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