| Copyright (c) 2007 Chiswick Consulting Limited | | | | recruit is in a job. |
| Many organizations today are still making recruitment | | | | Both motives and traits are deep seated and intrinsic |
| decisions based on an individual?s qualifications, skills | | | | to the individual. They are more likely to predict what |
| or schooling (in some professions it amounts to | | | | people will do on their jobs long term, without close |
| ?which? school an individual attended). However these | | | | supervision. However they are also more difficult to |
| don?t give a clear view as to whether an individual is | | | | shift. Skills and knowledge are generally easier to train. |
| suited to a role. What makes better sense is to | | | | If you have a salesperson who gets satisfaction out |
| recruit for those characteristics linked to success in | | | | of managing others rather than being the best then |
| the role. | | | | chances are they will never be the best salesperson. |
| Since the early 70?s, leading organisations have been | | | | On the other hand, if you get the salesperson with |
| using competencies to help recruit, select and | | | | the right motives and traits but who lacks the |
| manage their outstanding performers after Dr David | | | | knowledge of the product being sold, this can easily |
| McClelland, Harvard Business School Professor of | | | | be addressed via training courses. |
| Psychology, found that traditional tests such as | | | | It makes more sense to recruit on the basis of |
| academic, aptitude and knowledge tests, did not | | | | motives, traits, self image and train individuals in the |
| predict success in the job. | | | | technical skills and knowledge component of their role. |
| More recent research in the 90's by Daniel Goleman in | | | | Hence the saying, ?you can teach a turkey to climb a |
| Emotional Intelligence and Rick Boyatzis in The | | | | tree but it?s better to hire a squirrel?. |
| Competent Manager have reinforced how important | | | | How do you use competencies to recruit? |
| competencies are in predicting outstanding | | | | Firstly, you need to understand and define what your |
| performance. There are 5 different types of | | | | 'good' people do. What do you see them doing, |
| competency characteristics as defined by McClelland: | | | | saying, communicating that makes them 'good' |
| Motives ? the things a person consistently thinks | | | | performers? |
| about or wants ? typically very deep seated eg the | | | | Secondly, take what the good performers do and |
| desire to climb a mountain or be the best at what | | | | define these as competencies such as ?Leadership? |
| you can do Traits ? physical characteristics and | | | | or ?Team Working?. It is possible to use off-the-shelf |
| responses to situations or information eg reaction | | | | competency models but tailored models usually give |
| time and good eyesight are physical trait | | | | better results. |
| competencies of pilots but how an individual responds | | | | Thirdly, and this may take some expert know how - |
| to a stressful situation is also a trait Self Image ? a | | | | you need to understand the relationship between |
| person?s attitude values, how they see themselves | | | | motives, traits, self concept, knowledge and skill and |
| eg if you value being ?in management? you are more | | | | the competencies. Which of these competencies are |
| likely to exhibit leadership behaviour Knowledge ? | | | | more directly related to motives and which are more |
| information a person has in a particular area eg a | | | | skill based? If you know what you're doing you can |
| surgeon?s knowledge of nerves and muscles in the | | | | prioritise those competencies which are more 'deep |
| human body Skill ? the ability to perform a certain | | | | seated' over those which are more skill or knowledge |
| physical or mental task eg a dentist?s physical skill to | | | | based. |
| fill a tooth without damaging the nerve | | | | Finally, use focused interviewing to identify these |
| What this means | | | | competencies during recruitment interviews. |
| It is important to distinguish between the types of | | | | Once the new recruit is on board competencies can |
| competencies because they have implications for | | | | be used for performance management, coaching and |
| recruitment and selection and training once a new | | | | training. |