JOB ANALYSIS CONCEPT

Overview
Job Analysis is a process to identify and determine in detail the particular job duties and requirements and
the relative importance of these duties for a given job. Job Analysis is a process where judgements are
made about data collected on a job.
The Job; not the person
An important concept of Job Analysis is that the analysis is conducted of the Job, not the person. While
Job Analysis data may be collected from incumbents through interviews or questionnaires, the product of
the analysis is a description or specifications of the job, not a description of the person.
Purpose of Job Analysis
The purpose of Job Analysis is to establish and document the 'job relatedness' of employment procedures
such as training, selection, compensation, and performance appraisal.
Determining Training Needs
Job Analysis can be used in training/"needs assessment" to identify or develop:
training content
assessment tests to measure effectiveness of training
equipment to be used in delivering the training
methods of training (i.e., small group, computer-based, video, classroom...)

COMPENSATION
Job Analysis can be used in compensation to identify or determine:
skill levels
compensable job factors
work environment (e.g., hazards; attention; physical effort)
responsibilities (e.g., fiscal; supervisory)
required level of education (indirectly related to salary level)

SELECTION PROCEDURES
Job Analysis can be used in selection procedures to identify or develop:
job duties that should be included in advertisements of vacant positions;
appropriate salary level for the position to help determine what salary should be offered to a candidate;
minimum requirements (education and/or experience) for screening applicants;
interview questions;
selection tests/instruments (e.g., written tests; oral tests; job simulations);
applicant appraisal/evaluation forms;
orientation materials for applicants/new hires

Performance Review
Job Analysis can be used in performance review to identify or develop:
goals and objectives
performance standards
evaluation criteria
length of probationary periods
duties to be evaluated
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Job Analysis is a process to identify and determine in detail the particular job duties and requirements and
the relative importance of these duties for a given job. Job Analysis is a process where judgements are
made about data collected on a job.
There are two key elements of a job analysis:
1. Identification of major job requirements (MJRs) which are the most important duties and responsibilities
of the position to be filled. They are the main purpose or primary reasons the position exists. The primary
source of MJRs is the most current, official position description.

2. Identification of knowledge, skills and abilities (KSAs) required to accomplish each MJR and the quality
level and amount of the KSAs needed. Most job analyses deal with KSAs that are measurable, that can
be documented, and produce meaningful differences between candidates. Typically, possession of KSAs
is demonstrated by experience, education, or training. The goal of KSAs is to identify those candidates
who are potentially best qualified to perform the position to be filled; they are most useful when they
provide meaningful distinctions among qualified candidates. Source documents for KSAs may be the
position description, HRM standard qualifications and job classification standards.
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FIRST STEP --CLASSIFY THE JOB

STANDARD OCCUPATIONAL CLASSIFICATIONS

THIS IS USA BASED . CHECK THE INDIAN SIC [ standard INDIAN classifications]
The Occupational Classification System manual was created for Bureau of STATISTICS field economists
to help ensure correct occupational matches when collecting compensation data. Available to the public,
this manual allows the user to lookup job descriptions for occupations and is used by field economists in
the classification of thousands of occupations.
Major Occupational Groups (MOGs)
MOG A Professional, Technical and Related Occupations
MOG B Executive, Administrative, and Managerial Occupations
MOG C Sales Occupations
MOG D Administrative Support Occupations, Including Clerical
MOG E Precision Production, Craft, and Repair Occupations
MOG F Machine Operators, Assemblers, and Inspectors
MOG G Transportation and Material Moving Occupations
MOG H Handlers, Equipment Cleaners, Helpers, and Laborers
MOG K Service Occupations, Except Private Household
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SECOND STEP- CONDUCTING INTERVIEWS
Interview Methods
Structured Interviews A structured interview may assume a definite format involving:
charting a job-holder's sequence of activities in performance
an inventory or questionnaire may be used
Care is needed to set up such interactions. A specialist analyst is not involved and participants need to
know what they are doing, why and what is expected as a result. They may be intrained as interviewers
and not structure the interview as recommended. Notes and records may be needed for subsequent
analysis.
A structured interview may be akin to a staff appraisal or job evaluation interview carried out by a
manager with a subordinate. The manager is the analyst.

Interview Outcomes
Interviewing is a flexible method for all levels and types of job. An interview may focus on what a
hypothetical job might involve.
Interviews generate descriptive data and enable job-holders to interpret their activities. A good interviewer
can probe sensitive areas in more depth. Structured questionnaires cannot easily do this. Jobholders can
give overviews of their work and offer their perceptions and feelings about their job and the environment.
Rigid questionnaires tend to be less effective where the more affective aspects of work are concerned.
However information from different interviews can be
hard to bring together
there is potential for interviewer bias
certain areas of the work may fail to be picked up
an interview may stress one area and neglect others.
there are problems in interpretation and analysis with the possibility of distorted impressions
the subjectivity of the data captured needs to be considered
Interviewing as the sole method of job analysis in any particular project has disadvantages. Interviews are
time consuming and training is needed. Co-counselling may remove the analyst and enable jobholders to
discuss work between themselves. Through inexperience however they may miss items and there is the
natural problem of people not establishing and maintaining rapport with each other during an interview.
Methods of Job Analysis
Several methods exist that may be used individually or in combination. These include:
review of job classification systems
incumbent interview
supervisor/direct boss interviews
expert panels [ direct boss/HRM/ others]
structured questionnaires
task inventories
check lists
open-ended questionnaires
job observations
incumbent work logs

A typical method of Job Analysis would be to give the incumbent a simple questionnaire to identify job
duties, responsibilities, equipment used, work relationships, and work environment. The completed
questionnaire would then be used to assist the Job Analyst who would then conduct an interview of the
incumbent(s). A draft of the identified job duties, responsibilities, equipment, relationships, and work
environment would be reviewed with the supervisor for accuracy. The Job Analyst would then prepare a
job description and/or job specifications.
The method that you may use in Job Analysis will depend on practical concerns such as type of job,
number of jobs, number of incumbents, and location of jobs.
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THIRD STEP ---ANALYSIS OF THE JOB.
What Aspects of a Job Are Analyzed?
Job Analysis should collect information on the following areas:
Duties and Tasks The basic unit of a job is the performance of specific tasks and duties. Information to be
collected about these items may include: frequency, duration, effort, skill, complexity, equipment,
standards, etc.
Environment This may have a significant impact on the physical requirements to be able to perform a job.
The work environment may include unpleasant conditions such as offensive odors and temperature
extremes. There may also be definite risks to the incumbent such as noxious fumes, radioactive
substances, hostile and aggressive people, and dangerous explosives.
Tools and Equipment Some duties and tasks are performed using specific equipment and tools.
Equipment may include protective clothing. These items need to be specified in a Job Analysis.
Relationships Supervision given and received. Relationships with internal or external people.
Requirements The knowledges, skills, and abilities (KSA's) required to perform the job. While an
incumbent may have higher KSA's than those required for the job, a Job Analysis typically only states the
minimum requirements to perform the job.
What does or should the person do?
What knowledge, skill, and abilities does it take to perform this job?
What is the result of the person performing the job?
How does this job fit in with other jobs in the organization?
What is the job’s contribution toward the organization’s goals?

The process may seek to obtain information about the:

work
worker
context within which the job exists
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FOURTH STEP - DEVELOPING JOB DESCRIPTORS

Worker Functions. The relationship of the worker to data, people, and things.
Work Fields. The techniques used to complete the tasks of the job. Over 100 such fields have been
identified. This descriptor also includes the machines, tools, equipment, and work aids that are used in
the job.
Materials, Products, Subject Matter, and/or Services. The outcomes of the job or the purpose of
performing the job.
Worker Traits. The aptitudes, educational and vocational training, and personal traits required of the
worker.
Physical Demands. Job requirements such as strength, observation, and talking. This descriptor also
includes the physical environment of the work.
skills
abilities
knowledge
tasks
work activities
work context
experience levels required
job interests
work values/needs
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FIFTH STEP -- DEVELOPING JOB DESCRIPTIONS/JOB SPECIFICATIONS

There are as many different formats for job descriptions as there are jobs, but there are some basic
pieces of information that most job descriptions have. Include them in yours, if you feel they are
appropriate.
Job Scope . This section should contain a brief summary of the information found in more detail
elsewhere in the description. A summary shouldn't be more than a few sentences long and should explain
the main purposes and functions of the job.
Detailed duties and responsibilities. This is a more detailed description of the duties involved and
separates the essential functions of the job from the incidental job functions for purposes of the ADA.
Accountabilities. A list of outcomes, the position is responsible for.
Skills required to perform the job. This can include compensable factors such as education, experience,
and abilities.
Importance of job duties and tasks. Ranking the duties from most important to least important is a good
way to convey this information since the task that consumes the most time is not necessarily the most
important task. You can rank on a scale of one to 10, for example.
When and how often the tasks are performed. You might want to mention that certain tasks are only done
once a month, quarter, year etc.
Job environment. Job environments can impact significantly on workers' motivation and job satisfaction.
For example, it's a good idea to include in job descriptions factors like the fact that the work is done off-
premises, or mention the existence of hazards, noises, physical proximity of other employees, and
opportunities to communicate with other employees. Including these factors in the job description helps
job applicants better understand the requirements of the job and helps you select the best candidate for
the position.
Working Relationship. should include 1] direct reporting 2] dotted line communication 3]others.
Competencies.
KRA [ Key responsible areas]
KPA [ Key performance areas]
KPI [ Key performance indicators]
KPC [ Key performance criteria]
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Job Specification Information

The first step in the program of job specification is to prepare a list of all jobs in the company and where
they are located. The second step is to secure and write up information about each of the jobs in a
company. Usually, this information includes:
1.Physical specifications
2.Mental specifications,
3.Emotional and social specifications
4.Behavioral specifications
Physical Specifications: Physical specifications include the physical qualifications or physical capacities
which vary from job to job. Physical qualifications or capacities include physical features like height,
weight, chest, vision, hearing, ability, to lift weight, ability to carry weight, health, age, capacity to use or
operate machines, tools, equipment etc.
Mental Specifications: Mental specifications include ability to perform, arithmetical calculation, to interpret
data, information blue prints, to read electrical circuits, ability to plan, reading abilities, scientific abilities,
judgment, ability to concentrate, ability to handle variable factors, general intelligence, memory etc.
Emotional and Social Specifications: Emotional and social specifications are more important for the post
of managers, supervisors, foremen etc. They include emotional stability, flexibility, and social adaptability
in human relationship, personal appearance including dress, posture, poise, features and voice required
by the job.
Behavioral Specifications: Behavioral specifications play an important role in selecting the candidates for
higher level jobs in the organizational hierarchy. This specification seeks to describe the acts of managers
rather than the traits that cause the acts. These specifications include judgments, research, creativity,
teaching, ability, maturity (capable of accepting responsibility) trial of conciliation, self-reliance (self-starter
sticks to own decisions), dominance (giving orders in a personal way) etc.
Employee Specifications
Job specifications information must be converted into employee specification information in order to know
what king of person is needed to fill a job. Employee specification is like a brand name which spells that
the candidate with a particular employee specification generally possesses the qualities specified under
job specification, for example, the employee with the educational qualification of MBA generally knows the
concepts, managerial skills like decision-making, inter-personal, leadership etc. However, the validity of
this assumption can be tested through selection procedure. Employee specification is useful to find out
the suitability of particular class of candidates to a particular job. Thus, employee specification is useful to
find out prospective employees (target group) whereas job specification is useful to select the right
candidate for a job. Employee specification information includes the following
1.Job Grade: Middle Management
2.Job Title: Credit Manager
3.Physical and Health: Normal health, able to visit factories, fields—able to walk extensively.
4.Energy Level and Temperature: High ability to adjust to increasing temperature
5.Appearance, Dress: Neat—suitable to traveling
6.Mental Abilities: Alertness, ability to read and perceive accurately.
7.Special Abilities: Flexibility, adaptability.
8.Special knowledge or Skills: Must know local language skills of conciliation, appreciation.
9.Skill in Operating Special Equipment: Driving two wheelers and light vehicles
10.Degree of Personal Traits.
11.Maturity: Must be capable of accepting responsibility to recover.
12.Self Reliance: Stick to own appraising decisions.
13.Dominance: Must dominate the field officers and branch managers.
14.Creativeness: Creative thinking in developing new schemes of advances and recovery.
15.Particular Skills: Calculating, analytical, interpretation, appraising etc.
16.Others.
Age
Sex
Educational Qualifications
Experience
Physical specifications: Height, weight etc
Social background
Family background
Extra-curricular activities
Hobbies
Some items of employee specification information are target for criticism. It is criticized that the privacy of
the employee may be affected if the information like social background and family background is asked
and taken into consideration to judge whether a candidate possess certain traits, behavioral specifications
and social specifications. However, the organization may adapt the counseling technique to solicit such
information rather than using application blank. And the organizations should give the benefit of doubt to
the candidate in judging the behavioral and social specifications basing on sex, family and social
background of the candidate. However, job analysis once applied is of great use of performing various
functions of HRM.

THE JOB ANALYSIS CAN BE USED FOR

-analysis of the job itself, at any time.
-developing job description.*****
-developing job position specification*****
-job evaluation*****
-job enlargement
-job enrichment.
etc
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JOB EVALUATION

The aim of job evaluation is to provide a systematic and consistent approach to defining the relative worth
of jobs within a workplace, single plant or multiple site organisation. It is a process whereby jobs are
placed in a rank order according to overall demands placed upon the job holder. It therefore provides a
basis for a fair and orderly grading structure.

Job evaluation does not determine actual pay. That is a separate operation, normally the subject of
negotiation between management and employees or their trade union representatives. Only the job is
evaluated, not the person doing it. It is a technique of job analysis, assessment and comparison and it is
concerned with the demands of the job, such as the experience and the responsibility required to carry
out the job. It is not concerned with the total volume of work, the number of people required to do it, the
scheduling of work, or the ability of the job holder.

Several techniques of job evaluation have developed, varying in approach. Some involve an examination
of jobs according to criteria such as skill, responsibility and working conditions. Others are less complex.

Why introduce job evaluation?

Key Points: -

* It can be beneficial when the existing grading structure is in need of review

* It can help establish or maintain the credibility and acceptability of a grading system

* Job evaluation facilitates the accommodation of new or revised jobs into the grading structure

* It can be used by organisations as a basis for job matching and external pay comparisons

Job evaluation is used for all types of jobs both blue collar as well white collar . The concern for unit
labour costs makes it vitally important for organisations, operating in highly competitive markets, to
ensure that the grading level of their employees accurately reflects the relative importance of their jobs to
the organisation.

Properly introduced and maintained, job evaluation can help lay the foundation of fair and orderly pay
structures and thus improve relationships. Job evaluation may therefore be appropriate in the
circumstances.
Anomalies in the pay system/need for a pay structure

Job evaluation can help remove any anomalies or inequities in an organisation's payment system where
the existing grading structure is thought to place jobs in an arbitrary order with no justifiable or logical
reason. Job evaluation would help remedy this by providing a more structured basis for deciding grading
levels. However, job evaluation should not be introduced if the main reason is unrelated to the basic
grading structure, for example because a bonus and incentive scheme has fallen into disrepute.

Changes in the job content

Work restructuring within organisations may result in companies having fewer manual employees often
with a greater range of duties. In addition, new 'high tech' machinery may have altered traditional roles
and blurred the differences between 'operating' and 'craft' skills. All this may have the following effects on
existing grading systems:
• they may not be able to cope with the introduction of new jobs or new skills, with a likely increase in the
number of grievances about grading

• they may not be able to cope with any 'grade drift', with lower grades having less to do, while other jobs
may have drifted upwards, and

• there may be leap-frogging to catch up with pay rates elsewhere in the company, or outside.

Grading grievances

Frequent grievances or disputes over grading or pay may indicate that the existing grading structure is no
longer appropriate. If unresolved, such dissatisfaction could result in consequential pay claims, the
gradual erosion of differentials between grades, increased costs and deteriorating morale and
employment relations. A job evaluation scheme, properly designed and installed with an appeals
procedure, can help maintain the credibility and acceptability of a grading structure.

Technological and organisational change

It is important to ensure that the grading system is appropriate to the needs of an organisation particularly
following technological and organisational change. Changes arising from new technology may affect jobs
in the following ways:

• employees may no longer have control over the quality and quantity of their output where the machine
dictates the pace

• mental effort may replace physical effort as an important factor for improving output

• working conditions may change to reflect the new technological process

• employees may be required to do a number of activities previously carried out by others, and

• innovative and creative skills may be required which hitherto were not within the culture of the
organisation.

The introduction of flexibility, multi-skilling, team working and new operational methods also have
important consequences for job design and the way jobs are organised, and will clearly affect traditional
work groupings and pay structures. A further, important advantage of some job evaluation schemes is
that new jobs can be more easily fitted into the existing structure.

Discrimination

The Equal Pay Act and the Equal Pay (Amendment) Regulations, make it especially important to
maintain a fair and orderly grading structure. Job evaluation may be helpful as a means of ensuring that a
grading structure is fair and equitable.
Other benefits

Some job evaluation techniques require the analysis and description of jobs leading to a more detailed
and accurate knowledge of their content. This in turn may prompt:

• an opportunity to review roles and policies on selection and training

• improved Human Resource Management through a greater understanding of the skills and training
needed for particular jobs, and

• a review of the organisation's structure and working methods, better designed jobs and the identification
of poor working conditions and job hazards.

Furthermore, when both employer, employees and their representatives have been jointly involved in a
job evaluation exercise, this usually leads to improved understanding, greater trust and better industrial
relations.
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Ques 5 : Explain the concept of potential appraisal with example?

The aim of potential assessment is to identify training and development

needs, provide guidance on possible directions in which an individual's
career might go, and indicate who has potential for promotion.

A more comprehensive approach is provided by the use of assessment centres. These incorporate a
range of assessment techniques and typically have the following features:

• The focus of the centre is on behaviour.

• Exercises are used to capture and simulate the key dimensions of the job. These include one–to–one
role–plays and group exercises. It is assumed that performance in these simulations predicts behaviour
on the job.

• Interviews and tests will be used in addition to group exercises.

• Performance is measured in several dimensions in terms of the competencies required to achieve the
target level of performance in a particular job or at a particular level in the organization.

• Several candidates or participants are assessed together to allow interaction and to make the
experience more open and participative.

• Several assessors or observers are used in order to increase the objectivity of assessments. Involving
senior managers is desirable to ensure that they 'own' the process. Assessors must be carefully trained.

Assessment centres provide good opportunities for indicating the extent to which candidates match the
culture of the organization. This will be established by observation of their behaviour in different but
typical situations, and by the range of the tests and structured interviews that are part of the proceedings.
Assessment centres also give candidates a better feel for the organization and its values so that they can
decide for themselves whether or not they are likely to fit.
THESE CAN CONDUCTED IN-HOUSE OR OUTSOURCED.
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The Approach
Starting from Scratch

1.REVIEW THE CORPORATE VALUES.

2.REVIEW THE CORPORATE MISSION STATEMENT.

3.REVIEW THE CORPORATE OBJECTIVES/ STRATEGY.

4.REVIEW THE JOB PURPOSE.

5.REVIEW THE JOB DESCRIPTIONS.
6.REVIEW THE JOB SPECIFICATIONS

7. Identify performance criteria / skills for individuals and work units.

2.Identify individuals under the current situation

HIGH FLIERS / GOOD PERFORMERS/ NOT SO GOOD.

3. Interview job incumbents and informed observers.

4. Observe job incumbents directly—just 'a day in the life."

5.Develop interim competency model–analyze data for themes and patterns and
look for differences between exceptional and standard performers.

TEST THE COMPETENCES.

6. Administer a survey and/or conduct focus groups to include a

wider population and test the degree of relevance and importance
of the competencies to the job.

7. Analyze survey or focus group data and refine the model

.
VALIDATE

8. Validate the model: to identify competencies that correlate with

exceptional performers.

9. Finalize the model SKILLS/ COMPETENCES.

10.Set the level of competences.

CONDUCT THE FINAL PERFORMANCE APPRAISAL.

====================================================
THESE ARE INPUT SUPPORT REQUIRED TO CONDUCT THE
ABOVE LISTED EXERCISE. COULD BE USED FOR STRUCTURING
ORAL /AND OR WRITTEN COMMUNICATIONS.

Defining What You Want

EXPERTS have explored a wide variety of methods to describe leadership attributes. It has been found
that it takes four types of information to develop a solid understanding of executive candidates' strengths
and weaknesses:

1. job challenges /Preparatory experiences [ what one has done.]

2.Organizational knowledge (what one knows).

3.Behaviorally defined competencies (what one is capable of]

4.Executive derailers and other personal attributes (who one is).

1. Job Challenges

Job challenges are descriptions of the kinds of situations that an individual entering top management
should have experienced or at least had some exposure to. Examples include:

• Carry an assignment from beginning to end.

• Solve a difficult problem.

• Assume a significant leadership role.

• Build and lead a team.

• Follow through with a plan, product, process, or market start–up.

• Manage or become heavily involved with a merger, acquisition, strategic alliance, or partnership
opportunity.

• Implement a companywide change.

• Complete an assignment with tight time and resource constraints (e.g., be first to market).

• Manage in an e–commerce environment.

• Assume responsibility for growing, downsizing, reorganizing, or shutting down a unit or operation.

• Handle an emergency situation,

• Build an entrepreneurial mind–set in a unit.

• Develop and implement a plan to cut costs or control inventories.

• Learn and apply skills quickly.

• Manage a union or nonunion operation.

• Be responsible for an operation in another country or in multiple countries.

• Take on an expatriate assignment.

• Deal with conflict, change, or hurt feelings.

• Build a new management team.

• Identify/Select talent.

• Without position power, lead a team or group through personal influence (e.g., project team, task force).

* Manage a turnaround/"fix–it" situation.

• Oversee a corporatewide process (e.g., new product development, hiring).

• Negotiate agreements with external organizations.

• Face a situation outside the individual's area of technical expertise, relying heavily on leadership skills.

• Deal with people from different disciplines, cultures, or countries who have diverse perspectives.

• Manage a geographically dispersed team.

• Operate in high–pressure or high–visibility situations.

• Manage in a fast–paced, hard–nosed business environment.

• Work with people outside the organization, such as government bureau representatives or special
interest groups.

• Make presentations to senior managers or a board of directors.

• Develop others.

• Manage a quality improvement team or project.

• Manage a large–scale infrastructure project (e.g., build an office building).

• Lead a formal meeting where attendees compose different functions within the organization.

• Assume bottom–line responsibility for an operation.

• Interact directly with an external customer.

• Leverage technology into products or services.

• Create multi–organization relationships.

• Create a corporate culture.

• Develop or maintain alliances with external partners.

• Implement systems, processes, and strategic plans.

• Work in a line/staff position.

• Work in or with fast–, slow–, or hyper–growing organizations.

• Create a new product.

• Manage a group of consultants.

• Manage a large project.

• Manage a product.

• Manage a long– or short–cycle business.

• Create a breakthrough product or service (as opposed to incremental improvement).

• Control costs against a fixed budget.

• Manage "Generation Xers."

• Show entrepreneurial skills.

• Manage in a flat organization (e.g., many direct reports).

• Manage in a matrix organization.

• Manage a virtual team (e.g., direct reports in different locations).

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Organizational Knowledge Areas

Organizational knowledge refers to the understanding that managers have about how the various parts of
the organization operate. There are four components of organizational knowledge: functions; processes;
systems; and products, services, and technologies. Using this breakdown helps ensure that no important
knowledge areas are left out. (There is some overlap in the areas.)

Functions

To perform effectively, an executive must have at least a working knowledge of the company's functions
as well as how they interrelate. Examples of organizational functions include:

– Major Division or Group Office

– Field Operations or Field Office

– International Operations

– Research & Development

-Product Management or
Brand Marketing

-SALES

Processes

There are various types of processes to consider:

– Distribution

– Finance& Accounting

– Human Resources

Information Technology
(e.g., MIS)

– Engineering

Core Business Process–Activities that physically create a product or service that is of value to external
customers. A key source of competitive advantage, core business processes interact with internal or
external customers at the beginning and end of the process. For instance, the auto industry's core
process might be new car design, manufacturing, distribution, sales, and service.

Enabling Business Process–Produces outputs that act as the inputs to core processes. In other words,
the enabling process gives the core process the materials needed to operate. Examples of the enabling
business process include selection/recruitment (employee acquisition is the input to the core processes),
financial reporting (provides "feedback" input to the
core processes), sales training (sales representatives must obtain training to
do their jobs well ' ), and marketing (magazine and newspaper
advertisements, television commercials, corporate sponsorships of events).

Support Process–A pool of resources that is assigned to and shared by core and enabling processes.
Examples of support processes include information technology management, financial management,
employee orientation, and staff development.

Leaders need a thorough understanding of company processes to improve the efficiency, accuracy,
productivity, and quality of products and services. Many leaders lack the process orientation or knowledge
to be able to differentiate between process or system problems and people issues, Understanding these
processes will help in that assessment.

Systems
The third component of organizational knowledge is systems knowledge–the degree to which a manager
understands how the organization's internal systems–work. Organizational systems include:

• Long–range planning. – Succession management.

• Budgeting. – Compensation.
• Staffing/Selection/Promotion. – Training.
• Performance management
(performance appraisal).

Because many systems support business processes, there can be overlaps in

the lists (e.g., staffing/ selection/promotion is both a process and a system).

Products, Services, and Technologies

The fourth component of organizational knowledge is familiarity with core products, services, and
technologies. Because senior managers often must deal with issues that cut across the total organization,
they need a working knowledge of these areas of the company.

Executive Competencies

Competencies (also known as dimensions) define clusters of behavior, knowledge, technical skills, and
motivations that are important to job success. Here are some executive–level competencies , along with
their definitions:

• Accurate Self–Insight–Demonstrating an awareness of own strengths and development needs as well

as the impact of own behavior on others,

• Adaptability–Effectively managing changing environments, including business challenges, technologies,

etc.

• Building Organizational Talent–Attracting, developing, and retaining talented individuals; creating a

learning environment that ensures associates realize their highest potential; allowing the organization as
a whole to meet future challenges.

• Business Acumen–Understanding and utilizing economic, financial, and industry data to accurately
diagnose business strengths and weaknesses; identifying key issues and developing strategies and
plans.

• Change Leadership–Continuously seeking (or encouraging others to seek) opportunities for different
and innovative approaches to addressing organizational problems and opportunities.

• Coaching/Teaching–Providing timely coaching, guidance, and feedback to help others excel on the job
and meet key accountabih ties.

Communicating with Impact–Expressing thoughts, feelings, and ideas in a clear, succinct, and compelling
manner in both individual and group situations; adjusting language to capture the attention of the
audience.

Cultural Interpersonal Effectiveness–Demonstrating an understanding and effective adaptation to varying

interpersonal styles and norms across cultures; taking actions to minimize the stresses of cross–cultural
experiences and using them as opportunities for growth.

Customer Orientation–Cultivating strategic customer relationships and ensuring that the customer
perspective is the driving force behind all value–added business activities.

Developing Strategic Relationships–Using appropriate interpersonal styles and communication methods

to influence and build effective relationships with business partners (e.g., peers, functional partners,
external vendors, and alliance partners).

Driving for Results–Setting high goals for personal and group accomplishment; using measurement
methods to monitor progress toward goal attainment; tenaciously working to meet or exceed those goals
while deriving satisfaction from the process of goal achievement and continuous improvement.

Empowerment/ Delegation–Using appropriate delegation to create a sense of ownership of higher–level

organizational issues and encouraging individuals to stretch beyond their current capabilities.

Energy–Demonstrating the physical and mental stamina necessary to meet the challenges of
organizational demands.

Entrepreneurship–Advancing own understanding and sharing insight regarding key market drivers;
actively using that knowledge to create/seize business and customer focus opportunities and/or expand
into new markets, products, or services.

Establishing Strategic Direction–Establishing and committing to a long–range course of action to

accomplish a long–range goal or vision after analyzing factual information and assumptions; taking into
consideration resources, constraints, and organizational values.

Executive Disposition–Conveying an image that is consistent with the organization's values;

demonstrating the qualities, traits, and demeanor (excluding intelligence, competence, or special talents)
that command leadership respect.
Global Acumen–Developing and incorporating an understanding of the competitive global business
environment as well as an awareness of economic, social, and political trends that impact the
organizatior~s global strategy.

Influencing Others–Using appropriate interpersonal styles and techniques to gain acceptance of ideas or
plans; modifying one's own behavior to accommodate tasks, situations, and individuals involved.

Learning Orientation–Demonstrating and encouraging in others a zeal for new knowledge, experiences,
and challenges; regularly creating and capitalizing on learning opportunities.

Managing the job–Effectively controlling one's job by planning time on priority goals, requirements, and
areas of opportunities.

Mobilizing Resources–Managing staff and resources consistent with organizational goals; proactively
negotiating and accessing resources outside of one's immediate domain when necessary.
Operational Decision Making–Relating and comparing; securing relevant information and identifying key
issues; committing to an action after developing alternative courses of action that take into consideration
resources, constraints, and organizational values.

Persuasiveness–Persuading or influencing others to accept a point of view, adopt a specific agenda, or

take a course of action.

Positive Disposition–Demonstrating a positive attitude in the face of difficult or challenging situations;

providing an uplifting (albeit realistic) outlook on what the future holds and the opportunities it may
present.

Reading the Environment–Demonstrating broad organizational awareness by accurately perceiving

organizational, political, and social dynamics and trends.

Selling the Vision–Passionately selling an organizational strategy; creating a clear view of the future state
by helping others understand and feel how things will be different when the future vision is achieved.

Team Development–Using appropriate methods and interpersonal style to develop, motivate, and guide a
team toward successful outcomes and attainment of business objectives.

Valuing Diversity–Creates and maintains an environment that naturally enables all participants to
contribute to their full potential in pursuit of organizational objectives.

Executive Derailers

Executive derailers are personal attributes that can cause executives to fad even when they have all the
other necessary descriptors..

Approval Dependent

This derailer applies to executives who seek and need praise or reassurance from others, particularly
from people higher in the organization.

Argumentative (Defensive)

Executives with this derailer are skeptical, tense, and, perhaps, paranoid or suspicious. They are focused
on protecting their own interests and are likely to resist coaching and feedback.

Arrogant

This derailer applies to executives who are overly self–assured and confident. As a result, they tend to be
poor listeners, often dismissing ideas or feedback from others.

Attention Seeking (Self–Promoting)

Executives with this derailer tend to be gregarious, charming, and persuasiveperhaps excessively so.
This can lead them to become melodramatic and selfpromoting.

Avoidant
While seeming pleasant and cooperative, these executives tend to be preoccupied with their own
agendas and might prefer to address issues covertly (avoiding more direct solutions). Thus, they can be
perceived as procrastinators or manipulative.

Eccentric

Executives with this derailer often are described as creative and, accordingly, different from others,
perhaps to the point of being unorthodox or even odd.
Imperceptive

This derailer describes executives who are not naturally inclined to read others' behavior, intent, and
motivations. They might not understand others'reaction to their own behavior.

Impulsive

This derailer applies to executives who are impatient, unpredictable, and inclined to act before
considering the consequences of their actions.

Perfectionistic (Micromanager)

These executives tend to micromanage. They are controlling and demanding of others.

Risk Averse

Executives with this derailer are described as indecisive, too deliberate, or reluctant to take unusual or
unconventional actions. They overemphasize the prospects of failure.

Volatile

These executives have difficulty controlling their emotions. They are often moody and quick to erupt in
anger.

COMPETENCIES COMMONLY related to MANAGERIAL

SUCCESS .

A. Interpersonal
Skills

1.Communicating
with Impact

2.Cultural
Interpersonal
Effectiveness

3.Customer
Orientation
4.Developing
Strategic
Relationships

5.Persuasiveness

B. Leadership skills

6. Building organizational
Talents

7.Change Leadership

8.Coaching / Teaching

9.Empowerment / Delegation

10.Influencing Others

11.Selling the vision

12. Team Development

C. Business / Management Skills

13.Business Acumen

14.Entrepreneurship

15. Establishing strategic direction

16.Global acumen

17. Managing the job.

18.Mobilizing Resources

19.Operational Decision Making

D. Personal Attributes

20. Accurate self insight

21.Adaptability

22.Driving for Results

23.Energy
24.Executive Disposition

25.Learning Orientation
26.Positive Disposition.

27.Reading the Environment

28. Valuing Diversity

Scale for evaluation.

5 Excels in all key actions; full mastery of all aspects of this competency.

4 Excels in some but not all key actions; has no significant development needs in any key actions.

3 Performs well in the more important/critical key actions; needs development in at least one or more
subtle or complex key actions.

2 Performs well in some key actions but has significant development needs in at least one key action.

1 Performs adequately in basic key actions but has significant development needs in several areas.