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COMPETENCY-BASED
HUMAN RESOURCE
SYSTEMS
A MONOGRAPH
BY WILLIAM C. BYHAM, PH.D.
TABLE OF CONTENTS
DIMENSIONS VS. COMPETENCIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
I. HUMAN RESOURCE SYSTEMS IN A CONVENTIONAL ORGANIZATION
3. Selection Subsystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
4. Promotion Subsystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
5. Training and Development Subsystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
6. Performance Management Subsystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..16
7. Career Planning and Succession Planning Subsystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
III. ESTABLISHING THE JOB RELATEDNESS OF HUMAN RESOURCE SUBSYSTEMS
Introduction: The Equal Employment Opportunity Commission and Job Relatedness . . . . . . . . . . . . . .20
8. Content-Valid Interviewing Subsystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
9. Content-Valid Assessment Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
10. Content-Valid Performance Management Subsystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
IV. TRAINING
Development Dimensions International, Inc., MCMXCVI. Revised MMIV. All rights reserved under U.S., International, and Universal Copyright
Conventions. Reproduction in whole or part without written permission from DDI is prohibited.
DIMENSIONS
VS.
COMPETENCIES
This monograph discusses the development
and proven efficacy and effectiveness of a
dimension-/competency-based systems
approach to human resource activities. Before
the discussion, however, it is critical to clarify an
issue that centers on semantics or terminology
rather than concept: dimensions vs. competencies.
For Development Dimensions International
(DDI), both competencies and dimensions can
be defined as:
Descriptions of clusters or groupings of behaviors,
motivations, and knowledge related to job success or
failure under which data on motivation, knowledge,
or behavior can be reliably classified.
Organizations can use either term, according to
their preferences. However, DDI prefers the
term dimension to competency for several reasons:
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>
>
>
>
INTRODUCTION
In such diverse fields as space research, information
processing, economics, medicine, and law enforcement, it is currently popular to take a systems
approach to situations and problems. Specialists
have shown that the best results are obtained when
interrelated and coordinated elements are dealt
with as a system rather than as single, independent
elements. However, few organizations apply a
systems approach to human resource activities,
even though there is evidence that such an
approach is effective. Many organizations have
human resource training programs that encourage
action in one direction and a compensation system
that encourages action in another. They often have
career planning or succession planning programs that
dont fit with performance management or training
programs. It is also common for organizations to
use one set of criteria for reviewing performance
in a job and a different set for selecting employees
into the job.
Taking a systems approach to human resource
activities results in human resource management
that is far more effective and costs the organization
less. Programs that are part of a system reinforce
each other. Each is made better by the contributions
I. HUMAN
RESOURCE
SYSTEMS IN A
CONVENTIONAL
ORGANIZATION
ORGANIZING INTEGRATED HUMAN
RESOURCE SYSTEMS
Job-Related
Dimensions/
Competencies
(behaviors, knowledge,
motivation)
Job
Performance
> Selection
> Promotion
> Training and Development
Achievement
of
Job-Related
Objectives
Performance
Management
(based on
achievement
of objectives)
Salary and
Bonus
Compensation
(based on demonstration of
job-related behaviors; includes
performance feedback)
Dimension-/Competency-Based
(Behavioral) System
Figure 1. Two systems around which human resource activities can be organized.
4
>
Dimension-/Competency-based systemusing
behaviors, motivation, and knowledge related to
job success or failure, which can be logically and
reliably clustered.
DIMENSION-/ COMPETENCY-BASED
HUMAN RESOURCE SYSTEMS
>
Selection
Career
Subsystem
Planning
Training and Performance Subsystem Training and
into
Development Promotion
Supervisory Development Management
for
Subsystem
Subsystem 2nd level Subsystem Subsystem
Position
Energy
Oral Communication
Leadership
Initiative
Problem Analysis
Judgment
Oral Presentation
Delegation
Motivation/Job Fit
(1st-level supervisors)
Motivation/Job Fit
(2nd-level supervisors)
X
X
J
B&F
A
Selection and Promotion Training and Development
Subsystems into
Subsystem for
Supervisor Position
Supervisor Position
Performance Management
Subsystem for
Supervisor Position
D
A, B, and C
Career Planning
Subsystem for HigherLevel Position
The selection, performance management, and career planning subsystems produce diagnostic information used for
prescribing training and development activities.
D and E
The performance management subsystem provides the criteria for determining the effectiveness of the selection
and training and development subsystems.
The performance management subsystem provides reinforcement for on-the-job application of concepts
and development programs. (For example, when people take training to improve planning and organizing skills,
it is important that they get on-the-job feedback on how they use these skills.)
The performance management subsystem provides insights into strengths and development needs that can help
in career planning.
The performance management subsystem provides insights for making promotion decisions (to the extent the
dimensions/competencies are the same in the present and higher-level positions).
The training and development subsystem can provide information to help determine which dimensions/competencies
should receive greatest emphasis in the selection subsystem and which to drop from consideration during selection
because training after promotion covers those dimensions/competencies.
The career planning subsystem helps individuals decide whether they want to be considered for promotion to a
particular position.
II. DIMENSION-/
COMPETENCYBASED HUMAN
RESOURCE
SUBSYSTEMS
DIMENSION-/COMPETENCY-BASED
HUMAN RESOURCE SUBSYSTEMS
Hiring District
Human
Sales
Resources
Regional
Manager
Manager Sales Manager Reference
Health
Interview
Interview
Interview
Check
Examination
Impact
Impact
Oral
Communication
Oral
Communication
Written
Communication
Written
Communication
Technical
Translation
Technical
Translation
Motivation/
Job Fit
Motivation/
Job Fit
Sales Ability
Sales Ability
Resilience
Tenacity
Resilience
X
X
Ability
to Learn
Initiative
Planning
and Organizing
Judgment
Analysis
Technical
Engineering Skill
Physical Health
Tenacity
Ability
to Learn
Initiative
Planning
and Organizing
Judgment
Analysis
Technical
Engineering Skill
Physical Health
X
X
X
X
>
>
>
10
Human
Hiring District Resources
Regional
Sales Manager Manager Sales Manager
Interview
Interview
Interview
In-Basket
and
Sales-Call
Simulation
Impact
Oral
Communication
Written
Communication
Tests
Reference
Check
Health
Examination
Technical
Translation
Motivation/
Job Fit
Sales Ability
Resilience
Tenacity
Ability
to Learn
Initiative
Planning
and Organizing
X
X
Judgment
Analysis
Technical
Engineering Skill
Physical Health
Figure 6. Well-planned selection subsystem for collecting behavioral information in which interviews, simulations, tests,
and reference checks are targeted to specific dimensions/competencies (for position of sales engineer).
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PROMOTION SUBSYSTEMS
>
>
>
>
Targeted
Assessment Behavioral
Interview
Center
Oral
Communication
Oral
Presentation
Motivation/
Job Fit
Targeted
Behavioral
Performance
Observation
X
Energy
Initiative
Sensitivity
Leadership
Analysis
Judgment
Planning
and Organizing
Delegation
Developing
Organizational
Talent
Organizational
Sensitivity
Extraorganizational
Sensitivity
Extraorganizational
Awareness
13
M
fe of ana
ed Tr g
ba ain em
ck ing en
,r ( tS
ei co u
nf a p
or ch po
ce in rt
m g,
en
t)
Outside
Training Programs
N Acc
on o
-A un
cc tin
ou g
n t fo r
an
N Fin
t
on a
Ex -F nc s
ec in e
f
a
tu n o r
tiv ci
es al
In
te
M rn
ar a
ke tio
tin na
g l
Inside
Training Programs
As
se Dia
ss gn
m o
en st
M
t C ic
ul
tir
en
In at
te
st er
r
ru (
m 36
en 0 o
t )
In
M trod
an u
ag cti
em on
M
e n to
an
t
ag
Sk e
ills me
nt
Pr
es
Sk enta
ills tio
n
Diagnostic
Methodologies
Oral
Communication
Oral
Presentation
Initiative
Individual
Leadership
Group
Leadership
X
X
Motivation/
Job Fit
Independence
Analysis
Judgment
Creativity
Planning
and Organizing
Delegation
Developing
Organizational Talent
Financial/Analytical
Ability
Organizational
Sensitivity
Organizational
Awareness
Extraorganizational
Sensitivity
Extraorganizational
Awareness
Marketing
Figure 8. Training and development subsystem for a middle management position in which
training programs are targeted to specific dimensions/competencies.
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15
PERFORMANCE MANAGEMENT
SUBSYSTEMS
16
17
Career Planning
Career planning is increasingly important as
organizations rely more heavily on individuals to
be responsible for their own careers. At the same
time, organizations are making career planning
much more difficult because career paths are more
unclear and certainly more complicated. Old,
hierarchical routes to success are long gone in
many organizations that have flattened and
consequently offer fewer promotional opportunities.
Career planning in flattened organizations involves
many lateral moves and more involvement in
short- and long-term team activities. Figure 9
illustrates these two career planning paths.
An integrated dimension-/competency-based
human resource system can dramatically aid career
planning. In such a system:
>
>
>
>
>
Entry
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Succession Planning
Succession planning is also aided by a human
resource system based on dimensions/competencies.
In such a system all the data on individuals fit
together, and patterns emerge that might allow
certain individuals to stand out or direct others
toward individual development needs.
Similar to individual career planning, changes in
organizational hierarchy and the greater fluidity of
movementboth horizontally and verticallyin
organizations have made succession planning much
more difficult. No longer can one plot an individuals orderly progression up the organizational
ladder; backups for jobs are difficult to discern.
In many organizations most of the conventional,
organizational backup learning positions, such as
assistant to and deputy, have been eliminated.
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III. ESTABLISHING
THE JOB
RELATEDNESS
OF HUMAN
RESOURCE
SUBSYSTEMS
INTRODUCTION: THE EEOC AND JOB
RELATEDNESS
DEVELOPING CONTENT-VALID
HUMAN RESOURCE SYSTEMS
CONTENT-VALID INTERVIEWING
SUBSYSTEMS
Planning
Initiative
B+
B+
BB+
B-
B-
B-
B+
B-
B+
B-
B+
BB-
Oral
Communication
Planning
B+
B+
B+
B-
K-
Initiative
KK-
B-
Accounting
Principles
K-
Accounting
Principles
M+
M+
Motivation
to Lead
M+
M-
M+
Oral
Communication
Motivation
to Lead
Figure 10. Planned targets for an interviewer, based on job/role analysis data.
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Initiative
B-
B+
B+
BB+
BOral
Communication
>
>
B+
BBB+
B+
B-
B+
B-
>
Planning
B+
B+
B-
Planning
B+
BB+
>
B+
K-
B+
B-
B-
Accounting
Principles
K+
Accounting
Principles
M-
M+
M+
M-
B+
BB+
BB+
B+ B-
B-
K+
K+
Motivation
to Lead
Initiative
M-
MM-
KK-
K-
MMM+
B- B+
B- B+
B+
BOral
Communication
Motivation
to Lead
Figure 11. Establishing a connection between behavior obtained in an interview and behavior found in the
job/role analysis.
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>
>
>
>
>
B
A
Job Behavior
C
Dimensions/Competencies
Behavioral Simulations
(assessment center exercises)
Exercises must be job related and represent the most common and
significant job actitivies. They also must be comparable in complexity
and difficulty to activities required on the job.
Figure 12. Relationships that must be documented to establish the content validity of an assessment center.
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CONTENT-VALID PERFORMANCE
MANAGEMENT SUBSYSTEMS
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>
>
>
>
IV. TRAINING
TRAINING IS A MUST
>
>
>
Evaluation standards.
>
>
Targeted Behavioral
Targeted Performance
Assessment Center
Interview
Review
Dimension/Competency
Understanding
Difference Between
Behavior and Nonbehavior
Interviewing for
Behavior and Knowledge
Interviewing for
Motivation
Observation of
Simulation
X (if used)
On-the-Job
Observation
Data Classification by
Dimensions/Competencies
Evaluation
Standards
Data Integration
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CONCLUSIONS
This monograph has discussed the development
of a content-valid human resource system.
The following points have been made:
1. The major human resource subsystems
(selection, promotion, training and development,
performance management, career and succession
planning, MBO, and compensation) must be
organized into a cohesive, total system.
2. There are two bases upon which to develop
systems: (1) objectives and (2) dimensions/
competencies. Organizations benefit most from
using both systems.
3. Organizing subsystems using a common set of
dimensions/competencies and rating scales
produces substantial benefits because the
subsystems reinforce one another in the total
system. This reduces training time and expense
and makes implementation and follow-through
efforts more effective.
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Manager
Traditional
Supervisor
Individual Leadership
(Influence)
Meeting Leadership
(Facilitation)
Sensitivity
Upper-Level
Manager
Strategic Leadership
Visionary Leadership
Developing
Organizational Talent
Strategic Leadership
Individual Leadership
(Influence)
Meeting Leadership
(Facilitation)
Sensitivity
Developing
Organizational Talent
Individual Leadership
(Influence)
Meeting Leadership
(Facilitation)
Sensitivity
Decision Making
Performance
Management
Communication
Personal
Analysis (Problem
Identification)
Analysis (Problem
Identification)
Analysis (Problem
Identification)
Judgment (Problem
Solution)
Judgment (Problem
Solution)
Judgment (Problem
Solution)
Follow-Up
Follow-Up
Follow-Up
Information Monitoring
Information Monitoring
Maximizing Performance
Maximizing Performance
Oral Communication
Oral Communication
Oral Presentation
Oral Presentation
Listening
Listening
Written Communication
Written Communication
Initiative
Initiative
Initiative
Customer Service
Orientation
Long-Range Goal
Orientation
Long-Range Goal
Orientation
Energy
Customer Service
Orientation
Self-Assessment
Energy
Customer Service
Orientation
Self-Confidence
Self-Assessment
Adaptability
Self-Confidence
Range of Interests
Maximizing Performance
Oral Communication
Energy
Tenacity
Self-Assessment
Self-Confidence
Knowledge Skills
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Technical/Professional
Knowledge
APPENDIX II:
EXAMPLE
DIMENSION/
COMPETENCY
DEFINITIONS
Following are definitions of two dimensions/
competencies from a large list that would provide
the base for selection and promotion subsystems.
BUILDING TRUST
>
>
Representation of Others
>
>
KEY BEHAVIORS
Identifying Opportunities
>
>
>
>
>
>
>
>
Constancy
>
>
>
>
>
>
Supporting
>
Openness
>
>
>
>
>
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APPENDIX III
LAROCHE INDUSTRIES INC.AN
INTEGRATED HUMAN RESOURCE SYSTEM
Visionary Leadership
Training
Modules
Selection
Performance
Management
Long-Range Planning
Strategic Leadership
Coaching/Team Leadership
Analysis/Problem Assessment
Communication
Safety Awareness
Work Standards
Quality/Continuous Improvement
Teamwork/Cooperation
Championing Empowerment
Initiative
30
Visionary Leadership
Long-Range Planning
Strategic Leadership
Strategic Decision Making
Leading Through Vision, CSFs, and Values
Building Business Partnerships
Planning & Organizing/Work Management
Corporate
Team
Dimensions/
Competencies
Business
Team
Dimensions/
Competencies
Resource
Team
Dimensions/
Competencies
Coaching/Team Leadership
Analysis/Problem Assessment
Operational Decision Making
Judgment/Problem Solving
Prerequisite Dimensions/Competencies
Communication
Process
Team
Dimensions/
Competencies
Safety Awareness
Work Standards
Quality/Continuous Improvement
Customer Service Orientation
Teamwork/Cooperation
Championing Empowerment
Initiative
Integrity, Trust, and Respect
To support its corporate growth strategy, LaRoche is building its compensation, career planning,
and succession planning systems around dimensions/competencies.
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REFERENCES
Byham, W.C. (1979). Toward a content-valid
personnel system. In J.A. Sgro (Ed.), Virginia Tech
Symposium on Applied Behavior Science, 2(1), 6387.
Byham, W.C. (1981). Applying a systems approach
to personnel activities, Part I: Integration of
selection, appraisal, promotion, career planning,
and training subsystems into a total system.
Training and Development Journal, 35(12), 6065.
Byham, W.C. (1982). Applying a systems approach
to personnel activities, Part II: Development of
job-related, legally defensible personnel subsystems
for training, selection, and appraisal. Training and
Development Journal, 36(1), 7075.
Byham, W.C. (1982). Applying a systems approach
to personnel activities, Part III: Development of
content-valid personnel programs and activities.
Training and Development Journal, 36(2), 8690.
Byham, W.C. (1995). Targeted SelectionA behavioral
approach to improved hiring decisions. (Basic concepts and
methodology.) Pittsburgh, PA: Development
Dimensions International Press.
Byham, W.C. (1992). Dimensions of effective performance
for the 1990s: What they are, how they differ among
levels, how they are changing. Pittsburgh, PA:
Development Dimensions International Press.
Byham, W.C., & Moses, J.L. (1977).
Applying the assessment center method.
Elmsford, NY: Pergamon Press.
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ABOUT THE
AUTHOR
William C. Byham, Ph.D., is CEO and Chairman
of Development Dimensions International (DDI),
a global human resources consulting firm, which
specializes in hiring and leadership development.
Dr. Byham has long been a pioneer in the development and application of competencies profiles.
He is an internationally-recognized thought leader,
speaker, and author. His most recent book is
Grow Your Own Leaders.
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