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Building Robust Competencies: Linking Human Resource Systems to Organizational Strategies
09 Apr 1999-
TL;DR: In this paper, the authors present performance appraisal in a quality context: a new look at an old problem, including legal issues in performance appraisals and the use of feedback.
Abstract: Foreward. THE PERFORMANCE APPRAISAL ENVIRONMENT. Effective Performance Management: A Focus on Precision, Customers, and Situational Constraints. Current Legal Issues in Performance Appraisal. International Performance Measurement and Management. Performance Appraisal in a Quality Context: A New Look at an Old Problem. Games Raters Play: Politics, Strategies, and Impression Management in Performance Appraisal. METHODS OF APPRAISING PERFORMANCE. Creating Performance Management Systems That Promote Perceptions of Fairness. Performance Appraisal in Team Settings. Using Multisource Feedback for Employee Development and Personnel Decisions. The Advantages and Pitfalls of Self--Assessment in Organizations. Evaluating Executive Performance. Training Raters to Increase the Accuracy of Appraisals and the Usefulness of Feedback. LINKING APPRAISAL TO THE LARGER HUMAN PERFORMANCE SYSTEMS. Linking Appraisals to Individual Development and Training. Performance--Based Pay Plans. Lessons Learned: Research Implications for Performance Appraisal and Management Practice.
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TL;DR: In this paper, a set of best practices for competency modeling based on the experiences and lessons learned from the major perspectives on this topic (including applied, academic, and professional) are defined, and their key advantages are explained.
Abstract: The purpose of this article is to present a set of best practices for competency modeling based on the experiences and lessons learned from the major perspectives on this topic (including applied, academic, and professional). Competency models are defined, and their key advantages are explained. Then, the many uses of competency models are described. The bulk of the article is a set of 20 best practices divided into 3 areas: analyzing competency information, organizing and presenting competency information, and using competency information. The best practices are described and explained, practice advice is provided, and then the best practices are illustrated with numerous practical examples. Finally, how competency modeling differs from and complements job analysis is explained throughout. The purpose of this article is to present a set of best practices for competency modeling based on the experiences and lessons learned from all the major perspectives on this topic including two major companies, a major consulting firm, a major university, and the Society for Industrial and Organizational Psychology (SIOP) taskforce on competency modeling. From all the different perspectives, we will delineate a set of 20 best practices and then illustrate them with practical examples from actual organizations. For the interested reader, we also link the practices to the existing literature which consists mostly of writings based on practical experience (e.g., case studies, commentaries) because little empirical
514 citations
Cites background from "Building Robust Competencies: Linki..."
...Fourth, the KSAOs are usually linked to the business objectives and strategies (e.g., Green, 1999; Martone, 2003; Rodriguez et al., 2002)....
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...Recall that one aspect that distinguishes competencies is that they are typically linked to business objectives and strategies (e.g., Green, 1999; Kochanski, 1997; Martone, 2003; Rodriguez et al., 2002)....
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...…of knowledge, skills, abilities, and other characteristics (KSAOs) that are needed for effective performance in the jobs in question (e.g., Green, 1999; Kochanski, 1997; Lucia & Lepsinger, 1999; Mansfield, 1996; Mirabile, 1997; Parry, 1996; Rodriguez, Patel, Bright, Gregory, & Gowing,…...
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...Ninth, and perhaps most importantly, competency models are used actively to align the HR systems (e.g., Green, 1999; Lawler, 1994; Lucia & Lepsinger, 1999; Schippmann et al., 2000)....
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TL;DR: This article illustrates how new and more complex understandings of organizational routines and capabilities can be generated by breaking them into parts and mapping their interrelationships by way of new analytical and methodological techniques.
318 citations
Cites background from "Building Robust Competencies: Linki..."
...Some authors refer to competencies as work habits (Green, 1999)....
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TL;DR: In this paper, a taxonomy of essential competencies for program evaluators is presented, along with a brief history of the initial development and validation of the taxonomy and a revised version of that taxonomy.
Abstract: This article presents a comprehensive taxonomy of essential competencies for program evaluators. First, the authors provide a rationale for developing evaluator competencies, along with a brief history of the initial development and validation of the taxonomy of essential evaluator com- petencies in King, Stevahn, Ghere, and Minnema (2001). Second, they present a revised version of that taxonomy and describe the revision process. Third, a crosswalk accompanying the taxonomy indicates which competencies address standards, principles, and skills endorsed by major evalua- tion associations in North America. Finally, the authors identify future needs related to the taxon- omy, including the need for validation research, a shared understanding of terms, and the construction of descriptive rubrics for assessing competence.
218 citations
Cites methods from "Building Robust Competencies: Linki..."
...We also chose to write the competencies in behavioral language (to the extent possible), describing “the things you can see or hear being done” (Green, 1999, p. 7)....
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TL;DR: A key performance indicator (KPI)-oriented approach is presented that is able to set up organizational goals and link the goals with expertise required for individuals, build a knowledge network, and improve social networking and knowledge sharing.
Abstract: E-learning is emerging as a popular approach of education in the workplace by virtue of its flexibility to access, just-in-time delivery, and cost-effectiveness. To improve social interaction and knowledge sharing in e-learning, Web 2.0 is increasingly utilized and integrated with e-learning applications. However, existing social learning systems fail to align learning with organizational goals and individual needs in a systemic way. The dominance of technology-oriented approaches makes e-learning applications less goal-effective and poor in quality and design. To solve the problem, we address the requirement of integrating organizational, social, and individual perspectives in the development of Web 2.0 e-learning systems. To fulfill the requirement, a key performance indicator (KPI)-oriented approach is presented in this study. By integrating a KPI model with Web 2.0 technologies, our approach is able to: 1) set up organizational goals and link the goals with expertise required for individuals; 2) build a knowledge network by linking learning resources to a set of competences to be developed and a group of people who learn and contribute to the knowledge network through knowledge creation, sharing, and peer evaluation; and 3) improve social networking and knowledge sharing by identifying each individual's work context, expertise, learning need, performance, and contribution. The mechanism of the approach is explored and elaborated with conceptual frameworks and implementation technologies. A prototype system for Web 2.0 e-learning has been developed to demonstrate the effectiveness of the approach.
145 citations
Cites background from "Building Robust Competencies: Linki..."
...and facilitate communication between education and the labour market ( Green 1999 )....
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TL;DR: The forces that drive the current focus on competency of the healthcare workforce are outlined and recommendations are offered to guide future work on competencies in behavioral health.
Abstract: Increasing attention is being directed to the competency of those who deliver healthcare in the United States. In behavioral health, there is growing recognition of the need to define, teach, and assess essential competencies. Since attention to this issue in behavioral health is relatively recent, there is much to be gained by learning from the principles, definitions, and conceptual models of competency that have been developed in other fields. This article outlines the forces that drive the current focus on competency of the healthcare workforce. Relevant history, principles, definitions, and models that have evolved through research and application in business and industry are reviewed. From this analysis, recommendations are offered to guide future work on competencies in behavioral health.
116 citations
Cites background from "Building Robust Competencies: Linki..."
...Among psychologists, there has been much discussion about which abilities and enabling behaviors can and cannot be developed, or cannot be developed within a reasonable span of time (Green, 1999; McClelland, 1973; Spencer & Spencer, 1993; Sternberg, 1998)....
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...oped, or cannot be developed within a reasonable span of time (Green, 1999; McClelland, 1973; Spencer & Spencer, 1993; Sternberg, 1998)....
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