Multiple Jobs Approach
In the Multiple Jobs Approach competency models are developed simultaneously for a set of jobs (e.g., all professional jobs in marketing; all R&D jobs, or all the job in a small organization).
Use of Building Block Competencies
To ensure consistency among these competency models, the first main step is to identify a set of building block competencies from which each competency model will be constructed. One source of building block competencies is a generic competency dictionary: a distillation of commonly occurring competencies and their behavioral indicators into an organized, conceptually clear set of competencies. These generic competency dictionaries can be obtained from consulting firms that specialize in competency modeling and adapted to fit the organization’s language and culture.
Generic competency dictionaries typically focus on non-technical competencies. If the competency models need to include technical skills and knowledge, as is often the case, a set of relevant technical skill/knowledge competencies can be identified with the help of subject matter experts within the organization.
Identification and Use of Competency Levels
When building competency models with the Multiple Jobs Approach, it is often useful to identify and distinguish different levels of a competency. For example, a first-level management competency model might need to include a basic level of planning skill, but a project management competency model would require a higher level of planning skill. A competency model for nurses might include a basic level of understanding of cardiac knowledge, but the competency model for a cardiologist would specify a higher level of this skill.
When defining competency levels, one approach is to establish a set of levels with general definitions that are used for every competency. Usually, there are three or four levels, as in the following table.
| Level | General Definition | |
| Basic | Has the level of skill expected after completion of an introductory training program or course; can perform tasks requiring a limited range of skills; work must be closely supervised. | |
| Intermediate | Has the level of skill expected after significant and varied work experience in the area or completion of several courses; can perform task requiring a broad range of skills; work requires limited supervision. | |
| Advanced | Has the level of skill expected after extensive experience or completion of many courses; can solve highly challenging problems and serve as an expert resource. |
Some organizations use a set of general levels like these but develop different definitions of these levels for each competency.
The use of competency levels makes it possible to distinguish the requirements of different jobs. Levels are also useful in performance assessment and appraisal. For example, a manager preparing a performance appraisal can use the competency levels to assess an employee on each of the competencies identified for the employee’s job. The use of competency levels also facilitates matching employee assessments with job requirements for internal selection or for career planning.