Managerial

Competencies

Vinay Pandey
TMDC

Definition
Competence is the ability to perform a
specific task, action or function
successfully.

Competence has 3 dimensions

Knowledge
Skills
Attitudes

Capacity of a person is different

from his Competency
Capacity or Potential is
like a glass tumbler

Capacity
Capacity tells you how
far you can go

Competence tells you

what you can do

Competency

Can be developed

Competency is the
extent to which it is
filled.

Skill Vs. Competency

SKILL

COMPETENCY

Can be demonstrated

Cannot be demonstrated but can be

observed

Can be learnt through repetition

and practice

Cannot be learnt through repetition and

practice

Specific to industry or trade

Generic (not limited to one industry)

More refined

Not so refined

Skill is a choice perfected through practice.

4 stages of Competence
1. Unconscious Incompetence The individual neither understands
nor knows how to do something, nor recognizes the deficit, nor has
a desire to address it.
2. Conscious Incompetence Though the individual does not
understand or know how to do something, he or she does
recognize the deficit, without yet addressing it.
3. Conscious Competence The individual understands or knows
how to do something. However, demonstrating the skill or
knowledge requires a great deal of consciousness or
concentration.
4. Unconscious Competence The individual has had so much
practice with a skill that it becomes "second nature" and can be
performed easily (often without concentrating too deeply). He or
she may or may not be able teach it to others, depending upon how
and when it was learned.

Transition from UI to UC
Unconscious
Competence

Conscious
Competence
Conscious
Incompetence

Unconscious
Incompetence

Types of learning
Visual
Auditory
Kinaesthetic

The Wheel of Learning

Learning = Knowledge (Know-why) + Skill (KnowHow)

The Wheel of Learning

Our mental models

Mental Models
Assumptions
Theories
about the
world

Managerial Competencies
LEARNING

THINKING

RELATING

ACTION

1. Change
Orientation
2. Learning

3. Problem
Solving
4. Decision
Making
5. Planning

6. Team & Conflict

Management
7. Customer Service
Orientation
8. People
Development
9. Influencing
10. Empathy

11. Communication
12. Achievement
Orientation
13. Organizing

There is a clear relationship between

cluster of competencies
Learning

Thinking

Introspection
Reflection &
Contemplation
Flow

Analysis
Creativity
Judgement

Change
Orientation

Problem Solving

Learning

Decision making
Planning

Relating
Listening
Empathy
Trust

Teamwork & Conflict

Management
Customer Service
Orientation
People Development

Action
Implementation
Organising
Working under
pressure

Communication
Achievement
Orientation
Organizing

Influencing
Empathy
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1. CHANGE ORIENTATION Initiates & promotes change at the personal and

organization levels. Embraces new ways of working, technology, ways to meet
customer needs, market demands, employees needs & creating new business
opportunities.
PROFICIENCY LEVEL

Competency Not Evident Is resistant to organizational or personal

change. Can fail to see the need for change in the organization.

Learner Understands the necessity for organizational & personal

change, but does not take any concrete steps to bring about change.

Practitioner Is open to new ideas and embraces new ways of working.

Takes some steps to change.

Leader Identifies opportunities for change to benefit larger

organization. Demonstrates flexibility to change own behavior and
approach.

Expert Is able to lead organizational change initiatives and influence

others.

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2. LEARNING Ability to observe ones own thoughts, feelings & actions, overcome
blocks and learn from ones own mistakes and experiences.

PROFICIENCY LEVEL

Competency Not Evident Not able to observe his own actions, feelings
& thoughts, go deeper in a learning experience. Stiff and ill-at-ease in new
learning situations.

Learner Tries to observe his own feelings, thoughts & actions. Attempts
to go deeper into an experience.

Practitioner Becomes an objective observer of his own actions, feelings

& thoughts. Is able to get insights on areas for improvement and drivers of
success.

Leader Realizes his shortcomings and makes a conscious attempt to

improve. Knows his own strengths & leverages that in appropriate
situations.

Expert Is able to break free from inhibitions. Gets into all new situations
with effortless ease & learns at every step. Has child-like curiosity.

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3. PROBLEM SOLVING Taking a well ordered approach to solving problems &

using sound judgment in making decisions despite obstacles or resistance.

PROFICIENCY LEVEL

Competency Not Evident Takes an unstructured approach to problem

solving or stumbles at the stage of problem definition & scoping.

Learner Is able to analyze situations as far as turning them into problem

statements.

Practitioner Identifies relevant data and develops simple cause and

effect relationships. Looks at one or two alternative solutions.

Leader Uses analytical techniques to solve problems. Sees multiple and

complex relationships between different parts of the problem.

Expert - Weighs the risk of multiple alternatives before making

decisions. Does this in the context of the organization & the external
environment.

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4. DECISION MAKING Using a systematic approach; making timely decisions;

rendering judgments; taking action when appropriate; committing resources to a side or
position.
PROFICIENCY LEVEL

Competency Not Evident Makes decisions in a haphazard way or fails

to gather all the information necessary to make a robust decision. Unable
to define the problem.

Learner Is able to analyze situations as far as turning them into

problem statements. Clearly defines the scope and boundary conditions.

Practitioner Gathers relevant data. Generates different alternatives and

evaluates them before taking a decision.

Leader Clearly evaluates the risks associated with each decision.

Anticipates obstacles and likely impact of decision before it is made.

Expert Makes effective implement able decisions relative to the organization

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& the environment. Looks at values and tradeoffs. Considers long-term
implications.

5. PLANNING Establishing a course of action for self or others to accomplish a

specific goal; planning proper assignments of people and appropriate allocation of
resources.

PROFICIENCY LEVEL

Competency Not Evident Sacrifices delivery due to poor planning or

produces plans which fail to deliver the desired outcomes.

Learner Identifies all major activities and takes a structured

approach to tasks.

Practitioner Develop plans which detail out all major activities with
appropriate schedules.

Leader Prioritizes tasks and is able to forecast events. Sees

interrelationship between tasks and schedules accordingly.

Expert Uses appropriate techniques to aid in planning, execution and

reviews Is able to prepare complex plans with appropriate assumptions.
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6. TEAM & CONFLICT MANAGEMENT Active participation in, and facilitation

of, team effectiveness; taking actions that demonstrate consideration for the feelings &
needs of others whilst dealing with conflict in a positive manner, being aware of the
effect of ones behavior on others.
PROFICIENCY LEVEL

Competency Not Evident Judgmental, ignores, ridicules or question

input from subordinates. Dominates the conversation imposing personal
beliefs & values. Ignores conflict & sweeps it under the carpet.

Learner Participates willingly, cooperates with others. Brings out issues

that may come in the way of effective teamwork.

Practitioner Sensitive to the needs of other. Ensures that all members

are being heard. Able to identify and surface conflicts within the team

Leader Encourages and credits others; contributes to team work &

builds synergy. Deals with conflict in a mature way.

Expert Open, listens deeply & tries to understand. Makes others feel
important & accepted. Responds to their feelings. Actively builds synergy
& resolves conflicts.

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7. Customer Service Orientation Making efforts to understand the customer

(everyone an individual interacts with); anticipating customer needs; giving high priority
to customer satisfaction
PROFICIENCY LEVEL

Competency Not Evident Has a limited understanding of the customer

& may believe that they can do little to improve customer satisfaction.

Learner Listens patiently to the customer. Tries to help the customer by

following through on enquiries, requests or complaints.

Practitioner Works towards immediate customer requirements. Is seen

to deliver by the customer.

Leader Understands customer relationships & requirements. Treats

people within the organization as customers.

Expert Makes considerable efforts to improve customer satisfaction by

adding value. Puts self in customers shoes to better understand his needs.
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8. People Development Interacting with others to assure maximum

opportunities for people development. Listening and acting as a Coach & Mentor with
subordinates.
PROFICIENCY LEVEL

2
3

Competency Not Evident Judgmental ignores, ridicules or questions

input from subordinates. Tends to control or dominate others by
imposing personal beliefs & views.
Learner Believes in others & makes positive comments about
contribution & abilities. Believes in others wanting to improve personal
performance.
Practitioner Gives detailed directions & support to subordinates.
Asks questions to verify understanding, makes specific helpful
suggestions.
Leader Encourages and reassures subordinates. Provides
constructive feedback with the view to make the person learn.
Expert Open, listens deeply and responds to others feelings &
ideas. Makes people feel important & accepted. Develops people as
per their long term need.

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9. INFLUENCING Using appropriate interpersonal styles & methods to persuade

and guide individuals & teams towards goal achievement; modifying behavior to
accommodate the tasks, situations & individuals involved. Impacts others through
inspiration.

PROFICIENCY LEVEL

Competency Not Evident Disregards the experience of other members of the

group or is overly conscious of the presence of others.

Learner Forms logical arguments which are rarely tailored to the need of
the audience. Usually uses a single approach to influence.

Practitioner Uses persuasive arguments that are more reactive than preplanned. Attempts to build own argument by incorporating the views of the
audience.

Leader Uses multiple arguments to persuade. Guides others to the

desired outcome through a logical series of arguments.

Expert Uses various influence strategies such as well prepared presentations

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& arguments. Prepares for & anticipates others reactions.

10. EMPATHY The ability to get into someone elses shoes so as to understand his
feelings & emotions. The ability to step out of ones own shoes so that ones own
feelings do not get mixed up with the other persons.
PROFICIENCY LEVEL

Competency Not Evident Is insensitive to others feelings.

Does not grasp what the other person is feeling
Learner Makes an attempt to understand what is being said. Asks
questions for furthering understanding.

Practitioner Makes an attempt to step into the others shoes.;

listens attentively, keeps an open mind. Accurately reflects
surface feelings and concern.

Leader Steps into the others shoes and feels exactly how
the other person is feeling. Understands & surfaces unspoken
or hidden concerns.

Expert Is extremely sensitive and perceptive of the other persons

emotions. Can identify long-term implications relating to underlying
concerns.

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11. COMMUNICATION Expressing ideas effectively (including effective use

of nonverbal communication) in individual, group situations & adjusting
message, expressions to the characteristics and need of the audience
PROFICIENCY LEVEL

Competency Not Evident Can confuse people through actions & words
conveying different messages. Can ramble or be forceful with own view at the
expense of focus & listening to others

Learner Demonstrates understanding through questioning. Is confident in

a one-to-one or small group situation

Practitioner Ensures actions & words convey the same message. Remains
focused in meetings and is able to question appropriately

Leader Prepares & delivers clear & focused messages. Clearly understands
the requirements of others and tailors approach accordingly

Expert Articulates ideas effectively in both formal & informal situations. Is

able to make compelling presentations to large groups

12. ACHIEVEMENT ORIENTATION Focuses on delivery of goals. Setting high

standards of performance for self, others & the organization; being dissatisfied with
average delivery and performance; imposing standards of excellence on self and acting
as a role model in the organization
PROFICIENCY LEVEL

Competency Not Evident Meets only assignment tasks & does not
go beyond that.

Learner Tries to do the job well. Is beginning to identify problems &

opportunities for improvement but does not make specific improvements
themselves

Practitioner Demonstrates eagerness to improve performance.

Attempts targets that are beyond the routine

Leader Stretches himself, sets high standards. Makes planned

effort to achieve the standards

Expert Sets challenging goals which are achievable. Regularly

achieves improvements in base line performance

13. ORGANIZING The ability to deploy the right structures, systems & processes
to achieve ones goals. To mobilize people for the tasks & to deploy ones energy to set
up the stage for action by ensuring the availability of all the resources at the right time.
PROFICIENCY LEVEL

1
2

Competency Not Evident Is not able to organize the right resources at the
right time, Fumbles & does not use appropriate structures, systems &
processes.
Learner Attempts to organize the needed resources. Organizes own
work and work area but has limited influence on others.

Practitioner Able to organize the right resource through personal

intervention and action, not necessarily thought a structured approach
using systems and processes.

Leader Organizes the resources through a structured process. Attempts

to set up structures, systems and processes to help in organizing.

Expert Organizes the right resources at the right place at the right time.
Uses the appropriate structures, systems & processes to set up the stage
for action.

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Correlating competencies
Empathy

Influencing

Achievement
Orientation

Decision making

People
Development

Organising

Planning

Customer
Service
Orientation

Problem solving
Change
Orientation

Learning

Teamwork &
Conflict
management

Communication

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Steps in making a Personal Development Plan (PDP)

The HR Manager meets the Chiefs/Deptt. Head to explain the process guidelines,
which includes:
Objective
Key performance measures
Roll out plan
Overall competency profile of the unit

He schedules PDP dialogues for the superior with his direct reports
He explains the pre-dialogue work needed to be done by the superior &
subordinate. Hands over a set of key questions as an enablerThe key Questions
would help prioritize Individual & organizational need.

Facilitates actual discussion between the Boss & the subordinate by handling over
briefing guidelines (Do & Dont checklist)

Ensures that action is logged appropriating in the PDP document & signatures
obtained

Sends timely reminders to the superior for feedback & records improvement &
prepares for final evaluation

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THERE ARE CERTAIN PRE-REQUISITES FOR SELECTION OF A

DEVELOPMENT OPTIONS FOR AN INDIVIDUAL

The option should ..

Have equal possibility of Success and failure

Outcome of effort should be obvious to others
Have a great deal of Individual accountability
Involve working with a lot of people
Create additional personal pressure
Involve high variety of task
Entail close observation by people whose opinion count
Requires building a team,starting from scratch or turning
around a team

Comprise a major strategic component & is intellectually

challenging

An important element is missing.

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