“enabling performance”

“THE CERTIFIED COMPETENCY

MAPPING AND ASSESSMENT
PROFESSIONAL
(CCMAP) PROGRAM”

“Helping Enterprises Link their People, Pay and Performance”  

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Meritt

“The identification and measurement of competencies will

help us to address the current and future capabilities of an
organization, and monitor its human capital readiness
index (HCRI)."

— Indranil Gupta, Founder Of Meritt

[1966 – 2019]

www.merittconsultants.com
 
Wilma Gupta, Co-Founder & Director
She manages the Learning and Capability Development Business through dedicated Training division, MERITT LEARNING CENTER currently
offers Certification Programs in the following areas –

• Certified Compensation and Benefits Professional (CCBP)

• Certified HR Metrics and Analytics Professional (CHRMAP)
• Certified Competency Mapping and Assessment Professional (CCMAP)

Behavioral and Value Based Programs

• Women Leadership
• Team Building
• Conflict Management
• Enhancing Creativity
• Art & Science of Happiness at Workplace

2020 Masterclass Events

• Design Thinking
• Culture Building
• Art of Corporate Story Telling
• Empathy and Compassion
• Employee Experience Centric Organization
• Victory lessons
• Find the Victor within
• Victory Mindset as a team
• Victory Mindset through personal brand

She received her PGDPM&IR (MBA in HR) from XISS, Ranchi in 1991 before taking up a campus job as a Management Trainee with one of the
premier public sector EPC consulting companies, Engineers India Limited (EIL), at their corporate office in New Delhi.
In an eventful career spanning almost 15 years in EIL, she was responsible for their Personnel, HR and Training functions, and her experience there
spanned across diverse areas like HR Policies & Processes, Recruitment & Selection, People Engagement, HR Operations, Overseas Deputations,
Salary & Payroll, Learning & Development, Quality Systems & Processes and Employee Communication Programs.

In EIL, she was nominated in the ‘Most Promising Young Woman Manager’ category among the PSU for the NIPM Awards in 1999. She had also
co-authored, edited and published their in-house company journal, called the “HAMARA EIL”. She has also been interviewed by CNN on various
women’s issues in their work life environment. In her Consulting career since 2006, she has been passionately involved in the areas of Talent Search,
Talent Acquisition, Talent Coaching and Talent Development activities, and was also profiled as one of the foremost ‘Young Women Entrepreneurs’
in India by Your Story In magazine in the year 2009.
 CHAPTER 1

Understanding
Competencies
05/02/2020 4
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 ++
MerittCompetencies – Historical
influences
Proponent Period Publication Proposition

1916 to Stanford Binet test The era of IQ and personality tests

Alfred Binet, Simon, Catell, 1940 IQ determination
Stern, Hathaway, McKinley MMPI

David McClelland 1973 Testing for competencies rather Intelligence and personality tests did not predict
than intelligence job performance or success in life

Hay McBer 1972-1975 US State dept. FSIO selection Use of Criterion sample and BEI
studies

Richard Boyatzis 1982 The competent manager Determines which characteristics of managers are
related to effective performance in a variety of
jobs and a variety of organizations

Howard Gardner 1983 Frames of mind “Theory of Theory of multiple intelligence

multiple intelligence”

Spencer and Spencer 1993 Competence at Work Systemic use of compencies in HR systems and OD
Models for superior
performance

5
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What is a competency
Difference between competence and competency

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 ++ 3 major components
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of competency
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K
S
A

Knowledge
Skill
Attitude

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Origin and
Meaning
of
Competency

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Origin and Meaning of Competency

The word ‘competency’ has its origin in the Latin word ‘competentia’ which means
‘is authorised to judge’ as well as has ‘the right to speak’.
 
The words ‘competence’ and ‘competency’ have an odd relationship. On the
surface, they seem to mean the same thing, and you will see that the dictionary
definitions are very similar. However, they are often used in different contexts.
 
The two words share a common etymology. They both come from the French
word ‘competence’, which means a skill, talent, or capability. That in turn comes
from the Latin word ‘competentia’, which meant an agreement, a conjunction, and
possibly expertise.
 
‘Competence’ and ‘competency’ seem to have split from each other sometime in
Middle English, where they originally had different, distinct meanings. It’s possible
that they were formed due to different spellings of the same word, which took on
different meanings and became separate words. Today, while they do have different
technical meanings, their common use is fairly similar.
 
‘Competence’ refers to the state of being able to do something. If a person has
competence, then they are able to do a certain task.

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Meritt Continued….

In law, ‘competence’ can also mean the legal authority to deal with a case. If, for
example, a civil case is brought to a court that only does criminal cases, then the
court would not have the authority to make any judgments, so they would not have
competence in that case.
 
‘Competency’, on the other hand, means a set of skills or characteristics: the
ability to perform a task based on the required assets.
 
In linguistics, ‘competency’ means having an innate knowledge of how a language
works. Someone who grew up speaking a language, for instance, would be likely to
have competency in that language because they subconsciously know when
something contradicts any unspoken rules. Competency is also the goal of becoming
fluent in a language: someone who knows the language well enough to think in it
and know when something is wrong would be both fluent and competent.
 
Obviously, there is some overlap, since someone who has the skills is someone
who is able to do something. The key difference is that competencies are what lead
to competence: if someone has the skills or characteristics that lead to success, then
that makes them able to do something successfully.

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Continued….

Originally, the two words had meanings that were more distinct. The meanings of ‘competence’
were much
the same as they are today. ‘Competency’, however, meant a sustainable income – like
‘competence’ still means – as well as a sufficient supply of something. Over the years, it started to
merge with ‘competence’ until they both came to mean specifically people who are prepared to do
something.
 
To summarize, competencies are the skills a person has that fulfill some requirement.
Competence is a person’s overall ability to fulfill those requirements. It can also mean a sustainable
income, though that is not found very often today, and they do have different technical meanings.
 

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Examples of Competencies

Some examples of competencies required by the employees of an organization are:

1. Adaptability - The quality of being able to adjust to new conditions.

2. Commitment - The state or quality of being dedicated to a cause, activity etc.
3. Creativity - The use of imagination or original ideas to create something.
4. Motivation - The reason or reasons for acting or behaving in a particular way.
5. Foresight - The ability to predict what will happen or be needed in the future.
6. Leadership - The action of leading a group of people or an organization,
7. Independence - The fact or state of being independent.
8. Emotional Stability - This refers to a person's ability to remain calm when faced with pressure or
stress.
9. Analytical Reasoning - This refers to the ability to look at information, be it qualitative or
quantitative in nature, and discern patterns within the information.
10. Communication Skills - The ability to communicate effectively with others.

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Types of Competencies

In general, the presence of all Competencies are classified under 2 different types -
 
1. Basic Competencies – Person related
2. Professional Competencies – Job related

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Basic Competencies are the essential knowledge and skills acquired by

students in relation to the learning targets and objectives set out in the
curriculum for each key stage. The Basic Competencies represent just part of
the curriculum requirement.
 
Professional Competencies or core competencies, as they're often called -
aren't job skills or normal tasks that one is accustomed to perform. Core
competencies are attributes that enable us to perform our job duties.

For example, a labor-management specialist needs communication,

negotiation and conflict-resolution skills. In addition, he/she need analytical
and critical thinking skills to interpret labor laws and develop strategy for
tasks, such as developing strike plans.

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Difference between Competency and Learning
Objective
A Competency is the capability to apply or use a set of related knowledge, skills and abilities
required to successfully perform 'critical work functions' or tasks in a defined work setting.
Competencies often serve as the basis for skill standards that specify the level of knowledge,
skills and abilities required for success in the workplace as well as potential measurement
criteria for assessing Competency attainment.

Competencies define the applied skills and knowledge that enable people to successfully
perform their work while learning objectives are specific to a course of instruction.
Competencies are relevant to an individual’s job responsibilities, roles and capabilities. They are
a way to verify that a learner has in fact learned what was intended in the learning objectives.

Learning Objectives describe what the learner should be able to achieve at the end of a
learning period. Learning Objectives should be specific, measurable statements and written in
behavioral terms. In short, objectives say what we want the learners to know and competencies
say how we can be certain they know it.

In some ways, the Learning Objectives can be looked upon as the ends or the effects or the
results or the outcomes of a process; and, the Competencies can be seen as the means or the
ways or the tools or the vehicles that help us to complete the process.

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Here is an example of Competencies and
Learning Objectives relating to the Competency
-
Competency:

Utilizes appropriate methods for interacting sensitively, effectively and professionally

with persons from diverse cultural, socioeconomic, educational, racial, ethnic and
professional backgrounds; and persons of all ages and lifestyle preferences
(Competency from: Council on Linkages Between Academia and Public Health
Practice).

Learning Objectives from a course that relates to the above Competency:

1. Describe the demographic trends and epidemiological trends related to diverse

populations in the United States and abroad.

2. Compare and contrast diversity and cultural competency in the public health
context.

3. Identify a framework to design culturally competent public health care services for
diverse populations. www.merittconsultants.com
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How to Write a Competency

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Content

1. Use all domains as appropriate - cognitive, psychomotor and affective.

2. Build the level of learning from the lowest level to the highest level in
each domain (e.g., from knowledge to evaluation in the cognitive domain; from
imitation to naturalization in the psychomotor domain; and from receiving to
characterizing in the affective domain).

3. Organize similar knowledge, skills and abilities together into a Competency,

developing a smaller number of Competencies rather than an extensive number of
knowledge, skills and ability outcomes.

4. Introduce the knowledge, skills and abilities required for transfer to upper division
programs, or performance in the career. 

5. Relate Competencies to prerequisites and general education requirements.

 
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3 DOMAINS / LEVELS
OF
LEARNING

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Learning can be divided into three domains:

•Cognitive:  This is the most commonly used domain.  It deals with the

intellectual side of learning.

•Affective:  This domain includes objectives relating to interest, attitude, and

values relating to learning the information.

•Psychomotor:  This domain focuses on motor skills and actions that require

physical coordination.

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 Meritt ++ COGNITIVE DOMAIN

  Level 1   Level 2  Level 3  Level 4 Level 5   Level 6

Knowledge: the ability to Comprehension: the Application: the ability to Analysis: the ability Evaluation: the ability
     ability to understand the       Synthesis: the ability
recall data and/or utilize an abstraction or to to differentiate facts to integrate different to come up with
  information.   meaning of what is known.  use knowledge in a new  and opinions. elements or concepts in judgments about the
situation. Example: A lawyer order to form a sound importance of
  Example: A child recites the   Example: A teacher explains  Example: A nurse intern was able to win over a pattern or structure so a concepts.
English alphabet. a theory in his own words. applies what she learned in case after recognizing new meaning can be
      her Psychology class when logical fallacies in the established. Examples: A
she talks to patients. reasoning of the businessman selects
    offender. Examples: A therapist   the most efficient way
combines yoga, of selling products.
 
biofeedback and support
KNOWLEDGE
 COMPREHENTION APPLICATION  ANALYSIS group therapy in
SYNTHESIS EVALUATION
Recognition and recall of facts creating a care plan for
and specifics Interprets, translates, summarizes Process information in a situation Separates whole into parts; his patient.
Combines Makes decisions,
or paraphrases given information clarifies relationships
 EXAMPLES: different than original learning among elements elements to form new entity Judges, or selects based on
EXAMPLES: context from original one criteria and rationale
Define  
Convert    EXAMPLES:  
Definition EXAMPLES:
Infer EXAMPLES: Compile EXAMPLES:
List Diagram
Rewrite Demonstrate Compose Compare
State  Illustrate
Relate Design Contrast
Outline
Produce   Justify
Summarize

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Cognitive ++ Cognitive Cognitive Cognitive Cognitive Cognitive
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Remembering Understanding Applying Analyzing               Creating Evaluating What verbs
 Define  Classify  Apply  Categorize  Assemble  Appraise should I use
 Duplicate  Describe  Change  Compare  Construct  Argue for
 Draw  Discuss  Choose  Contrast  Create  Decide Cognitive
 List  Explain  Construct  Deduce  Compose  Critique
domain
 Label  Identify  Demonstrate  Discriminate  Develop  Criticize
 Memorize  Locate  Dramatize  Distinguish  Formulate  Defend
 Name  Recognize  Employ  Examine  Invent  Judge
 Recall  Report  Illustrate  Question  Originate  Prioritize 
 Recite  Select  Interpret   Separate  Write  Rate
 Repeat  Translate  Modify  Test  Rant
 Reproduce  Paraphrase  Operate    Select
 State  Visualize  Produce  Support
   Schedule  Value
 Sketch  Evaluate
 Solve  
 Translate
 Use
 Write

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 PSYCHOMOTOR DOMAIN
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The psychomotor domain is comprised of utilizing motor skills and coordinating them. The seven categories under this
include:
Perception:   Set:   Guided   Mechanism: Complex Overt Adaptation: Origination:
Response:  Response: 
the ability to the readiness to the ability to the ability to creating new
apply sensory act. the ability to convert learned the ability to modify movement
information to imitate a responses into skillfully learned patterns for a
Example: An
motor activity. displayed habitual actions perform skills to specific
obese person
behavior or to with proficiency complex meet special situation.
Example: A cook displays
utilize trial and and confidence. patterns of events.
adjusts the heat motivation in Example: A
error. actions.
of stove to performing Example: A Example: A choreograph
achieve the right planned Example: A mother was able Example: designer er creates a
temperature of exercise. person follows to cook a Typing a report uses plastic new dance
the dish. the manual in delicious meal on a computer bottles to routine.
operating a after practicing without looking create a
machine. how to cook it.  at the dress.
 
keyboard.
 

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Psychomotor Psychomotor Psychomotor Psychomotor Psychomotor

imitates an action after Manipulation Precision Articulation (display of Naturalization (high level of What verbs
a visual demonstration) (performance of coordination of a proficiency)
an action with  Accurately
series of related acts) should I use
 Align  Automatically
written/verbal  Errorlessly for
 Confidence
 Balance instructions)  Effortlessly
 Independently 
 Coordination Psychomotor
 Follow  Align  Naturally  domain
 Proficiently
 Harmony
 Grasp  Balance  Professionally
 With balance
  Integration 
 Hold Follow  Routinely
 With control
 Proportion
 Place  Grasp
   Spontaneously 
 Smoothness
 Repeat  Hold  With ease
 Speed
 Rest  Place  With perfection
  Stability
 Step Repeat  With poise
     Timing

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 ++ AFFECTIVE DOMAIN
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 Receiving   Responding to  Valuing: the ability   Organization: ability Characterization: the

Phenomena:  Phenomena: active to see the worth of to prioritize a value ability to internalize
 the
  awareness of   participation of the  something and over another and values and let them
feelings and emotions learner. express it. create a unique value control the person`s
 as well as the ability   Example: An activist system. behavior.
to utilize selected shares his ideas on
attention. Example: the increase in salary Example: A teenager
Participating in a of laborers. spends more time in Example: A man marries
RECEIVING
Example: Listening RESPONDING
group discussion. her studies than with a woman not for her
attentively to a friend. VALUING her boyfriend. looks but for what she is.
Listening passively, Compiles to given ORGANIZING CHARACTERIZING
expectations; shows Displays behavior
Attending to interest Committed to a set of Total behavior
Consistent with single values as displayed
EXAMPLES: Is consistent with values
EXAMPLES: belief or attitude; by behavior
internalized
Ask unforced
Answer EXAMPLES:
EXAMPLES:
Name Compliance
Recite Integrate
Qualify
EXAMPLES:
Adhere
Modify
Complete
Perform
Explain
Justify

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Affective
Receiving (listening and
++
Affective
Responding (active
Affective Affective
Valuing (value attached Organization
Affective
Characterization (value
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being attentive) participation) to a subject)        (beginning to build system controls What verbs
consistent value behavior)
 Ask  Answer  Complete system) should I use
 Act
for Affective
 Choose  Assist  Describe
 Adhere
 Discriminate domain
 Describe  Comply  Differentiate
 Alter
 Display
 Follow  Conform  Explain
 Arrange
 Influence
 Give  Discuss  Follow
 Combine
 Listen
 Hold  Greet  Forms
 Compare
 Modify
 Identify  Help  Initiate
 Complete
 Performs
 Locate  Label  Invite
 Defend
 Practices
 Name  Perform  Join
 Explain
 Propose
 Point to  Practice  Justify  Generalize
 Qualify
 Select  Present  Propose
 Identify
 Question
 Sit  Read  Read  Integrate
 Revise
 Erect  Recite  Select
 Modify
 Serve
 Reply  Report  Share
 Order
 Solve
 Use  Select  Study
 Organize
 Use
   Tell   Work  Relate
 Write
 Synthesize
 

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Points to Remember
3 Major components of Competency
–
KSA – Knowledge + Skill + Attitude

3 Domains of Learning –
Cognitive – focuses on Knowledge
Psychomotor – focuses on Skill
Affective – focuses on Attitude

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Exercise - 1
Identify Cognitive Domain : Relate the intellectual side of
learning at all 6 levels for your functional / core team / department in
table format.

Example : Akriti does data interpretation in our team, this resembles

comprehension level of cognitive domain.

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 Exercise - 2

Identify Psychomotor Domain of your Support / Administrative Team /

Department at all 7 levels in Table Format

Example : Sunil, an engineer daily performs inspection / audit of finished

product at the shop floor without looking at the quality manual – refers to
complex overt response.
 Exercise - 3

Identify Affective Domain of your people in the Division / Department at

all 5 levels in Table Format

Example : Nikhil works in a automobile company as a junior engineer. His

company is planning to launch a new 2 wheeler and during one of the
meetings, he suggests an idea to reduce carbon emission by using a
substitute to a particular part or fuel refers to the valuing level of Affective
domain
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Meritt

Thank You

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