A competency is, “an underlying characteristic that is casually related to criterion-referenced and/or superior performance…" (Spencer and Spencer, 1993). Examples of competencies are “achievement orientation,” “listening skills,” and “problem-solving”. Because these underlying characteristics are defined as having a proven relationship with success, companies have made an effort to better understand how competencies apply to their people and jobs.

One approach is to rigorously study each job with a sufficient number of incumbents to distinguish superior performers from others. Such analysis can have high paybacks in jobs where there is a high opportunity cost for failure – sales jobs for example. On the other hand, many positions have only one incumbent, or are newly created and face challenges that haven’t been encountered before. In these situations, another approach is required, based on extrapolation from jobs with similar anticipated requirements. There are a number of ways that these inferences may be drawn and validated. In any case, however, to add value, the model needs to be tested against reality.

Using a simple model of generic competencies, companies can get many of the benefits of rigorous competency work with a smaller effort. This approach requires managers to work with their teams to understand and apply the generic model to their work unit. For example, the manager of a customer service unit might identify a preliminary list of “suspected” competencies, including, say, “Listening”. Based on this list, the whole team would attempt to distinguish between top and ordinary performers on the basis of their listening skills. There is an added advantage to this process: group norms develop around what is acceptable performance. The following pages show two examples of scaled competencies from my generic set that might be applicable to a Customer Service or Sales Department.

Influence Skills

Expressing ideas in a way that generates the support and enthusiasm of others without appeal to position or authority.

Competency Scale

Elements include (1) type of actions taken to influence others and (2) breadth of impact.

-1. Is hostile and unapproachable. Views others as beneath them. Makes no attempt to influence others.

0. Doesn’t take a position. Appears uninterested.

1. States a position, or gives simple arguments for the adoption of ideas. Presents ideas in own terms, with little apparent sensitivity to the needs or interests of the audience. Takes no further action when initial presentation meets resistance.

2. Attempts to demonstrate the advantages of a particular idea, process, service or product. May provide additional information when requested.

3. Considers audience needs and interests in preparation for a presentation or proposal. Anticipates basic responses, including arguments against or other resistance. Uses appropriate techniques to respond to resistance. Is regarded as moderately persuasive.

4. Is usually able to rally support for their perspective. Develops a plan, accounting for major factors (audience, business climate, etc.), and uses a variety of techniques or tools to persuade others to adopt a particular idea, process, service or product.

5. Is consistently able to gain the support of others by appealing to their needs, positions and concerns. Creates a complex approach to influencing others, based on a knowledgeable consideration of audience, business and organizational context, likely responses or resistance and replies to objections. Is recognized as someone who helps shape the course of events and make things happen.

Listening

Attending and being open to the communication of others. Listening is conveying interest and understanding in the speaker’s words and non-verbal cues.

Competency Scale

Elements include (1) being approachable and (2) attending to and remembering what others have said.

-1. Intimidates others; is closed to input. Regularly interrupts or adds inappropriate comments when listening.

0. Gives others the opportunity to speak, but provides few cues to the speaker that they are being heard. Appears distracted or uninterested.

1. Shows interest when approached. Follows the speaker’s train of thought. May occasionally add comments that indicate understanding.

2. Views listening and understanding as part of the job. Asks questions or makes comments to clarify or confirm what the speaker is saying.

3. Encourages others to share their ideas, opinions or feelings. Probes to elicit additional information. Often interprets non-verbal cues and makes observations designed to clarify understanding.

4. Is recognized as someone who actively solicits input from a variety of viewpoints. Listens actively and conveys appropriate emotions. Contributes insightful comments or questions that help clarify meaning, and often make the speaker feel valued. Tunes into the speaker’s state of mind by attending to non-verbal cues.

5. Personifies expert listening skills and is an advocate for openness and listening at all levels of the organization. Gives others their full attention, demonstrating a genuine respect for the speaker’s input and perspectives. Goes beyond the verbal message, carefully tuning in to the non-verbal cues to extract additional meaning. Uses discovery techniques to clarify meaning and uncover unexpected ideas and insights from the speaker.