example,incumbents in both jobs must plan andorganize, but the material or tasks to beplanned and organized and the standards forsuccessful planning would probably differgreatly. These differences would be reflectedin how the dimensions/competencies areevaluated for each level.

Note: In all the systems, we have groupedthe motivational facets defined in thejob/role analysis under one dimension/competency—job-fit motivation. Inactuality, this dimension/competencycomprises a number of motivational facets,such as need for high involvement andtolerance for details. (See DDI MonographCompetencies and Organizational Success[1996]).

ADVANTAGES OF DIMENSION-/COMPETENCY-BASED HUMAN RESOURCE SYSTEMS

Figure 3 shows the synergistic relationshipsof the human resource subsystems shown inFigure 2; each subsystem works betterbecause of the others. A dimension-/competency-organized human resourcesystem has four other advantages:

1. Decreased communication, training, andadministration time. Managers mustlearn only one set of dimensions/competencies and definitions for eachposition. It takes less training time toinstall each new subsystem or program

Figure 3. Synergistic relationships in an integrated, dimension-/competency-based human resourcesystem for the position of first-level supervisor.

Selection and Promotion�Subsystems into�

Supervisor Position

Training and Development�Subsystem for�

Supervisor Position

Performance Management �Subsystem for �

Supervisor Position

Career Planning�Subsystem for Higher-�

level Position

Training and Development�Subsystem for Higher- �

level Position

Promotion Subsystem�into Higher-level�

Position

A

I

B & F

D

E

G C

J

H

A, B, and C

D and E

F

G

H

I

J

The selection, performance management, and career planning subsystems produce diagnostic information used for �prescribing training and development activities.

The performance management subsystems provides the criteria for determining the effectiveness of the selection and�training and development subsystems.

The performance management subsystem provides reinforcement for on-the-job application of concepts �and development programs. (For example, when people take training to improve planning and organizing skills, �it is important that they get on-the-job feedback on how they use these skills.)

The performance management subsystem provides insights into strengths and development needs that can help�in career planning.

The performance management subsystem provides insights for making promotion decisions (to the extent the �dimensions/competencies are the same in the present and higher-level positions).

The training and development subsystem can provide information to help determine which dimensions/competencies should �receive greatest emphasis in the selection subsystem and which to drop from consideration during selection because training �after promotion covers those dimensions/competencies.

The career planning subsystem helps individuals decide whether they want to be considered for promotion to a�particular position.

A, B, and C

D and E

F

G

H

I

J

The selection, performance management, and career planning subsystems produce diagnostic information used for �prescribing training and development activities.

The performance management subsystems provides the criteria for determining the effectiveness of the selection and�training and development subsystems.

The performance management subsystem provides reinforcement for on-the-job application of concepts �and development programs. (For example, when people take training to improve planning and organizing skills, �it is important that they get on-the-job feedback on how they use these skills.)

The performance management subsystem provides insights into strengths and development needs that can help�in career planning.

The performance management subsystem provides insights for making promotion decisions (to the extent the �dimensions/competencies are the same in the present and higher-level positions).

The training and development subsystem can provide information to help determine which dimensions/competencies should �receive greatest emphasis in the selection subsystem and which to drop from consideration during selection because training �after promotion covers those dimensions/competencies.

The career planning subsystem helps individuals decide whether they want to be considered for promotion to a�particular position.

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because the dimensions/competencies areunderstood, and major concepts, such asfocusing on behavior and organizingbehavior into dimensions/competencies,are used throughout.

2. Subsystems validate one another.Information from different sources canbe compared. Data from one componentcan be used to validate the effectivenessof the others. For example, performancereview ratings can easily be used tovalidate the effectiveness of a selection ortraining subsystem.

3. Subsystems reinforce one another. Theuse of one subsystem supports andreinforces the use of others. Using thedefinitions and rating scales successfullyin one subsystem reminds managers ofthe importance of using them in otheractivities. For example, successfullyusing a performance management systemorganized around dimensions/competencies would reinforce using aselection system organized arounddimensions/competencies.

4. The entire system and each subsystemcan be validated using a content-oriented, validation strategy (that is, thesubsystem can be related to defined jobrequirements). For most organizationsthis is the only way that programs canmeet EEOC guidelines. (See page 24.)

An example of a human resource systembuilt around dimensions/competencies isprovided in Appendix III, where theintegrated system at LaRoche Industries Inc.is described.

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II. Dimension-/Competency-based Human Resource Subsystems

3. Selection Subsystems

4. Promotion Subsystems

5. Training and Development Subsystems

6. Performance Management Subsystems

7. Career Planning and Succession Planning Subsystems

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Chapter 3

Dimension-/Competency-basedHuman Resource Subsystems We have examined the efficiency ofintegrating selection, promotion, trainingand development, performance management,and succession planning and career planningsubsystems into a total system built aroundbehavioral dimensions/competencies. Nowlet’s examine the advantages of basing thecontent of each of these subsystems ondimensions/competencies.

Selection SubsystemsFigure 4 illustrates an example of a poorlyorganized selection subsystem designed toselect sales engineers. (The “Xs” indicate

coverage of dimensions/competencies by theelements in the selection subsystem.) Notethe considerable overlap of coverage on somedimensions/competencies while otherimportant ones, such as TechnicalTranslation, Planning and Organizing, andAnalysis, are not covered at all. Informationon other critical dimensions/competencies—Resilience and Judgment—isobtained only in the reference check. Thesubsystem is so poorly planned that thedistrict sales manager, for whom successfulcandidates would work and who probablyknows the most about the open position,doesn’t evaluate the dimension/competencyTechnical Engineering Skill. Instead, it isevaluated by the Human Resources manager,who probably knows far less about technicalareas. While the “system” in Figure 4 istypical, it makes no sense when analyzed ona dimension/competency basis.

Impact

Oral �Communication

Written�Communication

Technical�Translation

Motivation/�Job Fit

Sales Ability

Resilience

Tenacity

Ability �to Learn

Initiative

Planning�and Organizing

Judgment

Analysis

Technical�Engineering Skill

Physical Health

Hiring District�Sales Manager�

Interview

Human �Resources�Manager�Interview

Regional�Sales Manager�

InterviewReference�

CheckHealth�

Examination

X X X

X X X

X X X X

X X

X X X

X X X

X X X

X

X

X

X

X

Figure 4. Poorly planned selection “system” forcollecting behavioral information (for position of salesengineer).

Impact





Sales Ability

Resilience

Tenacity

Ability �to Learn

Initiative


Judgment

Analysis


Physical Health


Interview

Human �Resources�Manager�Interview


InterviewReference�

CheckHealth�

Examination

X X X

X X X

X

X

X

X X

X

X

X

X

X X

X

X

X

X

X

X

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X

X

X

Figure 5. Selection subsystem for collecting behavioralinformation in which interviews and the reference check aretargeted to specific dimensions/competencies andsystematically assigned (for position of sales engineer).

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Figure 5 shows the selection subsystemrearranged with the dimension/competencycoverage assigned logically. In a subsystemlike this, each interviewer can concentrateon a smaller number of dimensions/competencies, and overlap occurs only when desired.

This organized, dimension-/competency-based approach has several advantages:

● Interviewers have more time to pursuedetailed information because they have ashorter list of assigned dimensions/competencies.

● Because dimension/competency targetsare assigned, interviewers are less likelyto miss (or fail to pursue) coverage ofspecific dimensions/competencies.

● There is planned overlap on criticaldimensions/competencies to increase thequantity of information obtained.

● The interviewer’s psychological “set”changes from the goal of making ahire/no-hire decision to obtainingbehavioral information on specificdimensions/competencies.

This change in psychological “set”prevents the interviewer from jumpingto summary decisions about candidates,thus keeping the interviewer’s mindmore open to conflicting data. Researchindicates that interviewers often “turnoff” a candidate mentally once they’vemade a quick evaluation. As a result,they miss important information thatcould change their initial judgment. Byfocusing attention on the targetdimensions/competencies rather than anoverall evaluation, the interviewer mustconsider all available data and reservefinal decision making until theinformation from each interviewer isshared in a data integration session.

This selection subsystem could be improvedfurther by adding behavioral simulations,such as an in-basket and sales call

simulation, and by adding paper-and-penciltests. Behavioral simulations allow anopportunity to directly observe behaviorrelative to dimensions/competencies that aremore difficult to cover in interviews.Simulations are very effective when thetarget position is different from applicants’past and present positions, and whenapplicants have had little work experience.Paper-and-pencil tests can add informationon dimensions/competencies such as Abilityto Learn and Technical Knowledge.

Most organizations find that a dimension-/competency-based approach to selectionresults in much more accurate decisions andactually reduces the time devoted to makingselection decisions. Multiple studies citedin a 1995 DDI Targeted Selection® researchbulletin indicate that employee turnovercommonly decreases by 50 percent and moreas the result of installing a dimension-/competency-based selection system and bytraining interviewers. Figure 6 (page 14)illustrates a complete selection subsystemwith appropriate elements assigned todimensions/competencies.

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Impact





Sales Ability

Resilience

Tenacity

Ability �to Learn

Initiative


Judgment

Analysis


Physical Health


Interview

Human�Resources�Manager�Interview


Interview

In-basket and�Sales-call�

Simulation Tests

X X X

X X X

X

X

X X

X X

X

X

X

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X

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Reference�Check

Health�Examination

X

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X

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X

X X

X

X

X

X

X

X

Figure 6. Well-planned selection subsystem for collecting behavioral information in which interviews,simulations, tests, and reference checks are targeted to specific dimensions/competencies (for position of sales engineer).

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Chapter 4

Promotion SubsystemsFigure 7 shows a subsystem for promotingsupervisory bank tellers to the position ofbranch manager. It comprises three elements:an assessment center, which elicits certaindimensions/competencies; a targetedbehavioral interview, which brings outadditional dimensions/competencies; andtargeted behavioral observation of on-the-jobperformance, which brings out dimensions/competencies that can be observed in thecandidates’ present jobs.

The “Xs” indicate the dimensions/competencies each element will evaluate.Dimensions/Competencies are assigned toelements that most validly and reliablyproduce data on those dimensions/competencies. For example, OralCommunication can be observed easily in eachelement, so an “X” appears below all threeelements. On the other hand, proficiency inOral Presentation is observed only in anassessment center in which the candidatemakes a presentation observed by assessors.No “X” appears under the Targeted BehavioralInterview column because Oral Presentationproficiency is a difficult dimension/competencyfor which to interview. No “X” appears underthe Targeted Behavioral PerformanceObservation column because the candidatedoes not make oral presentations in his or hercurrent position; obviously, this person’smanager cannot observe and evaluate thedimension/competency. Energy can beobserved best on the job and is unlikely tochange if the person is promoted; therefore, an“X” appears under the Targeted BehavioralPerformance Observation column.

Each element of a promotion subsystem mustfollow the development and validationstandards defined by the EEOC UniformGuidelines and by professional standards setforth by the Society for Industrial and

Organizational Psychology (of The AmericanPsychological Association). The promotionsubsystem illustrated in Figure 7 is acceptableto the EEOC as long as:

● The dimensions/competencies are jobrelated and defined behaviorally.

● The elements bring out behavior related tothe requirements of the target position.

● The evaluators for each element are trainedin their roles and make reliable judgments.

● The data are integrated in a systematic wayby people who know the target job andunderstand the elements of the system, thedimensions/competencies, and the ratingscale.

● All candidates go through the samesystem.

Oral�Communication

Oral �Presentation


Energy

Sensitivity

Leadership

Initiative


Judgment

Analysis

Developing�Organizational Talent

Delegation

Assessment�Center

Targeted�Behavioral�Interview

Targeted�Behavioral�

Performance�Observation

X X

X

X

X X

X X

X X

X X

Organizational �Sensitivity

Extraorganizational �Sensitivity

Extraorganizational �Awareness

X

X

X

X X

X X

X

X X

X X

X X

X X

Figure 7. Banking industry promotion subsystemfor teller supervisor to branch manager position.

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Using the same dimension-/competency-rating system within each subsystemenhances the effectiveness of a promotionsubsystem. The decision makers who mustinterpret, compare, and contrast the dataobtained can integrate data from each sourcemore effectively when the same dimension/competency definitions and a standard ratingsystem are used. Inconsistent findingsbecome obvious.

Many promotion subsystem processes do notform a logical system. When each elementtaps different dimensions/competencies anduses different rating scales, the result isconfusion in interpretation. Individualsoften are not trained in how to collect orintegrate data. And, frequently, data fromsome elements are given too much or toolittle weight.

From a legal and practical point of view, asubsystem is only as strong as its weakestlink. In State of Connecticut v. Teal (DocketNo. 80-2147), the U.S. Supreme Courtindicated that each element of a selection orpromotion system must be job related andreliable—even if the total system producesno adverse impact. In other words, if oneelement (such as the evaluation of currentjob performance) is invalid, the entire systemcan be declared invalid.

Also critical are the procedures throughwhich information from the components isintegrated. An organization can have highlytrained interviewers and an extremely validassessment center procedure, but still makeinappropriate promotion decisions becausethe individual(s) who has the final say inintegrating the data fails to weigh data fromall sources.

Chapter 5

Training and DevelopmentSubsystemsLike selection and promotion elements,training and development activities are moreeffective when organized into a dimension-/

competency-based system. Organizing asubsystem is a three-step process.

1. Determine the dimensions/competenciesfor a position.

2. Diagnose training or development needs.

3. Identify the most appropriate trainingand development methodology for eachtrainable dimension/competency.


Oral �Presentation


Independence

Initiative


Judgment

Analysis

Developing�Organizational Talent

Delegation

X

X

X

X

X

X

Organizational �Sensitivity

Extraorganizational �Sensitivity

Extraorganizational �Awareness

X

X

X

X

X

Individual�Leadership

Group�Leadership

Creativity

Financial/Analytical�Ability

Organizational �Awareness

Marketing

Diagnostic�Methodologies

Inside�Training Programs

Outside�Training Programs

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Figure 8. Training and development subsystem for a middle management position in which trainingprograms are targeted to specific dimensions/competencies.

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Figure 8 shows a training and developmentsubsystem comprising nine elements. Thefirst two are diagnostic instruments.Effective training often starts with diagnosesto determine who should be trained or toprovide self-insight to individuals so theywill gain more from training. The twodiagnostic instruments indicated are adimension-/competency-oriented diagnostic assessmentcenter and a multirater (360o) instrument,which obtains dimension/competencyinsights from questionnaires filled out by theindividual, his or her manager, peers, andsubordinates.

The remaining elements are trainingprograms. They are divided into “inside”training programs conducted by theorganization and “outside” programsprovided by other organizations. The lastcolumn includes areas for on-the-jobdevelopment.

In Figure 8 an “X” indicates that thetraining element can actually bring aboutbehavior change. For most training to beeffective, management must provide practiceopportunities accompanied by coaching,feedback, and reinforcement. This explainsthe “Xs” in the Management Supportcolumn at the far right of the figure. On theother hand, dimensions/competenciesconsidered nontrainable or too expensive tobe trained have no “X” indicator.

19

Chapter 6

Performance ManagementSubsystems The subject of performance management ismore complicated because in mostorganizations two separate, but highlyintegrated, procedures must operateconcurrently. Performance managementsubsystems appear twice in Figure 1(page 6). One subsystem relates to objectivesand would be part of an MBO or othersystem that encourages setting and reviewingobjectives. The other performancemanagement subsystem appears under thecolumn labeled “Job-related Dimensions/Competencies.” This subsystem dealsprincipally with job-related dimensions/competencies that a manager would observeand later refer to in coaching and reinforcinga direct report. Under such an integratedsystem, the annual performance reviewdiscussion features a review of the directreport’s accomplishments relative toobjectives and a review of the job-relateddimensions/competencies that facilitated orhindered these accomplishments. Thediscussion ends with agreement on objectivesfor the coming period and commitment toimprove or enhance specific dimensions/competencies.

To be effective, an organization mustintegrate an MBO-type system and a systemof facilitating dimensions/competencies.When only one system is present—particularly an MBO-type system—it islikely to fail. A system based only onachieving goals and standards can produce avery sterile work environment thatdiscourages employee development. Thistype of system provides people with feedbackon accomplishing goals or standards andnothing on what they did to accomplishthem. People who fall short of goals areencouraged to “work harder,” but receivelittle guidance on what they must do to

achieve their goals. How can individualsincrease productivity or cut costs if they arealready trying as hard as they can? The onlyway is for them to change their behavior.

Indeed, the demise of many MBO programsinstalled in the 1950s and 1960s can betraced to a lack of consideration of facilitatingdimensions/competencies. Peopleimplementing these early MBO programscommunicated the accomplishment (or lackof accomplishment) of objectives, but did nottell people why they accomplished or failedto accomplish them.

Facilitating dimensions/competencies areimportant considerations all year long—notjust at performance review time. Facilitatingdimensions/competencies form the basis ofday-to-day feedback, coaching, andreinforcement. One cannot overestimate thepsychological importance to employees ofhaving a clear understanding of what isexpected, knowing that methods ofmeasuring performance are in place,receiving appropriate coaching andreinforcement of efforts toward theperformance objectives, and receivingfeedback on performance.

As indicated in Chapter 2, some performancemanagement systems use a second type ofdimension/competency—criteriondimensions/competencies. Such systems areappropriate when measurable objectivescannot encompass the entire job or whenindividuals work in several teams, makingindividual contribution difficult to identify.In these cases individuals are evaluated andpaid on what they do (behavior) rather thanon what they accomplish. It is importantthat the criterion dimensions/competenciesbe understood in advance and thatmeasurement methods be agreed upon.

A third kind of dimension/competency—known as advancement dimensions/competencies—is required if data onprobable performance in other jobs is to be

2020

collected. Performance management systemsoften have a section dealing with theseadvancement dimensions/competencies. Thisinformation can be integrated withinterviews, tests, and assessment centerinformation to make promotion decisions. Inthese advancement situations, the use ofperformance review data directly parallels theuse of interview and assessment center datadescribed previously.

Three types of dimensions/competencies areused in performance managementsubsystems:

1. Facilitating: help people achieveestablished, individual objectives. Theseare usually identified through negotiation between team leader andteam member.

2. Criterion: define job performance.These are usually identified throughjob/role analyses relative to success orfailure in the job/role. They arecommonly used to supplementquantitative objectives or whenquantitative objectives cannot be set for a position.

3. Advancement: define job performancein a higher-level position. These areusually identified through job/roleanalyses relative to the higher-levelposition.

Performance management systems,methodology, and documentation varyaccording to the purpose of the performancereview. Selecting dimensions/competenciesthat facilitate the achievement of objectivescan be a very flexible, informal process.These dimensions/competencies define areason which the person should concentrate tomeet objectives. They are agreed uponmutually when objectives are set and becomethe focus of feedback and coaching during theperformance management period to help the

person achieve the objectives. A performance management subsystem thatuses dimensions/competencies as the criterion(or one of the criteria) on which a person isevaluated (and paid) usually introduces morestructure and forms. It is important thatpeople performing the same job are evaluatedagainst the same criteria and that theevaluators’ evaluations are reliable.

Criterion dimensions can also come from theorganization’s vision and values. In this casea set of dimensions/competencies related tothe vision and values is a required part of allemployees’ performance reviews.

When the object of the performancemanagement subsystem is to evaluate aperson for a higher-level position, a specialperformance form is often designed. Themanager/leader completes this form with fullknowledge that the information is to be usedonly as part of a promotion subsystem and isunrelated to pay. This usually produces moreaccurate evaluations of potential. We havealready noted how this type of performancereview information can be an important partof a promotion subsystem.

Most performance management subsystemshave only one element: a review by theimmediate manager. However, more andmore organizations are obtaining performance review information from others,such as the reviewee’s coworkers or “internalclients.” In this case a more complex systemmust be established in which each reviewer isassigned only those dimensions/competencieshe or she has had an opportunity to observe.

21

Chapter 7

Career Planning and SuccessionPlanning Subsystems

CAREER PLANNING

Career planning is increasingly important asorganizations rely more heavily onindividuals to be responsible for their owncareers. At the same time, organizations aremaking career planning much more difficultbecause career paths are more unclear andcertainly more complicated. Old,hierarchical routes to success are long gonein many organizations that have flattenedand consequently offer fewer promotionalopportunities. Career planning in flattenedorganizations involves many lateral movesand more involvement in short- and long-term team activities. Figure 9 illustratesthese two career planning paths.

An integrated dimension-/competency-basedhuman resource system can dramatically aidcareer planning. In such a system:

● All jobs are described bydimensions/competencies.

● Employees have access to thedimension/competency descriptions.

● Employees have a way of evaluatingthemselves relative to dimensions/competencies; for example, through adimension-/competency-basedperformance management system and/orinformation obtained from a multirater(3600) instrument.

● Employees can match their proficiencyin dimensions/competencies with thedimensions/competencies andproficiency requirements of various jobs.

● Based on the match, employees canapply for a job, define self-developmentgoals in order to prepare them for thejob, or consider other job opportunities.

A number of organizations now have kioskswhere people can survey job opportunitiesdefined through dimensions/competenciesand consider appropriate alternatives.

The use of a dimension-/competency-basedsystem has also led many individuals todevelop a learning path through theirorganization rather than a career path. Alearning path sets forth the dimensions/competencies required for a high-level job orfor further employability within or outsidethe organization. It then determineslearning subgoals to achieve proficiency inthose dimensions/competencies.

21

Career path in a hierarchial organization.

Career path in a flattened organization.

Entry

Entry

Figure 9. Two career planning paths.

22

SUCCESSION PLANNING

Succession planning is also aided by a humanresource system based on dimensions/competencies. In such a system all the dataon individuals fit together, and patternsemerge that might allow certain individualsto stand out or direct others towardindividual development needs.

Similar to individual career planning,changes in organizational hierarchy and thegreater fluidity of movement—bothhorizontally and vertically—in organizationshave made succession planning much moredifficult. No longer can one plot anindividual’s orderly progression up theorganizational ladder; back-ups for jobs aredifficult to discern. In many organizationsmost of the conventional, organizationalback-up learning positions, such as “assistantto” and “deputy,” have been eliminated.

As partnerships with clients and vendorsproliferate, and as international operationsbecome more dominant, the volume ofinformation individuals need to do their jobsis increasing. As a result, successionplanning has taken a direction similar tothat of career planning—organizationsincreasingly are focusing planning arounddimensions/competencies. Organizationsdefine the dimensions/competencies requiredfor levels in the organization and work todevelop people’s skills in them. Thedimensions/competencies can be developedin a variety of jobs, not necessarily in specificjobs directly subordinate to other specificjobs.

23

III. Establishing the Job Relatedness of Human Resource Subsystems

Introduction: The Equal Employment Opportunity Commission and Job Relatedness

8. Content-valid Interviewing Subsystems

9. Content-valid Assessment Centers

10. Content-valid Performance Management Subsystems

2424

The EEOC and Job Relatedness

The United States Supreme Court, the EqualEmployment Opportunity Commission, andother government agencies have affirmed theneed to make human resource subsystems jobrelated and to avoid non-job-relatedprocedures that might discriminate unfairlyagainst protected classes. Establishing thejob relatedness of selection, performancemanagement, and promotion procedures isparticularly important. The EEOC and othergovernment agencies have issued guidelineson establishing job relatedness (validity) forthese subsystems.

For most organizations the most commonand only practical method of establishing jobrelatedness is a content-validity approach.However, there has been considerableconfusion and controversy about whether acontent- or construct-validity methodologyis the appropriate measure of the jobrelatedness of subsystems built or based ondimensions/competencies. One contentionasserts that dimensions/competencies areconstructs, while others question theappropriateness of a content-validity strategyunder any circumstances. The EEOC’sUniform Guidelines on Employee SelectionProcedures itself is ambiguous on the topic.Section XIV of this EEOC publication states:

. . . A selection procedure based upon inferencesabout mental processes cannot be supportedsolely or primarily on the basis of contentvalidity. Thus a content strategy is notappropriate for demonstrating the validity ofselection procedures which purport to measuretraits or constructs such as intelligence,aptitude, personality, common sense, judgment,leadership, dexterity and spatial ability.

However, Question and Answer No. 75 ofthe questions-and-answers section of theUniform Guidelines, prepared by EEOC staffto help explain the guidelines, read asfollows:

Q: Can a measure of a trait or construct bevalidated on the basis of content validity?

A: No. Traits or constructs are by definitionunderlying characteristics which are intangibleand are not directly observable. They are,therefore, not appropriate for the samplingapproach of content validity. Some selectionprocedures, while labeled as constructmeasures, may actually be samples ofobservable work behaviors. Whateverthe label, if the operational definitionsare, in fact, based upon observable workbehaviors, a selection proceduremeasuring those behaviors may beappropriately supported by a contentvalidity strategy (emphasis added). Forexample, while a measure of the construct“dependability” should not be supported on thebasis of content validity, promptness andregularity of attendance in a prior work recordare frequently inquired into as a part of aselection procedure, and such measures may besupported on the basis of content validity.

In 1987 the Society for Industrial andOrganizational Psychology of the AmericanPsychological Association (APA) issuedselection guidelines that deal with content-validity theory. The APA Guidelines provideunprecedented support and guidance for acontent-validity strategy.

Development Dimensions International hasused the content-validity approach todevelop selection, promotion, andperformance management subsystems for theEEOC itself, in programs for more than 20federal agencies, and in several situations inwhich development of the selection systemwas supervised directly by a federal court.The author, therefore, feels strongly that acontent-valid, systems approach is legallyacceptable.

25

Chapter 8

Developing Content-valid Human Resource SystemsWe will now consider how the use ofbehavior to predict behavior produces moreaccurate and reliable judgments and resultsin a legally defensible process that can beused in interviews, assessment centers, andperformance management subsystems. Firstwe will describe the procedures forestablishing the content validity of theseprograms and then discuss the trainingactivities that are inherent in promulgatingthem.

Content-valid Interviewing SubsystemsFigure 10 represents how a content-valid,dimension-/competency-based interviewingprocess works. The “Bs,” “Ms,” and “Ks” onthe left side of the figure stand for thebehaviors, motivation, and knowledgeassociated with success and failure in aparticular job as indicated by a job/roleanalysis. The behaviors, grouped in terms ofcommon inputs and outputs, are labeled as

dimensions/competencies. The right side ofthe figure shows interview dimension/competency targets that correspond to thoseidentified in the job/role analysis; theyindicate the areas in which the interviewerintends to gather information. In abehaviorally based interviewing system, theinterviewer asks questions about theapplicant’s past behavior to fill each targetarea with specific examples.

Figure 11 (page 26) shows the dimension/competency targets filled with examples ofpast behaviors, knowledge, and motivation.In the final step, the interviewer relates thebehaviors, knowledge, and motivationobtained in the interview to the desiredfuture behaviors, knowledge, and motivationas defined in the job/role analysis. Ifbehaviors, knowledge, and motivation notedin the applicant’s past are the same types ofbehaviors, motivation, and knowledgerequired in the job for which the person isbeing considered, there’s a good chance he orshe will succeed in that job.

It is important that the encircled areas befilled with true examples of behaviors,knowledge, and motivation. This will nothappen by chance nor through normal

Planning

Motivation�to Lead


Initiative

Accounting�Principles

B+B-

B+

B-

B+ B+

B-B-

B+

B+ B-

B-B-

B+

B+

B+

B-

B-B-

K-

K-K-

K-

M+

M+

M+M-

M+Oral�Communication



Planning

Initiative

Figure 10. Planned targets for an interviewer, based on job/role analysis data.

interviewing procedures. The interviewermust be trained to skillfully elicit and pindown data that illustrate the targeteddimensions/competencies. The goal is toobtain documented examples of pastbehaviors, knowledge, or motivation insufficient quantities to be able to judge thedegree to which applicants possess thedimensions/competencies necessary forsuccess in the job/role.

The documentation required to defend thecontent validity of such an approach includesdescriptions of the:

1. Procedures used to determine therequired dimensions/competencies(job/role analysis report).

2. Interviewer training and certificationprograms (assuring that backgroundbehavioral data is collected properly andcategorized and evaluated accurately).

3. Procedures used to monitor the accuracyof predictions of future performance.

4. Selection or promotion subsystem ofwhich the interview is a part.

26

Planning



Initiative


B+B+

B+B+

B-

B-

B-

B-

B+B-

B-B+

B+

B+B+

B+

B-B-

B-

K-

K-K-

M-

M- M-M-

M+

B+B-

B+

B-

B+ B+

B-B-

B+

B+ B-

B-B-

B+

B+

B+

B-

B-B+

K+

K+K+

K-

M-

M+

M-M-

M+Oral�Communication



Planning

Initiative

Figure 11. Establishing a connection between behavior obtained in an interview and behavior foundin the job/role analysis.

27

Chapter 9

Content-valid Assessment Centers Figure 12 illustrates the relationships thatmust be documented to establish the contentvalidity of an assessment center. Developinga content-valid assessment center is similarto developing a content-valid interviewingsystem. The behavioral dimensions/competencies identified in the job/roleanalysis become targets for obtainingbehavior from assessees. However, instead ofobtaining behavior through interviews aboutpast behavior, assessors obtain behavioraldata by observing applicants in speciallydesigned simulations.

In developing a content-valid assessmentcenter, the content validity of the simulationsused must be established. To be contentvalid, the simulations must reflect the types,complexity, and difficulty levels of activitiesrequired in the job.

The documentation required to defend thecontent validity of an assessment centerincludes descriptions of:

● Procedures used to establish thedimensions/competencies (job/roleanalysis report).

● Procedures used to establish thebehavioral simulations used in theassessment center (job/role analysisreport).

● Assessor training and certificationprogram.

● Procedures used to administer theassessment center.

● Procedures used to monitor the accuracyof future performance predictions.

● Selection or promotion system of whichthe assessment center is a part.

Job Behavior Dimensions/Competencies Behavioral Simulations�(assessment center exercises)

A

B

C

Dimensions/Competencies must be job related and describe all common and �important parts of the job.

Exercises must be job related and represent the most common and�significant job actitivies. They also must be comparable in complexity�and difficulty to activities required on the job.

Dimensions/Competencies must be observable in the exercises.

A

B

C

Figure 12. Relationships that must be documented to establish the content validity of an assessment center.

28

Chapter 10

Content-valid PerformanceManagement SubsystemsAs indicated earlier in this monograph, thereare no EEOC implications with anobjectives-based performance managementsubsystem as long as the objectives representmajor job functions and as long as theperformance management subsystem isadministered consistently. MBO objectivesdefine the job and thus are job related.Similarly, the EEOC has little interest in theuse of facilitating dimensions/competenciesprovided they are used only for guidance,coaching, feedback, and reinforcement andare not directly linked to pay.

Establishing the content validity of aperformance management subsystem targetedto criterion dimensions/competencies andadvancement dimensions/competencies is morecomplicated. Criterion dimensions/competencies must be identified carefully,and the reliability and accuracy of ratersassured. Pay and other important decisionsdepend on these ratings. Criteriondimensions/competencies may be definedthrough a job/role analysis, but their contentvalidity rests on management judgment.Management has the right to define jobsuccess, and they do this by establishingcriterion dimensions/competencies.“Integrity” is a common criterion dimension;it is usually better demonstrated throughbehavior than results.

The same job/role analysis that serves as thebasis for a promotion subsystem can defineadvancement dimensions/competencies. Onestarts with the dimensions/competencies forthe target job or job level and thendetermines which of these can be observed inthe present job. This decision usually isbased on expert judgments of observabilitythat are obtained as part of the job/role

analysis process. After the target dimensions/competencies are defined, a performancereview form used to gather observed behaviorrelative to each target dimension/competencyis developed and administered to individualswho have observed or managed the ratee.

Managers often find it difficult to rateadvancement dimensions/competenciesreliably because they might not fullyunderstand the criteria for success in thetarget position. The target position mightwell be in a different department or at ahigher level in the organization than theirown.

As one would expect, to be effective, ratersneed good models of completed forms andmust be trained to record and categorizebehavior reliably and accurately. Whenjudgments are particularly important, ratingscan be made more precise by having a secondperson ask the rater questions to get him orher to illustrate ratings and support thembehaviorally. Behaviorally anchored ratingscales (BARS) can sometimes be effective inhelping the rater understand requirementsand standards in the higher-level jobs.

The documentation required to defend thecontent validity of an advancementperformance management subsystemincludes descriptions of the:

● Procedures used to establish thedimensions (job analysis report).

● Training and certification programs forthose conducting performance reviews(assuring that behavior observed on thejob is collected properly and categorizedand evaluated accurately).

● Procedures used to conduct performancereviews.

● Procedures used to monitor the accuracyof future performance predictions.

● The promotion system of which theperformance review is a part.

29

IV. Training

11. Training Is a Must

Chapter 11

Training Is a MustTraining is critical to prepare users toproperly implement the behaviorally basedinterviewing and performance managementsubsystems and assessment centers describedin this monograph. Managers using any ofthese subsystems must know:

● The difference between behavioralinformation and nonbehavioralinformation.

● Methods of gathering behavioralinformation (such as interviewing forexamples of behavior, creatingopportunities to observe behavior on thejob, and observing behavior).

● How to classify behavior by dimensions/competencies.

● Evaluation standards.● Common rater errors and how to avoid

them.● How to share and integrate data.

If present and past behavior are to be used topredict behavior, the people usingbehaviorally based systems must be skilledin gathering and using behavioralinformation. Simply knowing what isrequired is not enough. Without training,an interviewer is unable to draw out enoughexamples of past behavior from applicants tomake an accurate decision on adimension/competency. Similarly, withouttraining, an assessor would have little successin observing and recording behavior in abehavioral simulation, and a manager wouldfind it difficult to observe on-the-jobbehavior and use this information effectively.

Evaluating (rating) behavior is a skill thatcan and must be developed in a trainingprogram. With sufficient training, peoplecan reliably and accurately evaluate behavioron a wide range of dimensions/competencies.

Skills-based training, which offers a numberof opportunities to practice skills and receivefeedback on their use, also is a must. Suchtraining usually features a combination ofpaper-and-pencil and experiential situations.

30

Dimension/Competency�Understanding

Difference Between�Behavior and Nonbehavior

Interviewing for �Behavior and Knowledge

Observation of�Simulation

On-the-job�Observation

Data Classification by�Dimensions/Competencies

Evaluation�Standards

Data Integration

Targeted Behavioral�Interview Assessment Center

Targeted Performance�Review

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Interviewing for �Motivation X

X (if used)

Figure 13. Training required to implement common human resource subsystems.

31

Skills build on one another; therefore, aftertraining in one skill (such as interviewing),skill development in another (such asassessment centers) takes much less time. Aperson who receives behavioral interviewtraining must learn only a new source of data(observation of simulations or job). All theother skills are the same. (See Figure 13.)

The success of behaviorally based anddocumented selection, interviewing,assessment, and performance managementsubsystems is based on training. Withoutadequate training, no amount of effort toconstruct a content-valid system willsucceed.

Training is also important to helpinterviewers reliably evaluate candidates’job-fit motivation. DDI uses the followingdefinition of job-fit motivation:

The extent to which activities andresponsibilities available in the job areconsistent with activities andresponsibilities that result in personalsatisfaction; the degree to which thework itself is personally satisfying.

The motivational aspects of most jobs can becategorized into 21 facets, a few of which arefast work pace, achievement, and primacy ofwork. Interviewers must be trained tointerview for and evaluate the importance, ina positive or negative sense, of each facetfound to be present in the target job.

32

Conclusions

This monograph has discussed thedevelopment of a content-valid humanresource system. The following points havebeen made:

1. The major human resource subsystems(selection, promotion, training anddevelopment, performance management,career and succession planning, MBO,and compensation) must be organizedinto a cohesive, total system.

2. There are two bases upon which todevelop systems: (1) objectives and (2)dimensions/competencies. Organizationsbenefit most from using both systems.

3. Organizing subsystems using a commonset of dimensions/competencies andrating scales produces substantialbenefits because the subsystems reinforceone another in the total system. Thisreduces training time and expense andmakes implementation and follow-through efforts more effective.

4. The elements within a human resourcesubsystem also benefit from a systemsapproach. Because each element in thesubsystem can be built around acommon set of dimensions/competenciesand rating scales, the entire subsystembecomes more efficient and effective.

5. Organizing subsystems and the elementswithin them around dimensions/competencies and basing them on theconcept that past and present behaviorforecast future behavior leads to moreaccurate predictions. Behavioralexamples from different sources (such asdirect observation and interviews) arerelated to the behavior required on thejob. This provides an accurateprediction of future job-related behavior.

6. It is possible to apply a content-validitystrategy to the development ofinterviewing and performancemanagement subsystems and assessmentcenters, thereby meeting EEOC andother requirements.

7. Managers must be trained before theyimplement any behaviorally basedprogram. Because behaviorally basedsystems require similar skills, managerstrained to implement one program, suchas interviewing, can be trained easily toimplement others. The result isflexibility, efficiency, and cost reduction.

33

Appendix I: Typical Management Dimensions/Competencies

Category “Traditional” Supervisor Manager Upper-level Manager

Leadership/Influence Individual Leadership(Influence)

Meeting Leadership(Facilitation)

Sensitivity

Strategic Leadership

DevelopingOrganizational Talent

Individual Leadership(Influence)


Sensitivity

Visionary Leadership


DevelopingOrganizational Talent

Individual Leadership(Influence)


Sensitivity

Decision Making Analysis (ProblemIdentification)

Judgment (ProblemSolution)

Analysis (ProblemIdentification)


Analysis (ProblemIdentification)


Performance Management Follow-up

Maximizing Performance

Delegating Authority andResponsibility

Follow-up

Information Monitoring

Maximizing Performance

Delegating Authorityand Responsibility

Follow-up

Information Monitoring

MaximizingPerformance

Communication Oral Communication Oral Communication

Oral Presentation

Listening

Written Communication

Oral Communication

Oral Presentation

Listening

Written Communication

Personal Initiative

Customer ServiceOrientation

Ability to Learn (AppliedLearning)

Energy

Self-assessment

Self-confidence

Initiative

Long-range GoalOrientation



Energy

Self-assessment

Self-confidence

Initiative

Long-range GoalOrientation


Impact


Adaptability

Range of Interests

Energy

Tenacity

Self-assessment

Self-confidence

Knowledge/Skill Technical/ProfessionalKnowledge

34

Appendix II: ExampleDimension/CompetencyDefinitions

Following are definitions of two dimensions/competencies from a large list that wouldprovide the base for selection and promotionsubsystems.

BUILDING TRUST

Developing other people’s confidence throughconsistent action, values, and communications;maintaining commitments or personalcontracts, including meeting times, workassignments, support/assistance, compensation,and other agreed-upon actions.

Key Behaviors

BUILDING AND MAINTAINING RELATIONSHIPS

● Cares about others’ feelings and concerns.● Listens and responds with empathy to

associates’ feelings.● Says or does things that maintain or

enhance self-esteem.● Asks associates for help and encourages

their involvement.● Makes associates feel confident about their

judgment and abilities.

CONSTANCY

● Ensures consistency in words and actions.● Keeps promises and commitments.● Behaves consistently so that people know

what to expect.● Does not involve others when dealing with

personal frustrations.

OPENNESS

● Discloses thoughts, feelings, and rationale.● Allows associates to express themselves

without risk.● Makes people feel comfortable about

discussing barriers they face.● Helps others resolve mistakes.● Encourages associates to question actions or

ideas.

REPRESENTATION OF OTHERS

● Gives associates credit rather than takingcredit for their ideas.

● Champions associates to others.

CHAMPIONING CONTINUOUSIMPROVEMENT

Continuously seeking (or encouraging others toseek) opportunities for different and innovativeapproaches to address organizational problemsand opportunities; facilitating the use ofknowledge or help from outside the workplace(from the larger organization or outside theorganization) to identify potential problems orimprovement opportunities; advocating theneed for self or others to seek a better way toaddress work-process issues.

Key Behaviors

IDENTIFYING OPPORTUNITIES

● Encourages people to continue asking“Why?” until the root cause is discovered.

● Encourages others to question establishedwork processes or assumptions.

● Treats problems as opportunities for processimprovements.

REINFORCING CONTINUOUS IMPROVEMENT

● Recognizes and celebrates new ideas that areimplemented successfully.

● Makes changes readily when implementedideas don’t work.

● Recognizes and uses good ideas fromsources outside immediate work group tosolve problems.

SUPPORTING

● Models “thinking outside the boundaries”when approaching problems.

● Remains open to ideas other than own.● Understands stakeholders’ issues and helps

associates involve stakeholders inimprovement opportunities.

35

Appendix III

LaRoche Industries Inc.—An Integrated Human Resource SystemLaRoche Industries Inc., a major Atlanta-based chemical manufacturing company withplants nationwide, has been developing an integrated human resource system since 1993.Under the leadership of CEO Grant Reed and the direction of David Lillback, CorporateDirector of Human Resources, LaRoche has utilized job analysis information to develop anintegrated, dimension-/competency-based HR system that includes selection, appraisal,training, and planning subsystems. These initiatives have been driven by the need toenhance LaRoche’s competitiveness by forging a high-involvement, team-based culture.

This chart illustrates the dimensions/competencies employed by each LaRoche HRsubsystem.

Dimensions/Competencies by System Table

TrainingModules Selection

PerformanceMgmt.

Visionary Leadership X X X

Long-range Planning X X

Strategic Leadership X X X

Leading Through Vision, CSFs, and Values X X X

Building Business Partnerships X X X

Planning & Organizing/Work Management X X X

Coaching/Team Leadership X X X

Analysis/Problem Assessment X X X

Operational Decision-making X X

Judgment/Problem Solving X X X

Communication X X X

Safety Awareness X X

Work Standards X X X

Quality/Continuous Improvement X X X

Customer Service Orientation X X X

Teamwork/Cooperation X X X

Championing Empowerment X X X

Initiative X X X

Integrity, Trust, Respect X X X

36

This chart illustrates dimensions/competencies for different groupings of employees.

To support its corporate growth strategy, LaRoche is building its compensation, careerplanning, and succession planning systems around dimensions/competencies.

DIMENSION/ COMPETENCY BY TEAM TABLE

Visionary Leadership

Long-range Planning


Strategic Decision Making

Leading Through Vision,CSF’s, and Values

Building Business Partnerships

Planning and Organizing/Work Management

Coaching/Team Leadership

Analysis/Problem Assessment

Operational Decision Making

Judgment/Problem Solving Prerequisite Dimensions/Competencies

Communication

Safety Awareness

Work Standards

Quality/Continuous Improvement

Customer Service Orientation

Teamwork/Cooperation

Championing Empowerment LaRoche Core Dimensions/Competencies

Initiative

Integrity, Trust, and Respect

Corporate

Team

Dimensions/

Competencies

Business

Team

Dimensions/

Competencies

Resource

Team

Dimensions/

Competencies

Process

Team

Dimensions/

Competencies

37

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Equal Employment Opportunity Commission. (1979, March). Civil Service Commission,Department of Labor, Department of Justice. Questions and answers to clarify and provide acommon interpretation of the uniform guidelines on employee selection procedures. Federal Register,44(43), 11996–12009.

Hauenstein, P. and Byham, W. C. (1990). Understanding Job Analysis. Pittsburgh, PA:Development Dimensions International Press.

Society for Industrial and Organizational Psychology. (1987). Principles for the validation anduse of personnel selection procedures. (3rd ed.). College Park, MD: Author.

Thornton, G.C. III and Byham, W.C. (1982). Assessment centers and managerial performance.New York: Academic Press.

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The Author

William C. Byham, Ph.D., is president and cofounder of Development DimensionsInternational (DDI), which specializes in helping organizations recognize and use their mostpowerful and dynamic resource—people. DDI, working in close partnership with clients,helps create cultures with high employee involvement by integrating three key areas:organizational culture change, hiring and assessment, and training and development.

Byham is a pioneer in several fields. In the 1960s he was an early user of the assessment centermethod (evaluating people using behavior demonstrated in simulations as a predictor of futurebehavior) in job-related competencies/dimensions, and in 1970 published the first populararticle on the methodology. Soon after he created Targeted Selection®, the first competency-/dimension-based interviewing system that used past behavior to predict future behavior.

As Byham studied existing management training, he found it provided mostly theoreticalexposure and little, if any, skill development. His solution was to help develop the firstcommercially available and effective behavior-modeling leadership training system builtaround dimensions/competencies—Interaction Management®. Over the next two decades,Byham and his colleagues introduced team, customer service, and management trainingsystems that have met and often gone beyond the current demands of the marketplace.

Today DDI selection and training programs are available in 19 languages. Each program orsystem is based on a common set of dimensions/competencies and beliefs. This integrated,systems approach helps domestic and international organizations link areas such as hiring,training, and performance management throughout their networks of offices or plants. DDIdocuments results extensively to gauge the effectiveness of its systems and programs.

About DDI

Development Dimensions International (DDI) is a leader in research, design, and developmentof human resource systems. Industrial psychologists William C. Byham, Ph.D., and DouglasW. Bray, Ph.D., founded DDI in 1970. Experiencing phenomenal growth and success, DDIcurrently employs more than 1,000 associates. Our world headquarters, printing, publishing,and distribution facilities are located in Pittsburgh, Pennsylvania, and we have trainingcenters, offices, and affiliates around the world. DDI’s strategy for ensuring timely and high-quality service support is to place our account executives and consultants in the field, as closeto our client base as possible.

TECHNOLOGY, PRODUCTS, AND SERVICES

DDI’s technology, products, and services center in four major human resource areas—diagnosisand evaluation, selection and promotion, training and development, and performancemanagement. We strongly believe in an integrated approach to human resources and havedesigned our products to work together as systems at all organizational levels. Ourorganization continues to maintain a leadership position in selection technologies andinnovative training. For example, we were the first to introduce a commercial behaviormodeling-based training program, a catalog of assessment center simulations, andcomputerized job analysis. DDI also is a world leader in job/role analysis. We have analyzedhundreds of positions for more than 400 clients, and our assessment programs have targetedevery organizational level—from production employees to executives and leaders.

CLIENTS

Since 1970 more than 16,000 organizations in 60 countries have used DDI’s programs andservices to improve employees’ performance and productivity—training more than 15 millionpeople whose newly acquired skills influenced 20 million working lives. DDI technology,programs, and services have been implemented in organizations of all types and sizes,including manufacturers, retailers, service organizations, and government agencies. Currently,more than 400 of the Fortune 500 companies are DDI clients.

Some of the nation’s largest and most technologically advanced organizations select and traintheir workforces with applied DDI technology. We have helped more than 200 organizations,representing $40 billion in infrastructure investment, start up or expand their business.

DDI QUALITY/CLIENT SUCCESS

The quality of DDI programs is documented in more than 40 research studies, a number ofwhich have earned industry awards. DDI clients have won 18 of 40 awards in theInstructional Systems Association’s competition for distinguished achievements in humanresource development (sponsored by Training magazine). DDI also received TrainingDirectors’ Forum recognition as the outstanding training supplier in communication skills,supervisory training and development, and management development skills.

A GLOBAL ORGANIZATION

DDI maintains a network of 33 international offices and affiliates in 23 countries. Ourprograms are available in numerous languages, including German, Spanish, French,Portuguese, Japanese, and Mandarin and Cantonese Chinese.

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The AmericasWorld Headquarters—Pittsburgh412-257-2277

Monterrey (Mexico)52-8-368-0033

Toronto416-675-2724

Other major offices in Atlanta, Buenos Aires,Chicago, Dallas, Denver, Detroit, LosAngeles,Montreal, New York, Ottawa, San Francisco,Santiago, Sao Paulo, and Vancouver

EuropeLondon44-1628-810800

Paris33-1-41-37-93-93

Other major offices in Düsseldorf, Helsinki,Lisbon, Madrid, Munich, and Zurich

Asia-PacificHong Kong85-2-2526-1188

Singapore65-339-5255

Sydney61-2-418-2777

Other major offices in Auckland, Bangkok,Brisbane, Jakarta, Kuala Lumpur, Manila,Melbourne, Perth, Shanghai, and Tokyo

D E V E L O P M E N T

D I M E N S I O N S

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Retail PriceU.S. $50.00

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