Functional Competency Inventory and Design by Jai Cortes
Title of the Diagnostic Tool: Functional Competency Inventory and Design II.
Overview of the Diagnostic Tool
In a nutshell, functional competency inventory and design, is a tool which aims to measure the competencies of functional groups of organizations, which are affected by their respective core objectives. In 1973, McClelland supported “testing for competence, rather than intelligence.” By definition, competencies are “general descriptions of the abilities necessary to perform successfully in areas specified. Competency profiles synthesize skills, knowledge, attributes and values, and express performance requirements in behavioral terms. The review of competency profiles helps managers and employees to continually reassess the skills and knowledge needed for effective performance. Competencies, however, only provide a foundation for these purposes. They are building blocks which must be assembled and used in a variety of combinations and in a variety of circumstances to determine the skill sets needed within a given function or field of expertise.”
There are four basic components of competency and they are as follows: 1.
Skill – refers to abilities which are acquired through practice. These are abilities, which don’t have to be inherent in the person, but through much practice and use, allows the person to get better in doing it. For example, a certain girl applied as a secretary, but her average words-per-minute is about 20 wpm. While 20 wpm is already a manifestation of her skills in typing, due to her daily interaction with the computer, and due to much practice, with prior knowledge that typing skills is critical for her position, she managed to increase her wpm to 85 wpm. It may or may not be aligned with the goal for her of her superior or the organization, but evidently her typing is a skill. 2.
Knowledge – understanding acquired through learning. Educational background plays a major role in knowledge formation. While learning is often conceived to be intertwined with schools and universities, it should be understood that other experiences could add to knowledge as well, such as training. For example, the secretary who was hired happened to be a graduate of a 2-year secretarial course. Her academic experience is actually enough for her to do the menial tasks required from a secretary. However, her superior, who works for a multi-national firm handling the French Account, realized that he needs her to not simply take down English and Filipino notes from minutes of meetings, but also take down French as well and so decided to get her to enroll in a Foreign Language Night School. After finishing French 101, she became equipped with the basics of the French Language, allowing her to take down some basic points from the meetings. Her grasp of the French language may not be enough meet the goals of her superior or organization, but apparently learning French adds to her knowledge as an important member of the workforce. 3.
Personal Attributes – inherent characteristics which are brought to the job. These attributes are already inherent in the person like her manner of doing things, her attitude, her beliefs, her principles, and other attributes, which is a product of the upbringing of the person and her cultural environment. Unlike the first two, it is harder to measure and change personal attributes, unless the person himself decides to change it. 4.
Behavior – the observable demonstration of some competency, skill, knowledge, attributes attributed to excellent performance. Whilst behavior was not in the roster of competency components before, it was seen to have been participating now in the level of competence of the person and plays a major part in his development.
There are 4 basic types of Competency, and they are:
Employee Core Competency
Technical / Functional Competency
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