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Matrix of key competencies. Personnel competency matrix

A lot of criteria affect the results of work, and every manager understands that employees must not only be properly trained and developed, but also hired correctly. One of the important aspects influencing business results is their development. It is for the assessment of competencies that the personnel competency matrix was created.

What is a personnel competency matrix

The personnel competency matrix is a set of competency models for company employees, which displays a set of competencies for specific positions, as well as required level competencies for the successful performance of the functions of this position.

Competencies are the ability of an employee to perform tasks. An employee's competencies are a combination of his experience, knowledge, talents and skills. More importantly, the competence of an employee is his behavior, both in a particular situation and at work in general. It is important to take into account the fact that it is not enough for an employee to be able to perform actions, it is important that the employee does them.

A competency model is a set of necessary employee competencies with specific indicators of their manifestations in work activities. As mentioned above, the competency matrix consists of a list of competency models, their only difference is that the matrix includes a list of competencies for all positions, and the competency model is written for a specific position.

The personnel competency matrix is necessary to identify and evaluate the most important competencies for specific positions. It is important to understand that for each position, even in the format of one department or division, certain competencies are important. The matrix allows you to understand whether the employee is ready to work in this position, and what positions he can apply for with his set of competencies.

How to develop a personnel competency matrix

As mentioned above, the competency matrix is a set of competency models for positions. Therefore, to develop a competency matrix, we need to develop a competency model for each position. To do this, it is necessary to determine the list of competencies that are most significant in the work of the company, and then evaluate which of them are important for each of the specific positions.

For example, strategic thinking is a very important competence for the level of TOP managers, but it is not so important for middle managers and is not in demand at all for lower echelon managers, since their work is prescribed 100% from above.

We define the most significant competencies

Initially, if you list all the competencies, you will get a fairly impressive list, but you need to designate no more than 10 core competencies(preferably around 5). This will allow you to focus on the most significant moments of the employee's activities, remember.

In order to determine the most significant competencies, it is recommended to involve in this work the direct supervisors of employees for whom the competency model is compiled. To compare competencies, use the comparison and scaling method. Pay attention, first of all, to those competencies that are used most often and have the greatest impact on the success of an employee's work.

In the process of identifying the most significant competencies, it is important to use different approaches and points of view. Until the evaluation independent experts. You can also collect from employees of related departments. Do not forget to also take into account the specifics of the company for which the competency matrix is being compiled.

Compiling a description of each of the competencies

After you have identified the most significant competencies, you need to describe each competency and draw up a rating scale. This is a very important stage, since based on the clarity and specificity of the wording described in the scale, personnel will be assessed and personnel decisions will be made.

First you need to determine the number of competency development levels. It is recommended to do no more than 5-6 levels. Next, you will need to describe in detail the employee behavior characteristic of each level. Here you need to work on the wording, they should describe the behavior in as much detail as possible at each level. At least 7 indicators are desirable, and each wording should be as specific and measurable as possible.

In addition, there should be a clear qualitative difference between each of the levels of each competency. The transition to a new level of competence should mean qualitative changes in work. At the same time, what is characteristic of a lower level should be characteristic of a higher one. In addition to positive factors, it is possible and necessary to use negative factors that show a lack of competence.

Competence level	Behavioral indicators
Level 1 Strives to do a better job	Demonstrates a desire to do a better job Expresses regret for wasted time
Level 2 Strives to meet the standards set by management	Takes action to complete work on time Takes action to stay within budget Takes action to ensure that work results are in line with established management key indicators efficiency
Level 3 Works independently to improve efficiency	Sets own performance indicators that exceed those set by management Takes action to achieve higher than desired performance
Level 4 Set ambitious but achievable goals	Sets ambitious but achievable goals for himself and others Takes action to achieve these goals
Level 5 Goes on entrepreneurial risks	Takes calculated, calculated risks to achieve goals Invests resources and time in researching and testing new ways of working that will help achieve significant future efficiency gains Supports the entrepreneurial risks of his subordinates
Negative indicators	Demonstrates a lack of interest in work. Does only what is required. Easily "lowers the bar", sacrificing quality standards, does not meet deadlines. Complains about the large amount of work. Prefers to complete tasks easier.

We draw up a matrix of personnel competencies

To compile the competency matrix itself, you will need to bring it into a single table. Describe competencies in columns, positions in lines. In the intersecting cells, you need to indicate the required level of competency for each position. Example:

Position	Competence/target level
Position	interpersonalunderstanding	Initiative	Sustainabilityand	Developmentothers	CommandJob	Impactandinfluence
Head of production department
Head of marketing department
Head of Recruitment Department
Head of IT department

Application of the competency matrix

The competency matrix is widely used in, as well as in the selection of personnel. It should be borne in mind that this matrix must be agreed with the heads of departments, only integrated use will allow you to get all the benefits from using the competency matrix.

After reading this article, you will be able to determine an individual approach to managing subordinates, depending on their level of motivation and competence, which will allow you to achieve maximum production efficiency.

Matrix "Motivation / Competence"

The "Motivation/Competence" matrix allows to develop an individual approach to the development of each employee, allows you to determine the general goals of management and thereby increase managerial efficiency. The matrix uses two categorization parameters - competence and motivation.

Competence

Competence implies a set of knowledge, skills and abilities necessary to perform certain tasks. professional duties and putting these skills into practice.

Competence is described in terms of indicators of competence at several levels (knows, knows how, applies at the proper level).

Motivation

Motivation - the desire to get a high result and perform the task in the best way. The manager can judge the average level of motivation by the performance of the production norm established in the department / company. The concept of the average level of motivation helps to objectively determine the level of motivation. The employee is responsible for the average level of motivation. Indicators (signs) of motivation:

Initiative, proactivity.
Creativity.
The level of communication with the leader (frequency, constructiveness).

The high level of motivation, first of all, is influenced by the immediate supervisor of the employee. A decrease in motivation can be considered a long-term, conditionally more than six weeks, decrease in the manifestations of motivation indicators and any non-compliance with the norms.

An employee with high motivation, but a low level of competence development

Employee with highly motivated, but low level competency development - this is a beginner - the first priority of the leader.

The time for the development of such an employee is approximately 40% of the total time for working with personnel. The purpose of interaction with an employee is to develop basic skills. The method of development is mentoring (on the job training) with a subsequent transition to coaching.

It is also important to remember that such employees need to be assigned tasks in a directive, i. explain “what” and “how” to do, by what date and clearly set the standards by which their work will be evaluated.

The type of control over the work of such an employee should be either “process” or “intermediate”. And of course, in some cases it is worth using “preliminary” control, i.e. before performing a task, make sure that the employee has an understanding of how to perform it.

Therefore, strive to “catch” such an employee on what he is already doing well and express your positive attitude towards this to him.

Employees with high motivation and high level of competence development

Highly motivated employees high level development of competencies are the "stars" that bring the highest result - the first priority of the leader. The purpose of interaction with an employee is the consistent empowerment, delegation and development of the necessary advanced or management skills.

Development method - delegation, coaching, involvement in decision-making. Optimal time- 40% of the time allocated for work with personnel. These are individual meetings, invitations as an expert to meetings.

The general goals of management are to retain employees with high competence and motivation, to use their positive resource to increase the efficiency of the entire team. It is necessary to achieve the highest performance of the "stars".

When setting tasks for such an employee, the manager needs to ask the employee more questions about how he sees the situation, what ideas he has on how to complete the task in the best way, by what time he can do it, etc. It is also important for this category of employees to explain why you turned to them with this task and why its implementation is important for the department and the organization as a whole.

When choosing control over the work of such an employee, it is worth giving preference to control by “result” and “selective” control, but “intermediate” control is also acceptable if the task is new and complex.

An employee with high competence but low motivation

An employee with high competence, but reduced motivation is an “old man”, “gray beard”, who has lost motivation. The goal of the management of such an employee is to restore the level of employee motivation, change the trend.

The method of work for him is consulting, motivational conversation, you can also be involved as an expert in meetings, seek advice, etc.

Depending on the situation, tasks are assigned to such an employee either as an employee with high motivation and competence, or directive, but the importance of the task for the department and / or organization should always be voiced.

But it is worth monitoring the activities of such an employee more carefully than the activities of an employee with high motivation and high competence.

Scheme of a motivational conversation with an employee with high competence, but reduced motivation.

Example:

Positive reception: "Hello, good to see you. How are you?
Conversation goal message: "Today I propose to sum up the work for the next month and discuss plans with you"
Statement of high competence and fulfillment of standards (reception: “I-statement): "I was pleased to see your results of the last test. Excellent as always. All parameters are 3-5% above the set standards."
Statement of low results (reception: "I-statement") and the Question about the reasons: "But the sales report alerted me. For the second quarter in a row, your share in general sales falls, I see that again, most likely, it will not be possible to fulfill the quarterly plan. I compared these figures with your colleagues and with competitors. Growth by 6-8% is observed everywhere. And you're down. What do you attribute the current situation to?
Feedback from an employee: "Listen to the opinion of the employee on the current situation."
Aftermath conversation: "Unfortunately, such results cast doubt on your receipt of a quarterly bonus, and nullify your hopes of moving to another city. To advance in our company, you need consistently high results"
Work Standards Conversation: "The first thing to make sure is that the basic requirements are met...let's take a look at this report..."
Development of an action plan: "The situation is serious. We need to create a plan to correct the situation and discuss the frequency of our meetings on this matter. What do you suggest first"?

*I-statement is a powerful tool and the best reception feedback. By making an “I-statement,” the manager is saying, “This is my opinion. Here's how I feel about it. If you don't agree, correct me."

As a reason for the decrease in motivation, "gray beards" often put forward the lack of career development. The manager needs to make it clear that:

“They don’t promote for motivation, but promote motivated people”,

those. consistently high results are primary, career advancement is secondary.

An employee with low competence and reduced motivation.

The management goal for such an employee is “UP” or “OUT”, i.e. restore standards or leave.

The method of working with such an employee is a motivational conversation, in which the causes of the current situation are identified, the period for correcting the situation is discussed (that is, by what time the employee must again reach the production norm set for him), and it is also necessary to stipulate the consequences of what will happen if the employee will not be able to correct the situation (deprivation of the bonus, reprimand, demotion, dismissal, etc.). And of course, it is worth adding positive motivation, i.e. what can the employee expect when the situation is corrected.

Employees with reduced motivation are not a priority for the manager.

But it is also impossible to leave the situation to its own devices, since demotivated employees destroy the climate in the team, which can lead to a loss of motivation among other employees. If an employee can be replaced, it is better to do it, and not torturing yourself or him.

Exercise:

Take one minute and rank your employees on the Motivation/Competence Matrix.

It is important to remember that the wrong approach to employees can demotivate them. For example, the lack of new challenging tasks, excessive control and directive style when setting goals can demotivate experienced employees. And the lack of instruction and control can scare the “newbies”.

Take a snapshot of the staff monthly and every time you take on a serious assignment, analyze a specific employee. You must be sure that as an employee's level of motivation and competence changes, your management style also changes.

Article prepared by:

Andrey Shapovalov,

Business trainer.

Reliable development practices.

1) Peter Ferdinand Drucker - Effective leader

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“There is a crisis in the economy, and you are discussing sex here,” the reader will say reproachfully. Why did we decide to talk about this burning topic?

First, because this topic is bright and eye-catching; secondly, because sexual relations between managers and subordinates are as common as they are taboo, it is not customary to talk about them, but they have a very tangible impact on relations in organizations, thirdly, because sexual energy actually spiritualizes all topics that are usually discussed at large business platforms - the topics of leadership, customer focus, teamwork, innovation and other, and other.
The sexuality of corporate life is an objective reality. Moreover, it has its own patterns and specifics. So, one should understand the causes and features of the sexual connotation of corporate relations, i.e. manage the source of your firm's forward movement.

My article for the journal "Science and Innovations".

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The purpose of our article is...

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We bring to your attention the first of a series of articles devoted to the creation of the Competence Matrix, an author's tool that was developed in 2014 Irina Shishkina, Project Manager for HR and Project GENERATIONS managers , as a basis for the formation of a plan for the development of specialists. The first part will reveal the basic principles and concepts of the Matrix, in the second article we will draw up a Matrix for the head of the sales department, the third will become step by step instructions for the formation of tasks and cases based on the Matrix, and the fourth final - a description of the evaluation process.

The issue of personnel assessment is raised with enviable frequency. Assessment center is gaining momentum in its popularity, HRD specialists are actively engaged in advanced training and obtaining up-to-date knowledge in the field of personnel assessment and development.

There is a certain logic to this - the general crisis state pushes Russian entrepreneurs to minimize operating costs and optimize business processes. What is the first thing a leader thinks about? Of course, about the staff. The fact that some can cut salaries and motivation or be fired altogether, and for some, whose competencies turn out to be quite wide and numerous, redistribute part of the functionality for the development of the company. These tasks give rise to instructions for the HR department - to evaluate, train, develop.

What is actually happening? HR-specialists have all the necessary knowledge in the field of personnel assessment, however, at the output of the company they have unreadable results and are not applicable to realities organizational structure enterprise and its strategic objectives are details.

We will talk about the process of preparing and conducting the Assessment center in detail in a separate series of articles devoted to the detailed phased implementation of the project. But I note that one of the important stages is the creation corporate system competencies. Check yourself - is it in your company? Let's assume you answered yes. Then next I will ask an even more intimate question - does this system correspond to reality? Does it reflect the company's strategic development plans? Does it fulfill important tasks within the mission and values of the company? Does it meet the requirements you place on employees and candidates?

These were self-checking questions. Keep in mind your feelings as you answer them. We will answer them at the very end, as a summary.

The figure below shows the finished Matrix based on the results of real testing of a sales specialist applying for the position of a manager. The preliminary decision of the company's management is positive. It was adopted on the basis of an interview with a specialist, a 360 assessment, and the results of a case study in a business school professional development program. As a result, the decision was made based on the obtained Competence Matrix - according to the results of the assessment, the specialist was not only not suitable for the role of the head of the sales department, but a recommendation was made to change professional activity from sales to marketing.

P.S. On the basis of the Matrix, a strategic map of professional development was developed, which includes: 1. A map of professional development as part of a corporate career development program; 2. List of required competencies; 3. A training program for their acquisition / development / improvement.

Principles and concepts of the Matrix

List of competencies. The first column is a list of required competencies Head of Sales Department (hereinafter ROP). How the core competencies are defined, we will consider in the next article using the example of the ROP Matrix.

Competence in formulas = Qn

Importance index ( corporate importance index/market needs index). The index is determined by the method peer review. Each Qn a score is assigned from 0.5 to 10, depending on the importance of a particular Qn in corporate culture if the assessment is passed by a company specialist or an applicant) or in the labor market ( if a specialist is being assessed to determine their professional development or an applicant in recruitment agency ). You need to understand that a specialist is a 100% professional, in which each Qn constitutes a certain share in the general professionalism of a specialist. Therefore, when awarding points to each Qn it is necessary to ensure that the total amount does not exceed 100. This correlation will allow not to overestimate the importance of functions, which is a common mistake in expert evaluation.

Importance index value in formulas = InP, where the InP value will be calculated in % and equal to the percentage of points awarded to the maximum 10. For example, the Market Analysis competency has 6 points, therefore, InP will equal 60%.

P.S. Possible scoring step from 0.1.

Status (St). This matrix uses seven statuses:

Student(students of 4-5 courses of faculties in the specialty in which they plan to work in the company and for which testing is carried out).
trainee(young specialists after university, with minimal experience in the field, but without experience in this company).
Junior Specialist(assistant, assistant).
Specialist(independent and full-fledged executive unit).
Professional(a specialist who has basic techniques and is able to transmit his knowledge to specialists lower in the organizational structure).
Supervisor(besides hard skills managerial competencies are added).
Expert(a specialist who develops his own methods).

Level corporate responsibility. An indicator of the level of depth of professional knowledge in a particular area of competence, the maximum value of which is 1 (that is, 100%). This indicator largely depends on the corporate career development program and the corporate system of competencies and directly depends on the status.

For example, some abstract corporate culture implies the following distribution of the level of corporate responsibility:

Thus, already in the status of a Student, the depth of competencies is 0.2, while some organizations are ready to hire Students with zero knowledge or skills.

Second example. The second abstract corporate culture distributes the level of corporate responsibility as follows:

What do we see from this distribution? That, based on the organizational structure and corporate career development program, the Student and Junior Specialist have ( should have) one set of competencies, as well as a Professional and an Expert. That is, there are only three levels of a specialist position within an abstract company.

The level of corporate responsibility is very important for the quantification formula Competence functions 1 .

1 – Competence function is an integral unit of competence. Depending on the requirements of the company for a particular position, a function can be either a full-fledged competency or a function in another competency. For example, forcustomer service specialist within the competencetelephone etiquette can be the following Functions: voice control, good manners, mirroring, cold calling techniques, etc. While atcall center specialist cold calling techniques will be a separate competence, decomposed in turn into functions. In the formulas Competence function =fQn

In formulas Level of corporate responsibility = InR

The importance of work experience. This criterion is important for the distribution of the number of points in the assessment of a certain status. In the basic Matrix, we took as a basis 35 years of active professional activity, when a specialist gains experience, studies known techniques and develops his own. 35 years = 100%.

The distribution by status is as follows:

Student - six months, which is approximately 2%.
Trainee – On average, it takes a year for a trainee to gain significant experience to become a practicing assistant or associate and be responsible. A year equals 3%.
Junior specialist - one and a half years = 4%.
Specialist - 2.5 years = 8%.
Professional – 5 years = 14%.
Manager - 10 years = 28%.
Expert - 0.8 - 15 years = 41%.

Total we have - 35 years = 100%

The importance of work experience in the formula = InEx

P.S. To determine InEx, we took as a basis the experience of world and Russian companies, experience Russian leaders, a survey of experts. Thus, we determined the average duration of a specialist in a position (in status).

Now that we have the basic concepts of the formula: Qn, InP, InEx, InR, fQn, we can understand the principles of the Matrix.

1. Total score for the skill.

Total Competency Score (bQn) = InR*InP

On the example of the matrix above. Competence Gathering market information has InR = 1, InP = 50%. Therefore, bQn=1*50=50. That is, the total number of competence points for all statuses together will equal 50 points.

2. Number of status points.

Number of Status Points (bSt) = bQN*InEx

bSt is rounded up to a whole number and may be adjusted depending on the cost of one fQn. We will talk about the cost of fQn a little later. Do not forget that when adjusting status points, you need to keep track of the total amount, which is equal to the value of bQn.

3. Number of competency functions.

Number fQn = maximum value bSt (Expert). For example, the maximum number of points on the status of an Expert for the Competence Market Intelligence is 14. Therefore, the number of fQn=14.

4. Cost fQn.

What to do if the importance of the competence is quite high and the maximum number of points also turned out to be large, but functions cannot be prescribed in such a quantity? In this case, we add the cost fQn greater than 1. If the cost fQn=2, then our competence will have 7 functions with the value of the quantity fQn=14. If even 7 is considered by the experts to be a blur of competence, we add the cost fQn=3. In this case, status scores need to be adjusted so that the indicator is a multiple of 3. The maximum number of points for Expert status can be 15.

P.S. We need the cost fQn to evaluate the results of cases and tasks.

We have the basic knowledge to develop a Competency Matrix for our RBA. And in the next article we will fill it in stages.

The information in this article is unique and is the intellectual property of the author. Any use of the material is possible only with the permission of the author or the author's indication when using the text.

Whoever talked to me about qualification assessment, go and listen to me about the competency matrix. Once even, but in my opinion not too clearly. I bring to your attention the second release - modified, simplified and improved.

Prerequisites

It doesn't really matter what the person knows. The important thing is how he knows how to use his knowledge in his work.
The description of qualifications should be a list of competencies. This makes the development plan of a person extremely transparent - in what sequence he should master the competencies.

Terminology

Competence - the ability to apply knowledge, skills, to act successfully on the basis of practical experience in solving problems of a general kind, also in a certain wide area.

Definition taken from Wikipedia. Keywords: "apply knowledge", "successfully act on the basis of practical experience".

Competence levels

Competence can be different, so it is worth highlighting the different levels of competence. Since competence is the ability to apply knowledge, it is logical to distinguish levels of competence according to the ability to use knowledge in practice:

What knowledge are we talking about?

Depends on the specialty. For the analyst, I highlight important knowledge in the following domains:

Competence matrix

The competence of a specialist in different knowledge has a different level. Each specialty is characterized by a set of knowledge domains.

The result is a competency matrix. I present it in the form of a table, in which knowledge domains are plotted along the length, and competence levels are plotted in height. Thus, each cell characterizes the level of competence of a specialist in a particular domain of knowledge.

An example of a matrix (it differs from the version that was drawn a couple of years ago):

Pros and cons and related thoughts

The advantage of such a matrix is its visibility. It is based on the demonstration of a specialist's qualification as a function of the knowledge skill in predefined domains. Prioritization of competency levels in different domains makes it possible to determine their priority and secondary importance for the development of an employee, which makes it possible to build a clear personal development plan for a specialist.

The main disadvantage of such a model is its invariance to specific methods and technologies that are used within knowledge domains. The disadvantage stems from the original formulation of the problem - the idea was to build a map that would be applicable to the analyst as a resource in demand on the project. And for the project, it is not the process that is important, but the result.

The model can be easily developed by detailing both the coordinates (domains and skills) and the content of the cells (the emergence of requirements in the cells). But in any case, this will complicate the model, making it more detailed, but at the same time depriving it of transparency, and, accordingly, of meaning.