What is (or should be) the difference between competency modeling and traditional job analysis?

Sánchez, Juan I.; Levine, Edward L.

doi:10.1016/j.hrmr.2008.10.002

Cited by 102 publications

(101 citation statements)

References 41 publications

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“…As noted above, such a practice is reminiscent of a traditional view of the job as being independent of the people who perform it. In this respect, it has been argued that competency modeling and traditional job analysis have different objectives (Sanchez & Levine, 2009). …”

Section: Discussionmentioning

confidence: 99%

Lack of consensus among competency ratings of the same occupation: Noise or substance?

Lievens¹,

Sánchez²,

Bartram³

et al. 2010

Journal of Applied Psychology

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Although rating differences among incumbents of the same occupation have traditionally been viewed as error variance in the work analysis domain, such differences might often capture substantive discrepancies in how incumbents approach their work. This study draws from job crafting, creativity, and role theories to uncover situational factors (i.e., occupational activities, context, and complexity) related to differences among competency ratings of the same occupation. The sample consisted of 192 incumbents from 64 occupations. Results showed that 25% of the variance associated with differences in competency ratings of the same occupation was related to the complexity, the context, and primarily the nature of the occupation's work activities. Consensus was highest for occupations involving equipment-related activities and direct contact with the public.

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Section: Discussionmentioning

confidence: 99%

Lack of consensus among competency ratings of the same occupation: Noise or substance?

Lievens¹,

Sánchez²,

Bartram³

et al. 2010

Journal of Applied Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Nonetheless, previous research and guidance from federal agencies such as OPM suggest several factors to consider when developing competency models (Campion, Fink, and Ruggeberg, 2011;OPM, undated-a;Sanchez and Levine, 2009). First, competencies focus on the strategic capabilities of an organization and are typically developed by starting at top-level leadership rather than from bottomup using job incumbents.…”

Section: Developing Competency Modelsmentioning

confidence: 99%

Career Development for the Department of Defense Security Cooperation Workforce

Markel¹,

Marquis²,

Schirmer³

et al. 2018

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This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Library of Congress Cataloging-in-Publication Data is available for this publication.ISBN: 978-0-8330-9982-2 For more information on this publication, visit www.rand.org/t/RR1846Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2018 RAND CorporationR® is a registered trademark.Cover: Bakhtiarzein/stock.adobe.com iii Preface Security cooperation workforce reform has become an increasingly important issue for the Department of Defense (DoD) and Congress in the past several years. Security cooperation, which consists of all actions undertaken with foreign partners to further U.S. security objectives, has grown in importance in U.S. national strategy. U.S. declaratory strategy has increasingly postulated that by working by, with, and through partners, the United States can mitigate the risks of international and regional instability, avoid costly unilateral interventions in foreign states, and reduce the cost and increase the effectiveness of such actions if they are necessary.As security cooperation's salience to U.S. national strategy has increased, Congress and other stakeholders have grown concerned that DoD has paid inadequate attention to developing its security cooperation workforce. Consequently, the 2017 National Defense Authorization Act directed the Secretary of Defense to create and the director of the Defense Security Cooperation Agency (DSCA) to manage a security cooperation workforce development program. The assignment of this responsibility to DSCA is consistent with its mission of " [leading] the security cooperation community in developing and executing innovative security cooperation solutions that support mutual U.S. and partner interests" (DSCA, undated). In anticipation of this requirement, DSCA commissioned this study to inform the development of career models for the DoD security cooperation workforce. One of DSCA's principal concerns is ensuring that the workforce has the required competencies and experience to support U.S. security cooperation efforts over the l...

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“…On one hand, a competency model focuses on an organization's business objectives and strategies, and tries to define future job requirements, starting with top executives (Lievens et al, 2004;Sanchez & Levine, 2009). In other words, it deals with how objectives are fulfilled or how work is achieved (Alliger et al, 2007;Campion, Fink, Ruggeberg, Carr, & Phillips, 2011;Sanchez & Levine, 2009;Shippmann al., 2000).…”

Section: Integrating Job/task Analysis In Competency Model Developmentmentioning

confidence: 99%

“…Therefore, it focuses more specifically on task-related information and subject matter expertise, and mainly deals with questions regarding "what" -what tasks are accomplished by the performers (Lievens, Sanchez, & Corte, 2004;Shippmann et al, 2000). Given that, while a competency model is intended to influence performers' job behaviors to align with organizations' strategies, a job/task analysis is to describe performers' job behaviors (Sanchez & Levine, 2009). Using a competency model helps employers actively fulfill HRD/HRM as well as broad and dramatic organizational change and/or development, whereas using job/task analysis allows employers to refine and/or improve practices (Campion et al, 2011).…”

Section: Integrating Job/task Analysis In Competency Model Developmentmentioning

confidence: 99%

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Refining a Competency Model for Instructional Designers in the Context of Online Higher Education

Park

Luo

2017

IES

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This study investigates the instructional designers (IDs) competencies essential for the context of online higher education, and has selected an instruction design unit in a research university as a case of investigation. To identify and compare IDs competencies at organizational and individual levels, this study employed a mixed method to collect and analyze data based on a validated IDs competency model by the International Board of Standards for Training, Performance and Instruction (ibstpi) as a framework. Throughout the study, IDs' expected jobs/tasks and currently performed jobs/tasks were systematically analyzed, and the applicability of the ibstpi model in this specific context of online higher education was verified. Based on the empirical findings, this study proposed a refined competency model to improve IDs performance in human resources development and management practice.

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What is (or should be) the difference between competency modeling and traditional job analysis?

Cited by 102 publications

References 41 publications

Lack of consensus among competency ratings of the same occupation: Noise or substance?

Lack of consensus among competency ratings of the same occupation: Noise or substance?

Career Development for the Department of Defense Security Cooperation Workforce

Refining a Competency Model for Instructional Designers in the Context of Online Higher Education

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