November 2017

Technical Competency: A Badly Executed But Essential Capability

We’re into week 3 of the 5-part capability series in which we challenge ourselves to become more capable. This week:

Technical Competency

Technical competency is the most badly executed and most important category of capability!

Technical competency covers what we can do.

That’s why it’s the most important category. It’s all very well to have a degree or a diploma or 10 postgraduate short courses under your belt. It’s all very well to have 10 years of experience. But the core issue is what you can do.

Amazingly, many organisations don’t check that people can do what they say they can do.

The conversation goes like this: “I see you worked for X company for 5 years, so you must be familiar with Y technology / processing / philosophy / practices?”

The candidate has two choices.

Choice 1: “Actually, although I worked there for five years, I never really worked with Y technology / processing / philosophy / practices.”

Choice 2: “Yes”.

Which do most people choose in the interview situation when you want the job? Obviously, the yes answer can be followed by a more in-depth conversation about Y technology / processing / philosophy / practices. But how do we score it?

Typically, if it’s scored at all it’ll be Management Opinion: 3 out of 5.

What does that mean? It means that the manager is satisfied. But what if that manager is incompetent? Problem. What if he leaves and a new manager reckons it’s 2 or 4?

Replacing Subjective Assessments

So instead of wasting our time with subjective assessments of technical competency, shouldn’t we focus on objective measurement for jobs that matter?

  • Shouldn’t the bus or truck driver demonstrate his driving skills?
  • Shouldn’t the Microsoft Excel user who rated himself as intermediate, show us her technical competencies?
  • Shouldn’t the salesperson be given an opportunity to do a presentation demonstrating her technical competencies?
  • Shouldn’t the individual who has to use VIP Payroll, Qlikview, SAP, Lotus, Abacus, QuickBooks, Oracle, Corel Draw, Flex Cube etc demonstrate his skills?

Yes.

Creating Capability Scorecards

But whenever I work with a client to compile a capability scorecard, the client has no measurement method for the technical competencies. Most clients tell me they can create one: a simulation, an in-basket, a written test, a scenario, a case study. But we’re all too busy to get it done.

It’s a big hole in our recruitment, development, performance management and succession planning strategies.

We assume competence until it’s too late and the person is in the job.

The work to build a technical competency assessment is once off. Either we can choose an online test or an assessment provider or we can develop our own internal assessment which is likely to be much more relevant to our business environment and industry.

Here’s an example: Microsoft Office is probably the world’s most ubiquitous piece of software (Why can’t they improve Outlook to be a real mail, contact, task and calendar system? Odd!).

And yet, very few people have ever been on a formal Microsoft Office training programme. The investment has to be worth the cost and time. I can only talk for myself and my own incompetence with Excel, Word and PowerPoint. I am completely self-taught and now and again, I will struggle for 30 minutes to find a way to do something probably quite basic. If my experience is representative of most people, that means billions of hours are lost around the world every day because people simply don’t know how to use Microsoft Office properly.

HR and training departments should have a deliberate strategy to build the competency of their staff to use the basic software tools that drive their functional and organisational effectiveness and efficiency.

If an applicant or a staff member fails a technical competency test, it’s not a deal breaker. It simply means that the company knows that that particular competency must be developed for that individual, failing which, we set ourselves up for hundreds if not thousands of lost hours at work.

This should be a no-brainer for any organisation that values and measures productivity.

Next week, we’ll talk about behavioural competency. Until then, be happy for the multiple rain showers if you live in Johburg, spare a thought for our friends in Cape Town. I had dinner in Cape Town recently and part of the discussion was about water tanks and pool covers. Not even the pretty mountain that Capetonians love so much can assist with that problem! It’s OK Cape Town if you pass the medical this time, we’ll invite you to Jo’burg!

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Experience Vs Competency. Which One Equals Success?

Last week I started 5 episodes exploring our own capability. I wrote: “Let’s challenge ourselves and our children, friends, colleagues, brothers and sisters to become more capable. There are 5 steps.”

This week we are

Unpacking Experience

This category of capability is just the worst when defined badly. Most line managers will specify a job along the lines of “Must have at least 2-10 years of management / industry / operations / finance / international / sales / ICT / etc experience.

But is this adequate?

Well, no.

The core question should be “Why do I want this person to have this type of experience?”

We want them to have experience because we expect that during their time getting experience, they would have gained competencies!

Aha! So, we’re not really after “experience.” We’re after competency.

It’s assumed that a sales manager with 10 years of sales management experience will be good at sales management. But what if he or she has 10 years of experience at failing in sales management. Was Robert Mugabe a good president because he had 37 years of experience? I know that’s a rhetorical question but should we assume that anyone with 5 / 10 / 15 years of experience is competent to perform?

If we are to do a good job of finding the right people to put into the right jobs in our organisations, we need to analyse why we want that experience.

Experience vs Competency

The better way to handle experience is to think in terms of the number of times that something has been practised by the individual. For example, is it better to know that our sales manager has 10 years of experience or:

  • trained over 500 people
  • managed at least 50 people with at least 60% of them on or over target
  • written over 10 sales plans
  • achieved sales targets for at least five financial years
  • prepared and presented papers for at least 2 sales conferences
  • presented his or her employers’ offering at least 50 times
  • coached salespeople to success at least 50 times

“Years of Experience” is a poor proxy for what we actually want.

Interview Questions to Determine Competency

experience vs competency

The list above also provides us with content for the interview or promotion discussion:

  • Tell us how you define optimal training?
  • How do you manage people to success?
  • Can you walk us through the essential elements of a sales plan you wrote?
  • Tell us about your success in achieving sales targets?
  • Have you presented papers at any conferences? Can you share the paper and why you were asked to present?
  • Can you show us a typical sales presentation you’ve done?
  • How do you coach people? Examples of success and why you think it was successful?

I think these questions help us to find the right people better than saying “10 years of …”

Next week, we’ll talk about technical competency.

Until then, have an excellent weekend with just the right amount of weather, a convincing win from the Springboks for a change and much success to Zimbabwe as it comes to terms with a new era! I hope the new leader successfully fixes what his predecessor broke.

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How Education and Knowledge Impact our Personal Capability

Last week I suggested that we should manage capability instead of performance.

So this week, let’s get personal: what about our own capability? Let’s challenge ourselves and our children, friends, colleagues, brothers and sisters to become more capable.

There are 5 steps.

This week we’re discussing:

Education and Knowledge

This category of capability is less about competence to do something and more about a ticket to the game. If you don’t have a CA, you can’t practice as a registered accountant. If you don’t have the requisite medical qualifications, you can’t practice as a doctor, psychiatrist or orthopaedic surgeon no matter how you rate your skills with a scalpel!

But having the qualification doesn’t make you a good CA or Doctor. A lot more than an education is required to deliver excellent performance and build a great career.

Likewise with knowledge. I can read 50 books about rugby, meet 50 Springboks, watch 50 games (not Ireland again please …) but none of these activities will make me a good rugby player (I was a member of the fighting fifths at school so I know all about not being a good rugby player!).

Education and Knowledge support personal development.

I might read about a tactic and I can try to practise that tactic. I might read about a fitness regime and put it into practise. I might discover an app which changes the way I work. Then I move from Knowledge to Technical Competency as I practise using the app.

But here’s the foundational problem: people don’t read.

Apparently, only 14% of South Africans read! This is vastly different to the US where 72% of adults read books. Australians vary by gender and type (32-65%) and Europeans vary wildly (from 29% (Romania) to 93% (Iceland)). China comes in at 55% (I’m aware of the adage: lies, damn lies and statistics, but a cursory search of the internet revealed these numbers instantly and none are as bad as South Africa. As a proud South African, I welcome any correction).

education and personal capability

We have a reading (education) challenge.

Instead of waiting for government to do something, we must do something, lest we die, waiting.

The University Challenge

In South Africa, our universities are under threat from a minority of politically motivated students and non-students whose goals are not about improving education. What has happened on campuses countrywide over the last three years is entirely unacceptable, made worse by a weak, mumbling excuse for what should have been a critical government response to the crisis. I’ve just finished an excellent book by Jonathan Jansen. “As by Fire” chronicles the experiences of vice chancellors across the country from 2015 to 2016. It’s safe to say that the people screaming obscenities, destroying buildings, removing statues and burning art, were not trying to improve education for all. In fact, Prof Jansen concludes in the final chapter that the universities as we know them may be beyond repair as has happened in other parts of Africa.

Cart before horse?

But let’s ask a different question: what should we do about our education and development?

We can start by taking responsibility for what we choose to study and where. There’s a bit of an obsession to go to university as if it’s a guaranteed ticket to success. Is it? I’m not sure that choosing psychology, sociology, history, anthropology or English are necessarily great choices to build a career in business. They’re possibly courses that we choose because we have no idea about our future career. So a BA is a safe fall back in the event that we “must” go to university but have no idea what to study.

Where does career planning factor?

What if students (and adults) spent a little more time on understanding their strengths and preferences in order to choose a career? From all the CVs I’ve read, it seems that most people don’t so much plan their careers as fall, by accident, into their careers.

We spend more time and money on choosing a car or a holiday than on choosing a career.

What if our colleges and universities built all their curricula to prepare students only for specific careers? What if colleges and universities required compulsory academic, interests, motivation and competency assessments and then advised you which course to take (if any) and for which career that course would prepare you?

I know it’s far better today than 20 or 30 years ago, but should there be a general BA, BSc or BCom? Shouldn’t it be compulsory to pursue a degree/diploma in a specific field: e.g. BA or BCom HR with predetermined curricula that organisations can rely on to provide fundamental work-relevant skills and competencies?

The professions do this well: Law: BA LLB; Medicine: MBBCh; Accountant: BCom Accounting Hons, CA; Architect: BAS. But why do many HR Managers have no HR qualifications having found themselves in HR at some point? Why is there no Sales degree (what is a business without sales?). The crazy fact that so many people ‘fall’ into sales and would never think about sales as a career at school is to ignore the most fundamental purpose of a business: finding, satisfying and retaining customers.

A non-specific university education is expensive, time-consuming and can end with unemployment.

We, the paying students of higher education, need to choose our options carefully and not assume that a degree is a ticket to success, especially when we’re not academically oriented and we don’t know what we want to do with the piece of paper afterwards.

I’d appreciate your thoughts on this, especially if you’re an education expert. Quo Vadimus?

Next week, we’ll talk about the role of experience in capability. Until then, have an excellent weekend!

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10 Tips For Better One-on-One Meetings

One-on-one meetings are an excellent way to keep abreast of issues affecting your team, share information among staff, and maintain employee engagement. The key factors to successful individual meetings are planning, interaction, and expectations. Below is a roundup of the best tips you can use to have a more successful feedback session with an employee.

tips to better one on one meetings

  1. Recognize Success. Recognizing employees and their achievements sends the message that you value the employee’s skills and do recognize when they succeed. Positive feedback lowers employee turnover by one-third. Additionally, it motivates staff to address deficiencies in other areas.
  2. Set An Agenda. Creating a framework for discussion keeps the meeting focused and efficient. Ask your employee for input on subjects and issues to include. Share your own ideas prior to the meeting and you both will be more prepared. When you’re more organized entering the meeting, it results in more useful conversation.
  3. Keep It Steady. One-on-one meetings are an opportunity to share and recognize successes as well as failures. By meeting on a regular basis, staff will not perceive these meetings as purely punitive when things are going wrong or fall prey to an inflated ego when things are going well. Instead, one-on-ones will cumulatively be viewed as collaborative meetings that check in on the state of progress, whether good or bad.
  4. Anticipate a Course of Action. With a knowledge of the content of the meeting, bring action items for ongoing work as well as plans for existing issues. Leave room to set parameters for success that will engage an employee to contribute and perform in positive directions.
  5. Establish Common Ground. Opening a meeting with a discussion about how a staff member feels about work sets a more personal tone for the meeting. Also, it is particularly helpful if you go first. Staff engagement begins with the personal; people feel things about their work and their environment that affect their performance. Keep the discussion work-focused rather than on personal matters outside of the office, but you can take a more informal tone at this point in the check-in.
  6. Review Objectives. Employee performance has an impact on three levels: the individual, the team, and the company. Helping the employee understand their role in performance objectives and the part they play for the company engages them and focuses on achievement. Reviewing current and new objectives that are necessary for success produces forward momentum on growth, both for the employee and the company.
  7. Acknowledge Challenges. Recognizing that tasks and objectives present difficulties motivates staff to overcome them. Mentoring staff for the growth of skills as well as achievement of goals increases engagement by reminding employees that their success is the company’s success and vice-versa.
  8. Maintain Accountability. Employees still have to perform, of course, and setting out timeframes remains an important component for goal-setting and achievement. Remain involved throughout the process, however, rather than wait until completing a task becomes a problem. Helping staff with course corrections before a failure occurs makes accountability more about caring than punishment.
  9. Sum It All Up. End meetings with a discussion and review of expectations for performance as well as for the next one-on-one meeting. Ensure that the employee understands the goals and timeframes. Make sure you leave room for questions and encourage the employee to bring up any last concerns or comments.
  10. Keep Momentum. Schedule your one-on-one meetings on a regular basis that maintains timely communication and leaves room for adjustments on work performance. Every business is different so you may need to adjust the schedule of your meetings accordingly.

Establishing a regular schedule, whether a daily stand-up or a monthly, longer sit-down, make one-on-one meetings part of the team process for success. They are no longer random or anxiety-producing events in the work routine, and can instead be used for the benefits of engagement and performance.

By keeping lines of communication open and establishing a framework for the communication to take place, you will improve employee morale and engagement. Additionally, these check-ins help employees value their own success, and they feel that they are a part of the greater goal of the company’s success.

Guest article submitted by Rae Steinbach

Rae is a graduate of Tufts University with a combined International Relations and Chinese degree. After spending time living and working abroad in China, she returned to NYC to pursue her career and continue curating quality content. Rae is passionate about travel, food, and writing, of course.@araesininthesun

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Performance Management Measures the Past. But That’s Not Where We’re Headed.

How Often Is Our Performance Management Successful?

performance management2I had the good fortune to go overseas for four years in my 20s. I became a tour guide for Contiki Tours and had a blast touring Europe with 50 strangers who became friends over 21, 32 or 52 days, depending on which tour I was taking. It was an extraordinary experience in European geography and history, human behaviour and fun. It taught me a lot about service, people, motivation and the importance of a slick operation. When I was a tour guide, there were some 50 coaches on the road on any given day in the summer. That means Contiki had to transport, feed, water, accommodate and transport 2500 people every day without incident. In that season, one coach driver bumped his side view mirror. It was, and still probably is a very well-run organisation.

We also had the performance management system waxed. Head office in London required their tour guides to receive a rating of 10 out of 10! Now we all know that most people don’t offer a perfect 10, even if they have had a blast and the time of their lives!

So it was simple: towards the end of the tour, we would introduce the performance appraisal (not me obviously, other tour guides …) and let people know how the scoring worked. We told them that 0 – 9 was shockingly bad and 10 was ok!

Regardless, we still got 8s to 9s and would invariably end up with a nine-point something final score which HO would accept without too much fuss.

This was my first exposure to performance management and obviously not a terribly impressive one.

But Don’t We Need Performance Management?

Over the years, I’ve seen hundreds of attempts at performance management. They range from abysmal to in very few cases not bad. Very very few have all the key requirements ticked.

In recent years, it’s been fashionable to diss performance management as out of date. Top international companies have scrapped performance management.

So, let’s join the party. Today, I’m going to bat for the anti-performance management team.

Performance measures the past. Capability measures my potential for performance in the future.

What if we managed capability instead of performance?

I write quite a lot of personal reports for recruiting candidates, internal transfers, promotions, performance problems and career coaching. I like the work because it’s positive: you are here now and you have the potential to go there later. It’s about the future, it’s about possibility, it’s about growth and hope.

The accounting profession has done a great job of this. On popular radio stations, you’ll hear adverts suggesting that if people are looking for solid career paths, look no further than accountancy. Join SAIPA, join SAICA, do a CA. CAs are punted as integral to the success of a business. Anyone who has completed a BCom Accounting (Hons) or variations thereof, a CTA and a CA almost has a perfect career ahead of them. This is similar for the all the professions: medicine, dentistry, law, architecture, engineering, psychology, teaching and many others.

But the professions account for a minority of jobs. What about the rest of the population?

The rest of us need to think about our capability in more dimensions. I suggest the following:

  1. Education and Knowledge

While it’s not essential to have a formal academic qualification such as a school leaving certificate, a post-school certificate, a diploma or a degree, it makes sense to try as hard as you can to build some level of formal education. It’s not good enough to say that you were deprived as a young person which is why you have a grade 10, but by age 40, you’ve made no attempt to finish Matric or complete any form of part-time education resulting in a certificate or a diploma.

  1. Experience

By its very definition, experience takes time to build. They are two types of experience: the weaker option is the number of years of experience under the belt. The better type of experience measures the number of times you’ve done something. It should be fair to say that a human resources manager who has been directly involved in resolving 20 strikes probably know something about successful strike resolution. It’s also possible for a human resources manager with 20 years of experience to never have handled a strike.

  1. Technical Competencies

This is the toughest of the capabilities because so few organisations actually test the technical competency of their people. The classic example is Excel. Quite a few people rate themselves as intermediate users of Excel but on closer examination, what people are really saying is that they’ve used Excel for quite a few years which makes them think that they’re capable. But if all you’ve been doing with Excel is using it as a calculator, then your competency is Beginner at best.

Carrying on with Microsoft Office products: it should make sense to organisations to send any computer facing staff member on extensive Microsoft Office training. The huge amount of time that we lose because people just don’t know how to do something must be phenomenal. I know this for myself when I fiddle with File, Home, Insert, Design, Page Layout and View in Word looking for some arbitrary command that I forgot!

Most importantly, organisations should invest heavily in building the technical competencies of their people, assuming that the organisation knows what technical competencies make a difference to performance. But these investments should be tied to a competency assessment that follows the training. I’ve experienced too many courses that are enjoyable and interesting but, once complete, are soon forgotten. Anybody attending training should complete a competency assessment/simulation thereafter.

  1. Behavioural Competencies

This is my favourite subject and the heart of my work. The basic starting point is that one should hire for behaviour and attitude and train for competency. Behaviour is the framework within which performance occurs. If the behavioural framework is incorrect, performance suffers. I remain amazed at the amount of money that is thrown at recruiting and firing salespeople. Some companies lose 80% of the sales staff every three years which indicates a level of churn that has to be frustrating for sales management and the company in general.

I remember working in a particular sales company: the admin manager and her staff were totally disrespectful towards the salespeople. I wondered why until I learnt about the turnover of staff. Why would any admin manager or staff member have any respect for people that arrive and leave like visitors to a toilet?

When I look at sales teams, there’s always a wide range of behavioural profiles which indicates that the organisation is not paying any attention to behaviour as a factor in sales. And yet there is no the profession in which behaviour is a more fundamental differentiating performance factor.

  1. Track Record

When I read CVs, I’m looking for clues in the same way that an accountant might look at a balance sheet or a doctor might look at medical results. Each fact by itself is not terribly useful. But when you add them up together, they mean a lot.

If the candidate or staff member is in their 30s and 40s with an average tenure of less than 1.5 years, it raises a question. When the last time that person attended some form of formal training was at school, that raises a question. When they’ve chosen to drift from banking to retail to building to government to a non-profit, it raises questions. When their job titles change from lackey to assistant to supervisor to assistant to administrator over 10 years, it raises questions.

There are many economic, situational and personal reasons for not having a good formal education. But once you leave school, you have the opportunity to catch up. Any good recruiter or talent manager is on the lookout for people who differentiate themselves from the rest by applying themselves to extra studies, overtime work, additional duties at work or at home, extramural activities and community work.  I see so many CVs with reading and television as “extramurals”.

To summarise: capability management might be the more important activity for HR professionals and line managers. Capability management looks forward to growth and reflects on performance. It is a much more positive conversation to have with somebody than reflecting on a subjective statement of performance. If the individual does nothing about their capability development, then they probably have no interest in their performance either.

Your thoughts are always welcomed.

Until next time, have an excellent week 45. Can you believe, just 8 weeks separate us from 2017 and 2018? And just 6 weeks to go for a few people to decide to wreck the country or not. I trust not!  All the best.

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The Missing Step to Effective Recruitment

The Importance Of An Effective Recruitment And Selection Process

On your marks, go, get set …

effective recruitment correct stepsWhen we make coffee, we don’t pour in the water, stir, add milk, drink, boil the kettle, wash the cup and then add coffee and sugar!

You might … after a few at 3 am, but most of the time, we execute the steps in the right order: boil water / add ingredients to a cup / add boiled water/stir and drink. Not hard.

 

So why is it when we recruit, promote and transfer people, we mess up the sequence of the steps?

So often, the process works like this:

  1. Line managers explain the characteristics of the ideal candidate to the recruiting officer or external agent. Already we’re out of sequence. We’re adding ingredients but we haven’t switched the kettle on. The recruiter is already wobbling off course because he or she has started to subjectively interpret the needs of the line or client. When the client said “I’m looking for a friendly, strong, hard-working assistant”, the recruiter had a field day interpreting “strong”. Are we talking about a strong (physically) bodybuilder, strong (confident) personality, strong (experienced) CV, strong (technical competencies)? I can write all day on the subjective interpretation and cost of casually spent words …
  2. The recruiter writes a spec/advert for approval and the search begins.
  3. The CVs roll in. This is always fun: a clothing retail store service rep applies for technical service rep in an IT company. Go figure. Using the subjective spec from 1 and 2 above, we shortlist.
  4. The manager says indignantly “you can’t believe the CVs the recruiter expects me to read!”
  5. They choose the ‘best’ CVs and one of them wins the race.
  6. They start. With luck, performance follows. If not, the line manager complains to HR about the useless people HR finds (!) and wants to start a performance management process (remember, the kettle hasn’t been switched on yet).But against which criteria are we going to performance manage the staff member? Oops.Switch on the kettle.
  7. We’d better profile the job and get them to sign off on the JD and KPIs. But by now, trust is lost, relations are frayed, performance is costing money, morale and commitment. All because we got the sequence wrong.

So what’s the right sequence?

An Effective Recruitment Process

In my opinion:

  1. Define job performance first: This means defining the core work to be done, the core reason the job exists in the first place. This reason is summarised in KPIs. Nonsense like: “Improving the Impact of HR” is not a KPI, it’s a wish with no measure. We need to focus on the outcome, the measurable outcome: e.g. %HR Cost of Revenue. There are many ways to achieve our KPIs. Let the staff member work that out. If you hired them for their (good) capability, they should know how to work it out. We’re looking for 3-7 KPIs, maximum 10.
  2. Define capability: Once performance is defined (kettle on), capability follows (put the coffee in the cup). For example: If the salesman must reach revenue and GP sales targets, achieve defined service standards and ensure that 97% of accounts are collected within 30 days, we begin to understand what kind of person will be successful. I use 5 categories to understand capability:
    1. Education and Knowledge
    2. Experience
    3. Technical Competencies
    4. Behavioural Competencies
    5. Track Record

Once you’ve defined performance and capability scorecards, you’ve taken a big step towards more objective recruitment practise.  Why? Because each candidate can be measured and their capability scores compared. If you have Candidate 1 at 42%, Candidate 2 at 58% and Candidate 3 at 67%, there’s a good chance that Candidate 3 is the right person. Now the game doesn’t stop there. Assume you hired candidate 3 and they failed/turned out average or succeeded, the data gathered at recruitment is invaluable. Over time, the scorecard is refined and improved. After a while, line and HR are completely aligned: both know what is needed and what capabilities are required for success.

We know what we’re looking for.

  1. Create Accurate Job Spec: Write the spec and advert based on Step 1 and 2. Far better than the line manager’s subjective thoughts and HR’s subjective interpretation. Sorry all, we’re human. We’re subjective beings. Best we focus on a more objective measurement than “I had a good/bad feeling about that candidate.” Or “I think we need …”
  2. Search for candidates and shortlist to 10
  3. Assess the candidates using whichever tools, processes you’ve chosen (They should be listed and scorable on the Capability Scorecard).
  4. Select the top 4 for an interview. Score these 4 as far as you can on the Capability Scorecard. Some items can’t be scored until after the interviews and checks.
  5. Interview, score and select the best candidate.
  6. Induct the new employee, hand over the unscored performance and scored capability scorecards to the line manager and define an improvement plan for their weaker capability factors. From Day One.
  7. Track the correlation between capability and performance over time.
  8. Improve the model and repeat the process until the capability scorecard becomes predictive of future performance.

Now, the coffee’s made. Efficiently and effectively.

Want to understand this effective recruitment process in more detail?

Please contact me at steve@rightpeoplerightjob.com and I’ll do my best to assist. I can assist anyone in the English speaking world via email, Zoom, Skype or in person.

As we hit the beginning of summer, our friends and families in Europe say hello to winter. Sorry for you!

Thanks for reading this and remember: Capability predicts Performance.

Let’s measure the human factor more objectively to ensure we put the right people into the right jobs.

All the best until next week!

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