The quality model is a combination of a series of different quality elements formed to complete a certain job and achieve a certain performance goal, including different motivation performance, personality and quality requirements, self-image and social role characteristics, knowledge and skill level, etc. These behaviors and skills must be measurable, observable and instructive, and have a key impact on the personal performance of employees and the success of enterprises.
2. Quality model classification
2. 1 McLelland's quality model
McLelland, an American psychologist, formed 265,438+0 general quality items through research and refinement, and divided these 265,438+0 quality items into 6 specific quality families, and divided them into 2 ~ 5 specific qualities according to the significant degree of influence on behavior and performance differences in each quality family. The six quality groups and their specific qualities are as follows: ① Management group, including teamwork, personnel training, monitoring ability and leadership ability. ② Cognitive group, including deductive thinking, inductive thinking and professional knowledge and skills. ③ Family of self-concept, including self-confidence; ④ Influence on family, including influence and relationship building. ⑤ Goals and action groups, including achievement orientation, initiative and information collection. ⑥ Help and serve the family, including interpersonal understanding and customer service.
2.2 Competency model of managers
Competency refers to any individual trait, characteristic or skill directly related to job performance, which is essentially a combination of qualities that should be possessed. Some scholars use matter-element analysis and extension evaluation methods to establish a matter-element model of competency based on three dimensions: management skills, personal characteristics and interpersonal relationships. ① Management skill dimension, including team leadership, decision-making ability, information search and market awareness; ② Personal characteristics, including influence, self-confidence, desire for achievement, initiative, analytical thinking and general thinking; ③ Interpersonal dimension, including interpersonal insight, developing others, relationship building, social responsibility and teamwork.
2.3 Four Competencies Theory
Robert hogan and Rodney B.Warrenfeltz pointed out that the qualities of managers can be divided into four categories: self-management, interpersonal skills, leadership and business skills. Self-management ability, including self-esteem, correct attitude towards rights and self-control; 2 interpersonal skills, including empathy, correctly predicting the needs of others and considering their actions; (3) Leadership, including establishing, maintaining, motivating, establishing a common vision and consolidating the team; (4) Business ability, including planning, budget management, performance evaluation, cost management and strategic management.
Robert hogan and Rodney B.Warrenfeltz believe that these four aspects contain the content of management training, which provides a basis for the design of training courses. These four abilities are interrelated and orderly. The development of follow-up ability is based on the development of previous ability and has different levels of trainability. The former ability is more difficult to cultivate than the latter.
3. Establishment of quality model
Due to the different conditions of enterprise's purpose, scale and resources, the choice of quality model establishment scheme is also different. The general modeling scheme is as follows:
3. 1 Clarify the focus of the current enterprise senior leaders and the core issues of human resource management, and what is the expected final result of the enterprise. At the same time, make an in-depth analysis of the current business and industry characteristics of the enterprise, make clear the development strategy, business strategy, corporate culture, core values and employees' understanding and recognition, so as to focus on the core competence and key behaviors, so as to better determine the key performance areas.
3.2 Select samples and groups, and randomly select a certain number of employees from high performance and ordinary performance for analysis and research according to the specific requirements of the post.
3.3 Collect data (through behavioral event interviews or other methods). Through a large number of professional interviews with outstanding and ordinary people, the first-hand information of model positions is obtained.
3.4 Analyze the information and data collected in the third step. Mainly through the behavior interview report to extract competency characteristics, analyze the content of behavior event interview report, summarize and count the frequency of various competency characteristics in the report, code and classify the complexity and breadth level of behavior performance, get the elements that distinguish excellent people from ordinary people, extract quality items and establish quality models.
3.5 Evaluate and verify the quality model, confirm it through face-to-face evaluation, try it out by multiple evaluators, and finally conduct a complete psychological test to complete the evaluation and confirm the quality model. Different methods are used to evaluate different abilities: the core competence of all employees is evaluated according to the performance frequency of different behaviors of employees; General competence is evaluated according to the performance frequency of different behaviors of employees; Professional technical ability is determined by managers/experts according to the professional technical ability model.