Competency mapping

-Sonia Verma
(#31) TYBMS 5

Table of Contents:
Sr. no 1. 2. 3. Topic Competency Based Management (CBM): Gaining Competitive Advantage The Need for a New Perspective on Competency Analysis 4. Mapping Competencies into a Competitive Advantage in an HR Context 5. 6. 7. Competency Mapping Competency Profile or Competency Model Three Milestones In Competency Mapping Process: 8. Methods Involved In Competency Mapping, Classification Of Competencies 9. The Competency Development Process, Application of Competencies 10. Benefits of Using a Competency-based Selection System, Training and Development Page no

System 11. Benefits of a Competency-based Performance Appraisal System and Succession Planning 12. I.T.C. - Imperial Tobacco Company India Limited 13. Enabling Challenges Conclusion QUESTIONNAIRES

Executive Summary:
Right Person For The Right Job. This proverb is a dream for every manager of the company. The head of the company always desires to have a Mr. Right for the particular job, so that he does his task in an efficient way. But is this possible? The answer is Yes. In todays competitive global business environment, complex and sensitive business processes and fast moving technology systems can compromise overall quality integrity. The solution to the problem is Competency Mapping. The rising interest in competency mapping is direct fallout of the dynamic changes that the corporate world is witnessing today. Some insights into how far the concept has traveled and the reason for its current popularity has been explained.

This project gives the complete theoretical knowledge about the subject Competency Mapping which includes detailed meaning, its origin, benefits and its importance. But only theoretical knowledge is not sufficient. Therefore to give a better understanding about the topic, light has been focused on the practicality part. The case study gives a brief idea about the mapping of competencies done in its company. This is basically done to improve the employees performance, which will result in more and better productivity. In short one can say its the RIGHT MATCH of the job and the people.

Chapter 1: Competency Based Management

Competency Based Management (CBM) is the application of a set of competencies to the management of human resources to achieve both excellence in performance and results that are relevant to the organization's business strategies. It means identifying how performance links to business results and mapping out strategies to export the techniques throughout the work force. It also means giving employees a systematic approach to expanding and using their full capabilities. There are, however, many approaches to CBM and different organizations define it and use it in different ways. Competencies are measurable human capabilities that are required for effective work performance. Competency analysis and modeling is the process of identifying and documenting those capabilities. The competency approach to human resources management is based on identifying, defining and measuring individual differences in terms of the abilities that are critical to successful job performance. The concept of competency lies at the heart of human resources management, enabling a coherent approach to the management of people by integrating key HR activities such as selection and assessment, performance management, training, development, and reward management. The models created are applied to a wide range of people-management systems, such as workforce planning, selection, employee development, performance management, and compensation. Competency modeling and its application in a people-management system is a continuously evolving discipline. Thus, competency practitioners may offer diverse explanations of what competencies are and how they are identified and used. This process uses
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competence in all processes linked to personnel management, such as selection, work organization and flows, training and development, working conditions, establishing salaries, evaluation, and promotions. Competence-based selection, for example, focuses on a job candidates adaptability and his or her capacity for continuous learning. But a competence-based selection is only the starting point for competent performance. In order to perform, a person must know how (competence-based education and training), and must also want (motivation) and have the necessary external conditions to perform well.

Chapter-2 Gaining Competitive Advantage

2.1 Business Knowledge. 2.2 Deliverable HR Knowledge. 2.3 Change Agent Skills. 2.4 Credibility and Influence. 2.5 Corporate strategy derives from competencies.

The strategic goals of the organization and consequently its competencies have to align with people competencies. For effective articulation or implementation of strategy, competencies form a crucial linking pin as it binds business objectives with that of people objectives. Articulating business strategy and its drivers would also entail specifying critical success factors, acquisition of assets and usage of current assets. Both the business and HR strategy straddle to work with one another in defining competency model and capability enhancement statement of an organization. An organization's competencies can be broadly classified into following categories:

2.1 Business Knowledge:

If HR professionals have to be value-adding service providers to their customer within the company, understanding customer's priorities and context become imperative. Thus, understanding business and business process- i.e., the market, technologies, financial, etc. are essential (or HR to remain relevant)

2.2 Deliverable HR Knowledge:

These are the basic competencies of HR staffing, appraisal, compensation and rewards, development, etc. However, the focus so far has been predominantly on what one does. Most of the HR activities are still done without any clear measures of their effectiveness (e.g., what is the ROI on recruitment costs). If HR has to be seen as a business partner, this would need to shift to what on delivers. That is, the HR processes will need to be designed in such a manner that clear measures are possible.

2.3 Change Agent Skills:

Business needs to continuously change in order to remain competitively viable. In the emerging environment, that capacity to change will be a key competency for companies. Naturally, this would also be a key area in which HR will need to make a significant contribution.

2.4 Credibility and Influence:

Perhaps, most important of all, would be the challenge of building professional credibility .Good HR professionals are seen as people who are willing to listen, tolerate diversity, and are trustworthy, etc. but in order to command or influence the organization, a professional image should also include perceptions
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such as being accurate in delivering results, meeting commitments, being consistent in meeting targets.

2.5 Corporate strategy derives from competencies:

Corporate strategy is primarily about the choice of direction based on its competencies for the firm as a whole. This is true whether the firm is a small, or a single product company, or a large multinational corporation. In a large multibusiness company, however, corporate strategy is also about managing various product lines and business units for its maximum value. Corporate strategy, therefore, includes decisions, regarding the flow of financial and resources through a company's product lines and business units but is constructed on the basis assembling together capabilities required to deliver value. Through a series of cocoordinating devices, a company transfers its skills and capabilities, developed in the unit to other units that need such resources. In this way, it attempts to obtain synergies among numerous product lines and business units so that the corporate whole is greater than the sum of its individual business

Chapter-3 New Perspective on Competency Analysis

The need for a forward-looking and proactive approach to competency analysis (Competency modeling, mapping and formulation of competency matrix) is driven by the increasing pace of change in the business environment. In this context, competencies can be used for translating strategy into job-related and individual skills and behaviors that people easily can understand and therefore implement. The challenge is not only to be able to define the organizational core competencies required for a business to compete successfully, and then define the right mix of skills and behaviors that the individuals would need to possess in order to produce and support those core competencies. Still more important is to be able to use these definitions in order to communicate and implement strategy and planning organizational change. A central issue of concern is that the competencies defined most often end up as being backward-looking rather than future-oriented with respect to strategy and organizational change. Competencies are defined according to the skills needed to continue doing what the organization already does, instead of focusing on what is needed to perform effectively in the future. As a result, the organization rewards behaviors that already from the outset may be obsolete and constitute obstacles to strategy implementation. In this sense, competency models hardly differ from the traditional approach of selecting and retaining employees who can perform a set of well-defined tasks, usually focusing on technical knowledge and skills. In dynamically changing, or in project-oriented business environments, such a view of competencies seriously limits the organizations potential for dynamically adapting to an evolving strategy.
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Based on the limitation in current practice discussed above, a number of issues need to be addressed with respect to the development and implementation of competency-based HRM. First, there is a need to shift towards a forwardlooking and proactive approach to competency modeling. The proposed model starts by grounding competencies in the current trends in the industry where the organization operates. Second, traditional approaches to competency modeling have been described as being poorly aligned to the key performance drivers of industries and for being expensive and time-consuming to implement. They will therefore be of little use for organizations with rapidly changing structures, processes and performance requirements. The model we develop generates competencies based on the core capabilities of the industry leaders, and competencies are structured in a way that makes it easy to delete outdated competencies, and integrate new on.

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Chapter-4 Mapping Competencies into a Competitive Advantage in an HR Context

4.1 Challenges for the HR professionals. 4.1.1 Managing Talent. 4.1.2 Managing Performance. 4.1.3 Managing Change. 4.1.4 Managing Knowledge.
The recent years have seen the emergence of a new business environment, which has been variously described as "New Economy", "Knowledge-Based Economy", "hyper-competitive environment", etc. There is also an emerging consensus among both the academicians and Practitioners that certain, key factors differentiate this new paradigm from the earlier one. Organizations, for instance, are endeavoring to become high-performance workplaces by implementing measures such as: Implementing radical changes (e.g., downsizing, strategic transformations/ Reorientation, global forays, etc.) Flatter, team-based structure. Greater focus on knowledge management and intellectual capital. More focused performance management systems, etc.

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4.1 Challenges for the HR professionals:

Challenges for the HR professionals can be classified under four broad heads Managing talent. Managing performance. Managing change. Managing knowledge.

4.1.1 Managing Talent:

Across industries, the ability to attract, retain and develop skilled people was emerging as the basis of competitive edge. But managing talent is not just managing the skill scarcity .The technological and business discontinuities also increase skill obsolescence at a phenomenal rate. The increasing pace of change is not only making many past competencies obsolete, but is also throwing up skill requirements which are too new to be taught in the finishing professional institutes.

4.1.2 Managing Performance:

Designing such performance-based HR systems will be the second emerging challenge for the HR professionals. The issue to address would be-how to design HR systems, processes and activities which improve performance, help the organizations in some tangible way to serve their customer better, and increase shareholder value. While the performance appraisal (PA) system has always been a tool in the HR professional's basket, its glaring inadequacies in actually improving/ managing/ monitoring performance have also been largely ignored. In fact, in many companies, it is still implemented as an annual ritual,
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without any reflection on its impact on the actual performance. Moreover, in order to work as an effective performance tool, the PA system needs to be integrated with the other organizational systems, such as: Business Plan Development Process. Work-Systems and Processes, Compensation and Rewards. Career and Competency Development Systems, etc.

4.1.3 Managing Change:

The emerging business environment also places another demand on the HR professional's -that of managing change. In the conventional setup, the role of HR has been more of maintaining the status quo rather than of initiating and managing change. When the HR professionals act as the change agent, it is/ has been in response to certain decisions or processes that have been initiated elsewhere -HR would pitch in when "change happened." Moreover, the very focus of these change efforts has been on "incremental" changes

4.1.4 Managing Knowledge:

In the emerging business environment, an organization's capacity to create, absorb and utilize knowledge is becoming the key differentiator for competitive success. All these new competitive requirements demand creating an organization that can effectively create process and codify its knowledge into its offerings and processes. While managing knowledge may not be entirely an HR function, HR does have a major role in designing and implementing many processes and systems

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Competency Mapping General Overview:

Introduction and meaning:
What are competencies? Competencies are the human capabilities and work-related behaviors that provide a competitive advantage to an organization. What is competency mapping? Competency Mapping is a process of identify key competencies for an organization and/or a job and incorporating those competencies throughout the various processes (i.e. job evaluation, training, recruitment) of the organization. Competencies are characteristics which drive outstanding performance in a given job, role or function. Methods of conducting competency mapping: In basket interviews Stress Interviews Structured Group Discussion Psychometric Tests Case Studies Peer Coaching & Counseling Exercises Focused Behavioral Event Interview Presentation Vision / Strategy Speeches etc

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Competency Dictionary: Competency dictionary is the collection of these behaviors in a structure and format that can be used for: 1. Specifying job and person requirements for selection processes; 2. Identifying training and development needs of individuals; 3. Providing feedback through the performance management process; and 4. Identifying individuals for promotion or succession planning.

Types of competency
1. Employee core competencies Competency that relate to organizations values, mission and strategy; these are competencies that reflect organizational core capabilities. Examples: Customer satisfaction; quality orientation or some employee core competencies of 3M, Google. 2. Managerial competency Competencies that relate to skills needed to perform managerial work and process; it deals with the interaction process either with individual or group of people. In typical organizations, managerial competencies will play greater emphasis as the position progresses within the organization. 3. Technical/Functional competency Competencies that pertains to specific bodies of knowledge and skills required. It include the abilities to use the procedures, techniques and knowledge of a specialized field. 4. Personal attribute Competencies that relate to inherent personal characteristics (e.g. motives, self image, self concept, etc.) and potentially affect work attitude and performance.

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Benefits Of Competency Model:

1. Benefits for the company Provide a common framework and language for discussing how to implement and communicate key strategies. Provide a common understanding of the scope and requirements of a specific role. Provide common, organization-wide standards for career levels that enable employees to move across business boundaries. Reinforce corporate strategy, culture, and vision. Establish expectations for performance excellence, resulting in a systematic approach to professional development, improved job satisfaction, and better employee retention. Increase the effectiveness of training and professional development programs by linking them to the success criteria (i.e., behavioral standards of excellence). 2. Benefits for Managers / Supervisors Clarify standards of excellence for easier communication of performance expectations to direct reports. Provide a clear foundation for dialogue to occur between the manager and employee about performance, development, and career-related issues. Identify performance criteria to improve the accuracy and ease of the hiring and selection process. Provide more objective performance standards. 3. Benefits for employees Provide development tools and methods for enhancing their skills. Provide the basis for a more objective dialogue with their manager or team about performance, development, and career related issues. Identify the success criteria (i.e., behavioral standards of performance excellence) required to be successful in their role. Support a more specific and objective assessment of their strengths and specify targeted areas for professional development.

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Process Of Competency Mapping:

Step 1: Identify customer value Activities of any organization have to result into economic value to the customer. Organizations are interested only in the products and services required by the customers. So that organizations have to define their outcomes. Step 2: Identify strategy and objectives Understand business strategy and objective of organization. What is objective behind doing competency mapping in organization? Step 3: Build business process Then organizations have to define their business process to enable them to deliver outcomes to customer requirements in a brief time at an economical cost with out sacrificing quality. Step 4: Identify value of business process Then companies have to define the time, cost and quality standards of each task of the business process. Step 5: Job analysis We can use 18 method of job analysis to analyze jobs. Step 6: Identify competencies Then define the competencies required for each task in terms of knowledge, skills and attitudes to complete the task within the quality standards defined. Connect the competency mapping with your any of above mentioned system. Discuss with line managers about the project. Find out the competencies required to perform each Job. Rate the competencies according to importance to performed job.

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Chapter-5 Competency Mapping

5.1 Concept of competencies. 5.2 Difference between Competency and Competence.
It is about identifying preferred behaviors and personal skills which distinguish excellent and outstanding performance from the average. A Competency is something that describes how a job might be done, excellently; a Competence only describes what has to be done, not how. So the Competences might describe the duties of a Sales Manager for example, such as manage the sales office and its staff, prepare quotations and sales order processing, manage Key Accounts and supervise and motivate the field sales force. The Competencies which might determine excellence in this role could include Problem Solving and Judgment; Drive and Determination; Commercial Awareness; Inter-personal skills etc, all of which might be described further by Behavioral Indicators relating specifically to that post in that organization. The broad concept might be said to be based on the frequently quoted adage: people get hired for what they know but fired for how they behave. It is about identifying preferred behaviors and personal skills which distinguish excellent and outstanding performance from the average. It involves:

Identification of major job functions. Identification of skills performed within each of the major job functions.

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Generation of several drafts to be reviewed by employers and employees and modified to accurately reflect the skills performed on the job.

Development of an occupational analysis chart. The chart is a twodimensional spreadsheet chart displaying the major job functions and skills.

5.1 Concept of competencies:

"Competencies" are the knowledge, skills, abilities and behaviors that an employee applies in performing his/her work and that are the key employeerelated levers for achieving results that are relevant to the organization's business strategies. A competency is an underlying characteristic of a person, which enables him to deliver superior performance in a given job, role or a situation. This characteristic may be called an "attribute bundle", consisting of knowledge, skills, traits, social role, self-image and motive. The "underlying characteristic", manifests itself in the form of behavior, which helps identification and measurement of the competency. Competencies are the combination of Knowledge, Abilities, Personal Attributes and Skills that contribute to individual and organizational performance. Knowledge: Information that is organized learned and applied through experience, study, or investigation. Ability: Innate potential to perform mental and physical actions or tasks Personal attributes: Individual traits, values, motives and attitudes that indicate an employee's probable behavior. Skills: Result of repeatedly applying knowledge or ability Competency profiling aims to identify all of these KAPS in order to help create a real and sustainable change in behavior.
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Figure 5 .1
Competency mapping aims to identify all of these KAPS in order to help create a real and sustainable change in behavior.
Core personality

Skills

Most difficult to develop

Self concept Trait & Motive Attitudes and values

Surface

In Between
Focus of development

Knowledge

Most easily developed

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5.2 Difference between Competency and Competence:

It is here that we come up against a major anomaly-the difference between competence and competency. These terms though quite distinct are sometimes used interchangeably. There is, however a general convention in the differences between the two. Accordingly, the difference between them is as follows: Competence refers to abilities based on work tasks or job responsibilities. Competence is akin to role definitions as they specify the contents of the job. For example, a competence of relevance to a position in the marketing department could be Market Planning. This would include the various actions that are required to be taken in market planning like 'makes pricing decisions'. Competency refers to abilities based on behavior. These are the characteristics of the persons who are doing the job. For example, a competency that would be relevant to any managerial function in any organization could be Decision Making. The associated behaviors for this competency could be 'uses all available information in making decisions'.

In effect, competence concerns the job and competency concerns the person. Competency has a huge and bewildering number of definitions, but a large number of these actually refer to competence. A very relevant definition of competency is: Competencies are the characteristics of a manager that lead to the demonstration of skills and abilities, which result in effective performance within an occupational area. Competency also embodies the capacity to transfer skills and abilities from one area to another. "Competencies", aim at linking the human resource systems of an organization to its purpose.
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Chapter-6 Competency Profile or Competency Model

Competency Profile or Competency Model
Competency Profiling forms a part of mapping process .A "competency profile" or "competency model" is a set of competencies and includes associated behaviors that link directly to the work to be performed, and levels of proficiency for each behavior. A stand-alone profile without any application purpose is meaningless for achieving results. Although "profile" and "model" are virtually synonymous, the Public Service uses the term "competency profile" for a description of proficiency levels and behaviors required for a specific job or jobs. Basically competency modeling is the process of determining what competencies are necessary for a job or job family. There are two major differences between our traditional KAPS and a competency. First, competencies may be defined more broadly than our traditional KAPS. For example, Office of Personnel Management included "self-esteem" as a competency while self-esteem would not be included as a KAPS. Second, competencies are viewed as being similar to "roles. For example, a competency under this approach might be "information conduit." Competency modeling is a systematic process of determining the competencies needed to be successful in an organization.

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A competency profile applies to a specific employee or population of employees. It can cover employees in a group of positions/jobs within a department, or employees belonging to a functional community. The more homogenous the work of an organization, the greater the chances that a single competency profile can be applied within that organization. The more heterogeneous an organization or the more varied the business results, the greater the likelihood that there will be a variety of competency profiles and applications. Still, even if an organization requires the exact same competencies for all jobs, "how" they are translated in terms of behaviors and proficiency levels may be very different.

6.1 Essential Steps in Building a Competency Model 6.2 Features Of Good Competency Model
6.1 Essential Steps in Building a Competency Model: Competency is a composite of Knowledge, Skill, Attitude and Motivation to do a task. A simple model to look at is as follows: 1. Define the Task. (What is the task to be performed?) 2. Check what is the person supposed to know to perform the task well Knowledge Component. 3. Check the Skills required executing the task. 4. Attitude and Motivation of the person to do the task. 5. These can be further broken down to identifiable behaviors which can be measured to find gaps if any.

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6.2 Features Of Good Competency Model: The following checklist is not meant to be exhaustive, but to be ultimately useful, a set of competencies should be: Manageable: Too many competencies will become confusing and inefficient, clouding rather than clarifying an organization's priorities. Defined Behaviorally: Competencies should be described in terms of specific, observable behaviors. Independent: Important behaviors should be included in just one, not multiple, competencies. Comprehensive: No important behaviors should be excluded. Accessible: Competencies should be written and communicated in a way that is clear, understandable and useful to those outside of the HR world. Current: Competencies should be up-to-date, and reviewed regularly to keep pace with industry and company changes. Compatible: Competencies should "fit in" with a company's vision, values and culture

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Chapter-7 Three Milestones In Competency Mapping Process

7.1 Identification. 7.2 Definition. 7.3 Formation of Competency Matrix.

7.4 Competence-based Training and Competence-based Human Resources Management.

7.4.1 Competence-based Training.

7.4.2 Competence-based Human Resource Management.

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Three Milestones In Competency Mapping Process

7. 1 Identification:
The initial step towards building the competency framework is concerned with identifying the major current and future trends in the industry. Based on documentary analysis and interviews with industry experts, those trends are identified and described. Its here we perform literature review, interview and also do BEI (Behavioral Even Interview). The process involves collection of evidence of employee performance to judge Competence against a standard and to identify performance areas that needs to be strengthened, modified, or improved. Strategies and instruments to collect evidence include oral and written tests, execution tests, and observation of performance, simulations, examination of work products, portfolios, and testimonies from third parties. This process establishes or defines the competencies needed to perform a work activity satisfactorily. Three principal methods are used to identify Competencies: Occupational Analysis, in which the task is the object of analysis. Occupational analysis was developed and is widely used in the United States; Constructivist Analysis, in which a typical job studied in its dynamic which is the object of analysis and is a construct built out of different related jobs. Constructivist analysis was developed and is used mostly in France. Functional Analysis, in which the function (defined as a meaningful set of tasks interrelated to attain an objective) is the object of analysis. Functional
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analysis was developed and is used in the United Kingdom, as well as by many other European and Latin American countries. Functional analysis is the most widely used mainly because it is a more holistic approach than occupational analysis and is less time-consuming to develop than constructivist analysis.

7.2 Definition:
The industry analysis continues in a second step that is an in-depth analysis of the core capabilities, the process ends with formation of Competency cluster where each and every competency is defined and then Competency Dictionary is formed. Once major core capabilities are defined, focus groups are again held with similar participants as in the first phase. The objective is to validate previously generated competencies and develop new ones essential for aligning to the core capabilities required in the industry. The process involves generalizing a competence which will be turned into a Competence standard in next phase.

7.3 Formation of Competency Matrix:

Finally a Competence standard is established in this phase. A standard is a competence that as a valid reference for a given group of workers and organizations. In order to develop more specific competencies framework for the particular organization, an in-depth analysis is conducted that differentiate the best from average or low performers in the industry in which the organization operates. In this phase a suitable framework for competency analysis is employed (e.g., SWOT analysis, Five Forces, Value Chain) and scale is developed, after which categorization of competencies is done into essential, required and desired. After categorization Competency Matrix is formulated across the levels of the
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department in order to standardize competencies. Here in the process of formal recognition of competence demonstrating the worker can perform a standardized labor activity. Experts in competency judge whether mastery was attained.

7.4 Competence-based Training and Competence-based Human Resources Management:

Two other important processes are Competence-based Training and Competence-based Human Resources Management, as follows:

7.4.1 Competence-based Training: The process of designing and developing training based on a competency. Competency-based training was developed to fill gaps identified during competency assessments. This process has progressively become an accepted strategy for curriculum development due to its clear link to real work. It is also possible to speak of Competence-based Education, which includes formal education and training.

7.4.2 Competence-based Human Resource Management: This process uses competence in all processes linked to personnel management, such as selection, work organization and flows, training and development, working conditions, establishing salaries, evaluation, and promotions. Competence-based selection, for example, focuses on a job candidates adaptability and his or her capacity for continuous learning. But a Competence-based selection is only the starting point for competent performance. In Order to perform, a person must know how (competence-based education and Training), and must also want (motivation) and have the necessary external
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conditions to perform well. In other words, when a person does not perform up to the standard, three questions may be pertinent: Does he or she know? Does he or she want? Can him or she do? In this respect, competence-based human resources management encompasses all these aspects of performance.

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Chapter-8 Steps Involved In Competency Mapping and Classification of Competencies.

8.1. Core or generic competencies. 8.2. Managerial competencies. 8.3 Technical or specific competencies. Steps Involved In Competency Mapping and Classification of Competencies
Competency mapping is an approach that has the objective of helping an organization aligns individual development with the strategic objectives of the company. Steps involved in the process of competency mapping are as follows: Step 1- Development of Core Competencies In this step, the leadership of the organization meets to brainstorm which core competencies the organization requires in order to achieve its objectives, goals, and vision. Examples of core competencies that are usually essential in organizations are problem solving, teambuilding, decision-making, and communication skills. Step 2 Assessing Competency Levels Required Across Positions After the leadership decides which competencies are essential, its necessary to determine the degree to which, and manner in which, these competencies are required in each type of position (i.e., Sales Manager, Receptionist, and CEO).
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This assessment can be made through interviews with incumbents of sample positions, using a Position Information Questionnaire (PIQ). A sample is attached.

Step 3. Developing Competency-Based Job Descriptions /competency profiling Following the interview process, job descriptions can be developed that include not only duties and reporting relationships but the core competency descriptions that are tailored to each position. The same competencies are included in each employees performance appraisal instrument so that he/she is evaluated on the same criteria that are specified in the job description.

Step 4. Competency-Based Matrix For career development purposes, new employees (or potential employees) will be interested in career progression options available once they master different competency levels. As career options become more complex and sophisticated, the core competencies are elevated in terms of sophistication as well.

Step 5. Individual Development Planning Using the job descriptions and the performance appraisal process as a foundation, Human Resources can provide coaching for individuals based on their unique developmental needs. For example, if a sales representative is interested in a position as Sales Manager, Human Resources professional can counsel this person about current strengths and areas for improvement and point out the competency levels required for the higher level position. Then the

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employee and the HR person can jointly map out a plan for the employees development (courses, workshops, mentoring, etc.)

Table 8.1 Typical Competency Framework

Business Strategy Vision, Mission, Values

HR Strategy Culture People Organization Process Technology

Competency Modeling Organization Team/Process Role/Job

Competency Based HR Programs Assessment Recruiting, Selection, Deployment Development & Training Performance Management Reward

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Classification of Competencies

Competencies are classified in three categories: 8.1. Core or generic competencies for all staff (e.g., communication, teamwork) 8.2. Managerial competencies (e.g., empowering others, decision-making)

Applicable to building institutions Organizational Vision, Values and strategy What are the organizational values we stand for? What are organizational Core Competencies reflected in the strategy What is organizational Core Competencies we want to build/develop as part of our strategy? What are defined core competencies?

8.3 Technical or specific competencies Specific to Roles Education, certification and technical certification can be used as baseline makers of knowledge and technical skills. Specific technical skill requirements particular to individual jobs must be detailed in job profiles Technical skills are typically more important differentiators at lower levels in the organization. (e.g., receive, identify, register and distribute letters, documents and/or other objects).

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Many organizations are identifying a set of corporate or organizational competencies that are common to all staff and which give, in a certain sense, the corporate seal. When seeking to create a new culture and build human resources capacity. The future, it is important to define organizational competenciesthe combination of new competencies is not created in each case. Instead, what is new is how each organization chooses to prioritize certain competencies according to its mission. The choice of competencies marks the corporate environment and organizational behavior: An organization with the primary corporate competencies of Communication, Team Work, and Problem-solving will have a very different corporate environment and organizational behavior than one with competencies of Planning and Organizing, Client Orientation, and Quality Orientation.

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Table 8.2: The 45 Competencies

Result Intellectual Personal Communicatio n Information Collection Problem Analysis Adaptability Reading Written Independence communication Persuasivenes Empowerin s Numerical Interpretatio n Stress Judgment Critical Faculty Resilience Oral Presentation Detail Creativity Consciousnes s Self Planning Management Initiative Negotiating Leading Tenacity Ascendancy Tolerance Oral Expression Flexibility Motivating Others Developing Others Energy Concern for excellence Integrity Listening Sensitivity Appraising g Decisivenes s Business Sense Impact Organizing Risk Taking Interpersonal Leadership Oriented

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Chapter-10 The Competency Development Process, Application of Competencies.

The competency development processes are now quite well known and industries have begun to show considerable interest in the field. Unfortunately, there a few guidelines for practitioners who wish to apply these concepts in their natural setting. This shows the need for practitioners to continue to be focused on how competencies can be translated into practice and what kind of competencies do managers want. This includes what type of the developmental activities is most appropriate to a manager in the industry, and who has faced business pressure on the time and resources. The issue of relating managers to organizations and their performance concerns addresses the competency development process. This is fundamental because of a belief in one simple basic premise. That any effective system for competency development must increase the manager's capacity and willingness to take control over, and be responsible for events and influence actions particularly for himself and also afford learning. This brings us to the next question of how can we reinforce competency building or capability analysis activity of an individual with that of a group of activities that can be articulated in a business context.

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Figure 10.1:-The Three Stages in developing an Organization Wide Competency Model.

Stage 1 Data Gathering And Preparation Study Identified Jobs

Stage 2 Data Analysis

Stage 3 Validation

Review the list of Probable Competencies Construct Competency Definitions Assign Proficiency Level

Content Validation Session

Identify Major Category of Skills Identify Probable Competencies

Reinforce Proficiency of critical Competencies Refine Competency definitions if necessary

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Stage 1: Data Gathering and Preparation.

Step 1: Study Identified jobs This stage deals with the start up to a competency development process involving data gathering and preparation for an intervention. It deals essentially with the following: Identify an exhaustive set of job families in the organization. E.g. Accounting, Brand Management, Production Management, Engineering and Maintenance, Treasury, Cash Management. Obtain Role data in regard to such identified job families Identify job roles within each job families. E.g. Production Manager, Works Engineer, Maintenance Mechanic, Stores in Charge, Product Manager, Sales Force Trainer, Benefits Administrator. Obtain Role data in regard to each of the jobs. Review the job roles for its clarity in regard to Job Purpose, Objectives, Key responsibilities, and critical success factors. Review for inadequacies, if any, and improve upon the Role Profile form, to prepare it to be reviewed for competency mapping requirement. Conduct a peer review exercise from one role incumbent to another.

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Step 2: Identify major categories of skills. Each job has its minimum skill requirements, to establish proficiency levels of the incumbents, to perform their roles effectively.

Other dimensions which are critical for the role:

Determine skills required to perform a job effectively. Assign weights to each of the skills on a 5-point scale, to establish relative c importance. Map the skills on an inter job family comparable basis, to enable correlated understanding of the use of each skill in a job context. Enable each job family and jobs within those job families to gain consistency in skills that have been stated as required to perform a job. These skill requirements are determined on a functional and managerial basis and demonstrate capabilities that would enable a role incumbent to perform his or her job. For example: Budgeting skills, transaction processing skill or business context. Problem solving skills. It is when a role incumbent that it becomes a competency applies these skills behaviorally. Consequently, every job has its set of critical or major skills and a set of ... supplementary skills. Alternatively, supplementary skills could be a sub-set of the major skill and would be essential to make the role incumbent performing the major skill. For example, problem solving could be a critical skill and fact finding information gathering could be supplementary skills. Similarly for budgeting skills, planning and forecasting could be supplementary skills.

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 Identification of such skill sets, would establish a boundary, within which competencies should be defined. Effectively, competencies tend to be articulated from within the defined or pre determined skill sets. Skills could be in some role profiles called as abilities, attributes etc. Differentiate those and delineate skills.

Step 3: Identify Probable Competencies. List the skills and evaluate which of them needs to be emphasized behaviorally. Evaluate the relative important scores that have been given to each skill or skill sets. Add or to eliminate skills that appears to overlap and may cause conceptual confusion for a role incumbent when it has to be manifested behaviorally. Clarify additional skills and the reason for placing those skills in relation to a particular job. Relook at a role profile, now in particular, at the Role expectation section and evaluate whether adequate skills have been defined to enable the role incumbent, to fulfill such expectations. Evaluate, if any competencies have already been mentioned. To study whether they have a behavioral dimension or only a skill without a behavioral expectation that has been inappropriately been stated as a competency. Having identified the skills required for a particular role, possible competencies that are critical for that role profile to be listed. This provides a framework within which competencies definitions, assessment sets and other band matrix issues are resolved.

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 Probable competency analysis would enable the evaluator to determine, whether all the required skills have been listed and defined. This acts as a checkpoint Stage II: Data Analysis Step 1: Review and finalize list of competencies. Probable competencies that are identified from the last stage, is now reviewed to check for any internal consistency, validity versus other jobs, exhaustiveness of competencies to fulfill the job objectives and purposes. The competencies are now finalized for each job role. The formalization has several processes: -namely, top management meetings, focus groups, position evaluation matching with role demands, demands and constraints analysis for each job incumbent, benchmarking with similar jobs in the industry, desired set of competencies that are futuristic etc. Identify and list Meta competencies. Have it agreed with the management teams. .Perform workshops to communicate. Each role profile in turn would now have a detailed set Meta and sub competencies. Step 2: Construct competency definitions Each competency is placed in an individual and multiple boxes with both job family and competencies listed. An appropriate matching process is conducted to identify where similar competencies tend to be necessary. It is important to define the skill requirements for each of the said competency in each of the levels. It is likely that the skill emphasis may differ from one job to another, although it is for the same competency. Each of the competencies is now defined in the context of the role profile.
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 Utilize the competency dictionary where required to ensure internal consistency.

Step 3: Assign Proficiency Levels This is a long and an arduous process involving the top management, focus groups with sample role profile holders or incumbents, benchmark information on proficiency levels articulated by other comparable organization. Mandate an iterative process to compare and cross-examine on definitions, proficiency levels and map for consistency. This is to prevent an ambitious definition for a lower level of proficiency requirement or a simple behavioral expectation where a higher level of proficiency is expected. Define what proficiency means to the organization, and what use would it be put to within the organization. Define levels and differentiate between appraisal ranking and proficiency levels. A higher level of proficiency is not a necessary condition for each of the competency. The work also involves defining proficiency levels, as it would become applicable to that particular organization. Defining statements for each of the competency and the sub competency as illustrated below.

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For Example: COMMUNICATION The ability to communicate is simple in theory, but is not always easy to achieve. This is because few people have had any formal communication training. For a receptive communication environment to exist, it must receive full support and is a top priority within the workplace and endorsed by the management. Whether one-on-one, on the telephone, or in a group setting, the staff must be open and willing to really listen to one another. This same philosophy for communication success must carry over into their relationship, with the customer, in order to provide quality service and to ensure effective communication-the driving force that keeps a business running efficiently. Anyone can speak only a select few can really communicate

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Table 10.1:- Proficiency Levels

I. Exposed Has some knowledge but little or no practical experience

2. Development

Has some practical experience and can apply with supervision

3. Proficient

Has substantial knowledge and can apply it without supervision.

4. Mastery

Has extensive knowledge, can apply it well in complex situations and can supervise others.

5. Expert

Is recognized thought-Leader whose contributions influence knowledge in this area. .The work also involves defining proficiency levels, as it would become applicable to that particular organization

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Stage III: Data Validation. Active listening-respond respectfully to all communication styles. Nonverbal communication-body language mirrors your verbal language. Speak, so people will listen-improve your platform excellence. Overcome daily communication barriers-improve working relationships.

Step 1: Content Validation Session Bring together an appropriate focus group consisting of top management, cross section of managers and typical role profile holders. Validate the findings from Stages I and 2 particularly in regard to the skills identified and, competencies profiled. Conduct a validation exercise to check for ease of understanding, implementation possibility, time and the process involved to roll it out through the enterprise. .Define milestones for such an implementation work. Tabulate the learning process. Evaluate whether the exercise has generated adequate data and information to progress with the competency definition and proficiency mapping exercise. Reestablish the business case for implementing a competency development work process. Run pilot workshops wherever necessary.

Step 2: Reinforce proficiency levels of critical competencies At this stage, proficiency analysis and validation is essential to be conducted through similar cross management focus groups. This exercise may cause a
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considerable consternation, as there is likely to be a misunderstanding that proficiency levels in turn demonstrate the position value, or a job value as is understood in a Position Evaluation exercise. Lower benchmarks may mean lower value of job, which could be an apprehension with role profile holders. Illustrate with examples how proficiency levels have been articulated, valued and how they would be used. It should be remembered that eventually proficiency levels have to be measured in an Assessment Centre meant to assess Assesses. A meaningful usage of proficiency levels would enable an effective way to assess. Handle insecurities and threat perceptions in the usage of proficiency levels. Run pilot workshops where necessary.

Step 3: Refine, Redefine competency definitions, if necessary Focus upon the competency definitions in the light of details obtained through the validation exercise. Refine them to absorb errors of commission or omission including those that deal inappropriate language, inaccurate conceptual clarity, lack of understanding, conveying an unintended meaning etc. Apply principles of effective writing skills in a simple way, with brevity and to meaningfully capture the fundamental meaning and intended application of a competency, to a job. Freeze upon the definitions. Conduct a top management workshop and finalize the definitions. Run a Pilot focus group, if necessary.

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Application of Competencies.
The early adopters were implementing competency-based HR one for a number of potential benefits. The respondents thought that competency-based HR applications help their organizations to focus behavior. Competency-based HR applications focused on behavior levels. Focus and emphasis was also increased. Yet improvements in competency, skills and performance were still too early to tell for many respondents. What emerged is that the focus must be on developing competency-based processes that drive improvements. Competency-based HR applications focused on behavior levels. Focus and emphasis was also increased. Yet improvements in competency, skills and performance were still too early to tell for many respondents. What emerged is that the focus must be on developing competency-based processes that drive improvements The concept of competency applies to the full range of HR functions. The role of competency is to move the employee through the organization in a cyclical fashion, from one position to another.

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Chapter-10 Benefits of Using a Competency-based Selection System, Training and Development System
Using Competency-based selection system benefits in the following way: Provides complete picture of job requirements-A competency model provides a complete picture of what it takes to perform the work, thus ensuring that interviewers look for characteristics that are needed to do the job well, in addition to required skills and knowledge. It also provides a method to the interviewers to provide candidates with a clear and realistic picture of what will be expected of them. Increases the likelihood of hiring people who will succeed- It would be worse to hire a person for a key position who fails to perform effectively. After interviewing a candidate for a couple of minutes or even hours depending upon the position, the employer should be able to determine whether the candidate has the potential to succeed in the job; it should not be based merely on how one happens to write a persuasive resume and make a good first impression. Incorporating a validated competency model into the selection system addresses this problem, identifying the competencies with a strong correlation to high levels of performance on the job Minimize investment in people who do not meet expectations- Hiring the wrong person has a tremendous impact on the productivity and profitability of an organization. When such a person leaves either due to poor performance or because he was not the right fit, the time and money spent in

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hiring and training becomes a waste. Also, replacement efforts have an adverse impact on productivity.

Using a competency model as the basis of a training development system helps to avoid a short-term perspective ensures that the system focuses on the right things And also: Enables focus on relevant behaviors and skills-Identify strengths and weaknesses seems to be straightforward but methods such as feedback from others, introspection experience, some kind of testing or a combination of these gives the basis of what an individual is good at and where needs to improve. Competency models play an important role in keeping people and organizations focused on the ski knowledge and characteristics that affect job performance. These models can also help people better assess their current capabilities and determine the behavior they need to develop to improve their effectiveness. Ensures alignment of training and development-A compete model provides focus for training and development opportunities and ensures that they are the ones that are essential the success of the organization. An effective training a development system must take a long-term view of organizational needs, and it must focus on developing the talent that currently available in the workforce in order to meet the needs. A well-structured competency model includes behaviors with a strong correlation to effectiveness on the job and also those required supporting the organization's strategic direction and developing and maintaining the culture needed to achieve its business objectives.

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Chapter-11 Benefits of a Competency-based Performance Appraisal System and Succession Planning

Benefits of a Competency-based Performance Appraisal System
A competency model can address many of the issues related to performance appraisal. This ensures agreement on performance criteria, what is accomplished and what is not accomplished, collecting relevant and sufficient data. It also ensures opportunity to supervisors to observe behavior, specificity and concreteness in discussions about performance deficiencies and handling of large amounts of data in a structured manner.

Provides a shared understanding of what will be monitored and measured- A competency model integrated with performance appraisal ensures a balance between what gets done and how it gets done. The concern is not only with results but also with the behavior and manner with which those rests are attained. It provides a shared picture of what is considered relevant and important to effective performance. Models aligned with the business objectives specifically outlines the performance criteria that will be used to measure effectiveness and success in that position.

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 Focuses and facilitates the performance appraisal discuss- Organizations face the challenge of discussing a person behavior in a manner that is focused and useful and does put the individual on the defensive. The skills, knowledge and characteristics that are important to success are clearly described. It provides a roadmap of where to begin the discussion and what areas to focus on. Benefits of Using a Competency-based Succession Planning System For succession planning there is a need for a list of the posit under consideration, agreement among the decision makers all what is required for success in each position, who is ready and v who will be ready soon, accompanied by the person's develops needs and recommended actions to close the gap. Succession planning integrates the various systems of HRM with the model such as selection (Criteria for successful performance identification of those people who most likely to succeed), Training and ~ Development (Clarification of strengths and weaknesses, development, planning skill, training and on-the-job experience), Appraisal System (Monitoring progress, coaching and evaluation). All of them together identify and develop individuals who are believed to have the potential to fill specific and senior positions. The competency model adds value to these other systems by contributing to the effectiveness of the succession planning system. Clarifies required skills, knowledge and characteristics- Competency model helps to define the abilities that are necessary to fill the role and also those behaviors that are strong predictors of success. However, it cannot guarantee that the right decision will be made.

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 Provides a method to assess candidates' readiness-Determining if and when candidates are ready for a role requires a method to assess their strengths and weakness. A competency model along with the 360-degree feedback process serves to create an agreed-upon list of the criteria required by the job. Focuses training and development plans to address missing competencies-A competency model and the 360-degree feedback process create a powerful pairing to pinpoint the areas that require improvement before a candidate can advance in an organization. The competency model describes the competencies needed in the role and the feedback provides a method of assessing a candidate's current competencies. Allows an organization to measure its bench strength-A competency model allows an organization to assess its bench strength. Individual and aggregate assessment of competency levels and relevant behavior can help identify the presence and absence of key capabilities at the organizational level.

1. Benefits for the company:

Provide a common framework and language for discussing how to implement and communicate key strategies. Provide a common understanding of the scope and requirements of a specific role. Provide common, organization-wide standards for career levels that enable employees to move across business boundaries. Reinforce corporate strategy, culture, and vision. Establish expectations for performance excellence, resulting in a systematic approach to professional development, improved job satisfaction, and better employee retention.

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 Increase the effectiveness of training and professional development programs by linking them to the success criteria (i.e., behavioral standards of excellence).

2. Benefits for Managers / Supervisors

Clarify standards of excellence for easier communication of performance expectations to direct reports. Provide a clear foundation for dialogue to occur between the manager and employee about performance, development, and career-related issues. Identify performance criteria to improve the accuracy and ease of the hiring and selection process. Provide more objective performance standards.

3. Benefits for employees:

Provide development tools and methods for enhancing their skills. Provide the basis for a more objective dialogue with their manager or team about performance, development, and career related issues. Identify the success criteria (i.e., behavioral standards of performance excellence) required to be successful in their role. Support a more specific and objective assessment of their strengths and specify targeted areas for professional development.

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Chapter-12 I.T.C. - Imperial Tobacco Company India Limited

12.1 Need for competency framework. 12.2 An overall Project Developed by I.T.C. For Competency Mapping. 12.2.1- Stage I. Competency Identification. 12.2.2- Stage II Dictionary Formulation. 12.2.3- Stage III. Matrix Formation.

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Vision:Sustain ITCs position as Indias most valuable corporation through world class performance, creating growing value for Indian economy and the Companys stakeholders Mission Statement:To enhance wealth generating capability of the enterprise in a globalizing environment, delivering superior and sustainable stakeholder value

Company Background:ITC was incorporated on August 24, 1910 under the name of 'Imperial Tobacco Company of India Limited'. Its beginnings were humble. The Company's ownership progressively Indianized, and the name of the Company was changed to I.T.C. Limited in 1974. In recognition of the Company's multi-business portfolio encompassing a wide range of businesses - Cigarettes & Tobacco, Hotels, Information Technology, Packaging, Paperboards & Specialty Papers, AgriExports, Foods, Lifestyle Retailing and Greeting Gifting & Stationery - the full stops in the Company's name were removed effective September 18, 2001. The Company now stands rechristened 'ITC Limited'. Though the first six decades of the Company's existence were primarily devoted to the growth and consolidation of the Cigarettes and Leaf Tobacco businesses, the Seventies witnessed the beginnings of a corporate transformation that would usher in momentous changes in the life of the Company.

ITC's Packaging & Printing Business Division was set up in 1925 as a strategic backward integration for ITC's Cigarettes business. It is today India's most sophisticated packaging house.
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In 1975 the Company launched its Hotels business with the acquisition of a hotel in Chennai which was rechristened 'ITC-Welcome group Hotel Chola'. The objective of ITC's entry into the hotels business was rooted in the concept of creating value for the nation. ITC chose the hotels business for its potential to earn high levels of foreign exchange, create tourism infrastructure and generate large scale direct and indirect employment. In 1979, ITC entered the Paperboards business by promoting ITC Bhadrachalam Paperboards Limited, which today has become the market leader in India. Bhadrachalam Paperboards amalgamated with the Company effective March 13, 2002 and became a Division of the Company, Bhadrachalam Paperboards Division. In 2004, ITC acquired the paperboard manufacturing facility of BILT Industrial Packaging Co. Ltd (BIPCO), near Coimbatore, Tamil Nadu. This KOVAI Unit allows ITC to improve customer service with reduced lead time and a wider product range. In 1985, ITC set up Surya Tobacco Co. in Nepal as an Indo-Nepal and British joint venture. Since inception, its shares have been held by ITC, British American Tobacco and various independent shareholders in Nepal. In August 2002, Surya Tobacco became a subsidiary of ITC Limited and its name was changed to Surya Nepal Private Limited (Surya Nepal). In 1990, ITC acquired Tribeni Tissues Limited, a Specialty paper manufacturing company and a major supplier of tissue paper to the cigarette industry. The merged entity was named the Tribeni Tissues Division (TTD). To harness strategic and operational synergies, TTD was merged with the Bhadrachalam Paperboards Division to form the Paperboards & Specialty Papers Division in November 2002.

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Also in 1990, leveraging its agri-sourcing competency, ITC set up the International Business Division (IBD) for export of agri-commodities. The Division is today one of India's largest exporters. ITC's unique and now widely acknowledged e-Choupal initiative began in 2000 with soya farmers in Madhya Pradesh. Now it extends to 7 states covering over 3.5 million farmers. ITC's first rural mall, christened 'Choupal Sagar' was inaugurated in August 2004 at Sehore. Two more have commenced operations at MHOW and Vidisha (M.P.) In 2000, ITC's Packaging & Printing business launched a line of high quality greeting cards under the brand name 'Expressions'. In 2002, the product range was enlarged with the introduction of Gift wrappers, Autograph books and Slam books. In the same year, ITC also launched 'Expressions Matrubhasha', a vernacular range of greeting cards in eight languages and 'Expressions Paperkraft', a range of premium stationery products. In 2003, the company rolled out 'Classmates', a range of notebooks in the school stationery segment. ITC also entered the Lifestyle Retailing business with the Wills Sport range of international quality relaxed wear for men and women in 2000. The Wills Lifestyle chain of exclusive stores later expanded its range to include Wills Classic formal wear (2002) and Wills Club life evening wear (2003). ITC also initiated a foray into the popular segment with its men's wear brand, John Players, in 2002. In December 2005, ITC introduced Essenza Di Wills, an exclusive line of prestige fragrance products, to select 'Wills Lifestyle' stores

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In 2000, ITC spun off its information technology business into a wholly owned subsidiary, ITC InfoTech India Limited, to more aggressively pursue emerging opportunities in this area. ITC made its entry into the branded & packaged Foods business in August 2001 with the launch of the Kitchens of India brand. A more broad-based entry has been made since June 2002 with brand launches in the Confectionery, Staples and Snack Foods segments. In 2002, the 'mint-o' trademark was acquired and relaunched in orange and mint flavors. In the same year 'Candyman' was added to the confectionery range and 'Aashirvaad' atta was rolled out. The 'Aashirvaad' brand now extends to ready-to-eat foods, ready-to-cook pastes, salt and spices. In 2003 the 'Candyman' range was expanded to include deposited candies and clairs. In 2003 'Sunfeast' biscuits were launched and 'mint-o' lemon mint flavor was introduced. In 2004 the 'Kitchens of India' brand was extended to cooking pastes. The range was further strengthened with the launch of a number of variants in the packaged desserts segment. The business also launched 'Cofitino', during December 2005 in select markets marking its foray into the Toffees segment. In 2002, ITC's philosophy of contributing to enhancing the competitiveness of the entire value chain found yet another expression in the Safety Matches initiative. ITC now markets popular safety matches brands like iKno, Mangaldeep, VaxLit, Delite and Aim. ITC's foray into the marketing of Agarbattis (incense sticks) in 2003 marked the manifestation of its partnership with the cottage sector. ITC's popular agarbattis brands include Spriha and Mangaldeep across a range of fragrances like Rose, Jasmine, Bouquet, Sandalwood, Madhur, Sambrani and Nagchampa.

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12.1 Need for competency framework:-

If a leading organization like ITC seeks to create an efficient and effective competency management, what would they typically cover? Let us look at their priority list .Translate agency vision into clear measurable outcomes that define success and that are shared throughout the agency and with customers and stakeholders. .Provide a tool for assessing, managing and improving the overall health and success of business systems. .Continue to shift from prescriptive, audit and compliance-based oversight, to an ongoing, forward-looking strategic partnership, involving agency headquarters and field components. .Identify core capabilities in the business and in the individual to help connect work with behavior, consequently influencing the performance and results. .Include measures of quality, cost, speed, customer service and employee alignment, motivation and skills to provide an in-depth, predictive performance management system. Replace existing assessment models with a consistent approach to competency management. And Implement efficiency.

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Figure 12.2:- An overall Project Developed by I.T.C. For Competency Mapping

Identification Literature Review Competency profiling Interview BEI (Behavioral Event Interview)

Dictionary Formulation
Competency mapping in ITC:

Competency Cluster Formation

Competency Definition

Competency Formation

Matrix Formation Scale Development & Scoring Competency Categorization Competency Matrix Preparation

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Stage I Competency Identification:First and foremost step is Competency identification which also involves Competency Profiling. It involves following steps

Step 1 Literature review:It involves reviewing entire literature about how competency mapping is done generally and how is it practiced in ITC. Person concerned can also refer to the competency dictionary formulated by organization. Competency mapping in ITC is done only for 5 positions in marketing department; these positions are of Divisional Manager, area Business Manager, Regional Manager, Area Manager, and Area Executive. There are 17 competencies listed down and all the positions across the level are mapped on those 17 competencies.

Step 2 Competency Profiling:Competency profile development can be handled in a number of ways, two of which are the top-down and bottom-up approaches. The top-down approach generally involves picking, based on a strategic analysis of the organization's performance objectives, an array of competencies from a dictionary of competencies and assessing those for a particular position or class of positions. The shortcoming associated with this approach is that the competencies survey is carried out as an additional step separate from the creation of the profile. The topdown process has the potential to reduce the applied face validity of the profile and, subsequently, reduce employee buy-in. The bottom-up approach on the other
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hand involves exploratory checklist surveys and subsequent confirmatory interviews to derive the competencies from employees, thereby increasing the facevalidity and simultaneously developing the assessment questions to tap into them. In addition to these potential benefits, bottom-up approaches may result in employees being directly involved in the development of competency profiles that will describe behaviors that are relevant to their tasks. In ITC Bottom-up approach is practiced. A competency profile is generally composed of five to ten competencies but in ITC it includes 17 competencies which are required to accurately reflect performance variations in the position. Step 3 Interview:-

Prior to interview the person in-charge is required to develop a questionnaire. An example of the interview of an area executive, in such case questionnaire will include following questions: An example of type of questionnaire prepared for the interview of Area executive. Q1. How do you perceive this job? Q 2. What type of Technical know-how an area executive should have to carry-out the job effectively? Or what sort of marketing Knowledge is required for the area executives Post? Q 3. What are the different concepts you need to know to perform the job effectively? What do you mean by those concepts in a freshers language i.e. Elaborate them in few lines. Q 4. What are different types of important or critical aspects or knowledge you need to know to perform the job correctly?
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Q 5. Which are the different areas where you concentrate the most? Q 6. How do you seek a help from other departments? Q 7. How an area executive can help other Departments? Q 8. What is A-Z ownership means to you as an area executive? Q 9. What is your role in improving a sales and formulating strategies? Q 10. What qualities should a process engineer have for statistical control of manufacturing processes? Q 11. How do you Motivate and train the sales force? Q 12. How do you work on the problem solving tools? What is 8-D? Q 13. How your communication skills are important to perform this job? Q 14. Are you involved in sales forecast? Q 15. What do you do to generate orders? Are you sometime required to participate in market forecast and formulate strategies? Q 16. How do you look at the customer complaints? Q 17. How do you manage distribution channels and coordinate with distributors? Q 18. What sort of Qualities an area executive should posses for Business Acumen? Once you are through with interview session we get an overall picture of the technical competencies required to perform this job.

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Step 4 BEI (Behavioral Event Interview):This is the most important step in competency mapping as a process because here interviewer is required to put himself in the shoes of interviewee and judge what behavioral competencies are required for that particular position Competence profiling ad interview only describes what is expected to be done by the person holding that post. So they might describe the duties of a Sales Manager for example, such as manage the sales office and its staff, prepare quotations and sales order processing, manage Key Accounts and supervise and motivate the field sales force. While after doing BEI we will come know what is required to perform with excellence in this role. Considering same example of the sales person after BEI competencies come in picture could include Problem Solving and Judgment; Drive and Determination; Commercial Awareness; Interpersonal skills etc. The broad concept might be said to be based on the frequently quoted adage: people get hired for what they know but fired for how they behave

Stage II Dictionary Formulation

Step 1 Competency definition:Here we define all listed competencies. These are not formal definitions, these are supposed to be described by superiors e.g. for an area executive it will be area manager who will provide a fruitful insight in describing competency levels for area executive. In ITC Competencies are broadly classified in two i.e. Managerial and Functional Competencies. These are:-

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Managerial Competencies

Functional Competencies

Organizational and business focus. Innovation and continuous improvement. People Leadership. Result Orientation. Developing self and others

Market Knowledge Competitive intelligence Sales forecast Portfolio management Wholesale distribution and finance Work process and system

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Step 2 Competency Cluster formation:Here competency which are common are listed under common heading e.g. listening ,writing report, oral instruction, Communicating strategy are all counted under a common name i.e. Communication. Thus forming clusters of competencies around the central themes.

E.g. in case of above listed managerial competencies there are two clusters as shown below in figure 12.3:-

Managerial Competencies

Organizational and business focus

Leadership Quality Innovation and continuous improveme nt People leadership Result orientation Developing self and
others

Figure 12.3 Competency Cluster formation

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Step 3 Competency Dictionary:A Competency dictionary is formed where against each competency that particular competency is defined. Following is an example of dictionary formulation where competencies of Area executive are listed and dictionary is formed (refer table 12.1)

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Table 12.4
COMPETENCIES Functional Skills Updated knowledge of market, competitors, Market Knowledge. complete know-how is required, Current Product position in PLC DEFINITIONS

Knowledge of the Competitors, anticipating Competitive intelligence competitors next move and Knowledge about New Product Development as well as market demand for it is necessary.

Complete Knowledge about statistics of Sales Forecast market demand of the product so as to do efficient forecast. Position requires the person to be able to generate, analyze and evaluate statistical data available. Entire knowledge of logistics and its application to Product market An AE is required to formulate competitive pricing strategy

Logistics management

Wholesale Distribution pricing

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Managerial skills

A.E. can Negotiate with Distributor through Leadership on the issue of Cost. He needs to provide quality assurance.

An AE must be efficient enough to come up with innovative ideas while dealing with customers and get business in volume, should Innovation improvement. and continuous be able to formulate new strategies and implement tools like Kaizen. He is required to handle customer complains wherein he drives the 8D team by taking the initiative to solve the customer complaint as he is the owner of the particular line.

An AE is required to deal with customers, so he is required to be very good at people People Leadership skills. For which he should be owner of an excellent personality with good

communication skills, should be empathetic and approachable.

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A.E.'s Approach should be result oriented. He should be able to set SMART targets for himself and his team, and besides result oriented he should be good at problem Result Orientation solving too. While looking after the process, try to improve the sales. Also While solving the Customer Complaint he should target the things according to the 8D requirements to meet the final Customer Requirements

AE should be a self motivating person and Developing Self and Others should be able to motivate others to achieve their targets. At times he is required to play the role of a mentor for his subordinates.

Stage III Matrix Formation

Step 1 Scale development and scoring:In matrix formation we first of all develop a scale on which competencies are mapped. This scale could be any attitude scale like Likert scale, Semantic differential scale, Thurston scale, cumulative, Guttmann scale or we can

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also do multi-dimensional scaling. Thus a proficiency scale is developed on which competencies are mapped. An example of scale used for competency mapping:

Figure 12.5 Scale Development

1

Essential

Required

Desired

Step 2 Competency categorization:-

Here competencies are categorized into Essential, Required and desired. There are organizations which use color symbols to categorize competencies. Competencies differ from post to post e.g. in case of an operator minimum communication skills required because he is not supposed to interact a lot with client while in case of a sales representative he essentially require to have excellent communication skills in order to make sales. Thus communication skills are at desired level for operators working in factory while it is at essential level in case of a sales representative. Thus competencies are categorized. Step 3 Competency Matrix Preparation:-

In this step entire data gathered in interview and BEI will be analyzed and levels to be mapped will be judged against all the 17 competencies listed above, the process will end up with the generation of table called competency matrix. (Refer table 12.6)
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Competencies Divisional Branch Manager Managerial Organization and business focus Innovation and Continuous Improvement People Leadership Result Orientation Developing Self and others Functional Competencies Market Knowledge Competitive Intelligence

Regional Area

Area

Ratings

Manager Manager Manager Executive (1 to 5)

Sales forecast Portfolio Management

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Wholesale Distribution, finance, trading, pricing Work Process and System

Stock Control Category Management Logistics Management Merchandizing Promotion Management Distribution Management Trade account Relationship Management

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Chapter-13 Enabling Challenges

13.1 One of the major challenges is Participation 13.2 The next challenge is measurement 13.3 Negative feedback 13.4 Another challenges the job-person suitability analysis

Enabling Challenges
Competency Models comprise of groups of competencies. Some models are generic lists of individual characteristics that can be used in HRSystems. Other competency models are specifically designed for a particular organization. The primary reason for constructing a competency model was to link the processes like interviews, appraisals, training and compensation to vision, mission, values and culture. Some other reasons were planning to grow newer skills within the organization, communicating the behaviors that are desired in the organization and clarifying the leadership focus. The gist of the matter is competencies help managers and other employees to link, plan, communicate and clarify. There are some challenges involved with the development and installation of the model. These challenges can be listed as participation, measurement, negative feedback, job-relatedness and expense.

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13.1 One of the major challenges is Participation:Organizations need time and commitment of its management, top through to the participating management to involve all drive the mapping process. For the model to persist in the organization there should be broader participation in terms of multiple opinions and the ability to think and argue. Participation becomes a huge factor in the successful implementation of the competency system. Competencies thus become tools for direction and change. Assimilation of the competencies into everyday communications helps specific and explicit expression of feelings and opinions.

13.2 The next challenge is measurement:Measurement is very crucial since the progress of project or the Performance of an employee can be tracked only when it is measured.

13.3 Negative feedback:-

Negative feedback and the way it is taken is another big challenge that any organization may face. Some employee may not take a negative feedback constructively and cause harm to the organizational goals. Therefore the organization should have the courage to face the conflict that would arise when negative feedback is given. It is extremely important to have accurate performance measures when it influences compensation, promotion and career opportunities.

13.4 Another challenges the job-person suitability analysis:-

Individual competencies help map the characteristics of a person and therefore decide the suitability of that person for a particular job. Individual
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competencies can be used to structure specific questions that can be used in constructing the interviews that would help objectively choose the right kind of a person for the job under consideration. This task is becoming tougher and tougher by the day because in todays dynamic environment the job descriptions are exchanging very fast. Nonetheless, competency systems should be job-related The one other challenge that the competency system must face is that of the expense incurred in designing and implementing the system: Developing of the competency systems that may function as performance management systems and their implementations is an expensive option and should be exercise only after taking consideration

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Conclusion
A competency development initiative must floe from the core business competencies and our work approach therefore cascades the identification of then people competencies from an understanding of the critical success factors that differentiate the organization from its competition. Managerial and Technical competencies then get demonstrated through the individuals performance of his role. The collective performance of his role The Competency Based Position Analysis is a not an assessment of a person - but an in-depth analysis of a specific position. Therefore, when you match a person who brings those unique talents to a specific job, which requires the corresponding competencies, then you are on your way to optimum performance. The Collective Performance of the individuals and teams in their denned roles thus enable the intended organizational performance. Sustained performance gives the business its unique competencies. The capacity to build up competence and get to the future first without taking undue risk is an important aspect and path breaking. Good Competency drivers are capable of identifying directions, choosing paths, initiating actions, and carrying employees together. A good competency driver must have the integrity and quality of being honest with oneself.

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Annexure IV
Questionnaire
Name.

Designation Department..

Objective:
This is sent to you as a part of my MBA project I am undertaking in this organization on the topic competency mapping from Human Resource perspective. From the organizational point of view this questionnaire is a part of development exercise to know the strength and the areas needing improvements (possible blind spots) in terms of various competencies at various levels of the Manufacturing department, namely top level, managerial level, executive level, and staff level. (Please return the completed questionnaire to me on or before)

Please rate each competency using the 5-point rating scale Exercises outstanding performance on this competency far exceeds acceptable standards Exercises very good performances on this competency better than acceptable standards Exercises quite acceptable performance on this competency and meets requirements Performance on this competency is not quite up to acceptable standards. A development is needed Performance on this competency fails to meet acceptable standards. A major development is needed

5 4 3 2 1
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(Questionnaire used for both self and others rating) Competencies at Top Level:
Please tick what you feel most appropriate 1. Vision and Purpose Sees new possibilities to take the organization to a higher realm Optimistic. Sees everything with a positive outlook Creates and communicates compelling vision or direction Inspires and motivates others with enlightened insights 2. Developing people Assembles strong teams Empowers and trains people Provides rewards, feedback and recognition Communicates effectively with people 3. Values and ethics Aligns with company values Adheres to code of conduct Ensures that the standards and specifications are kept Rewards right behaviors 4. Commitment Widely trusted Takes ownership on the assigned responsibilities Impartial and fair in exercising the responsibilities Delivers results on commitment 5. Performance Sets and achieves ambitious goals Drives for continuous improvement Ensures that health, safety and social objectives are integrated into business activities Gets results consistently

1 2 3 4

5 5 5 5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

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Competencies at Managerial level

Please tick what you feel most appropriate 1. Basic knowledge and information Command of basic facts: Understand the business and have sound knowledge of basic facts surrounding the business such as short and long term goals, product knowledge and the roles and relationships between various departments. Relevant professional knowledge: Know the background of management principles including planning, organizing controlling and directing 2. Skills and attributes Continuing sensitivity to events: Aware of what is going on and is perceptive and open to information; hard information such as figures and facts, and soft information such as feeling of other people Analytical, problem solving and decisionmaking skill: Weigh the pros and cons in an uncertain and ambiguous situation, calling for a high level of judgment or taking appropriate decision without much delay Social skills and abilities: Develop, negotiate, resolve conflict, persuade, use and respond to authority and power so as to get things done Emotional resilience: Deal with emotional stress and strain that arises as consequence of working situations of authority, leadership, power, targets and deadlines Pro-activity: Respond to the needs of the instant situation, but while making such a response consider the long-term aims and goals and the impact of immediate decision 3. Meta Qualities Creativity: Come up with unique ideas or solutions either ones own ideas or ideas from another source

81

2 Mental agility: Grasp problems quickly, think about several things at once, understand the whole situation quickly and think on ones feet 3 Balanced learning habits and skills: Use a range of learning process including use of inputs like teaching, discovery from ones own personal experiences and reflection 4 Self-knowledge: Aware of ones own beliefs, goals, values, feeling, behavior and the part they play in influencing their actions

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Competencies at Executive Level (Q. A &Q. C Division)

Please tick what you feel most appropriate. 1. Personal competencies 1 Assertiveness: Able to state ones opinion firmly 5 and positively 2 Integrity: Gain trust and confidence by 5 interacting with fairness, honesty and truthfulness 3 Self- sufficiency: Exercises the professional 5 duties without assistance 4 High emotional stamina: Relaxed & poised. 5 Maintain effectiveness even under pressure 2. Knowledge level competencies 1 Command of basic facts: Understand the 5 business holistically and have a sound knowledge of the basic facts of Millipore business 2 Quality consciousness: Work always with quality 5 awareness 3 Organizational awareness: Have wide 5 knowledge about the organization, its departments and functions 4 5 Knowledge on standards and specifications 3. Job related skills/competencies 1 Presentation skill: Able to present ideas, 5 concepts, plan and procedures clearly to the target group 2 Analytical and problem solving skill: Weigh the 5 pros and cons in an ambiguous situation and takes appropriate decision without delay 3 Concern for excellence: Work with burning 5 desire to perform outstandingly 4 Negotiation skill: Discuss and share opinions so 5 as to arrive at a constructive agreement. 4. Communication and interpersonal competencies 1 Listening skills: Listen to others views with 5 patience 2 Precision in communication: Listen to others 5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

4 4

3 3

2 2

1 1

4 4

3 3

2 2

1 1

4 4

3 3

2 2

1 1

4 4

3 3

2 2

1 1
83

and express the idea with clarity and precision 3 Persuasiveness: Able to move others in getting things done 4 Sensitivity: Aware of what is going on in the work place and responds in a suitable manner to situations as they arise

5 5

4 4

3 3

2 2

1 1

84

Competencies at Engineers Level (Production Engineers) Please tick what you feel most appropriate 1. Personal competencies 1 Stress tolerance: Cope up with work strains that arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors 2 Self starting and proactive: Respond to the needs of the instant situations voluntarily 3 Detail consciousness: Explore into the necessary details, so as to get the exact information needed 4 High energy level: Operate and maintain fast pace and tempo at the work place 2. Knowledge level competencies 1 Operational knowledge: Know each and every details of production process 2 Numerical interpretation: Comfortable with numerical facts and exercises quantitative reasoning effectively to derive solution 3 Identifying bottlenecks and rectifying them: Recognize situations that retards wok progress and gives immediate attention and rectification to the problem 4 Knowledge on production concepts, standards and specification 3. Job related skills/ competencies 1 Information collection: Gather relevant data from different sources that are needed to perform the job 2 Analytical skill: Use relevant facts, data and analytical tools to draw accurate and meaningful conclusion 3 Creativity: Come up with unique ideas, insights and solutions 4 Technical expertise: Know in detail about the technology used in production

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

5 5

4 4

3 3

2 2

1 1

5 5

4 4

3 3

2 2

1 1
85

1 2 3

4. Interpersonal and leadership skills/competencies Precision in communication: Express the ideas 5 with clarity and precision Motivating: Encourage the technicians and 5 operators to work towards the organizational goal Appraising and developing: Evaluate the 5 performance of technician and operators and provide corrective steps whenever required Organizing: Arrange works systematically and 5 provides structure and order to works

4 4 4

3 3 3

2 2 2

1 1 1

86

87

Competencies of Design Engineers

Please tick what you feel most appropriate. 1. Personal competencies 1 Stress tolerance: Cope up with work strains that 5 4 arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors 2 Self starting and proactive: Respond to the 5 4 needs of the instant situations voluntarily 3 Detail consciousness: Explore into the necessary 5 4 details, so as to get the exact information needed 4 High energy level: Operate and maintain fast 5 4 pace and tempo at the work place 2. Knowledge level Competencies 1 Knowledge on accuracy: Able to check the 5 4 correctness of the drawing 2 Product knowledge: Know the physical structure 5 4 of each product and its parts 3 5 4 Knowledge on the latest design packages 4 Identifying bottlenecks and rectifying them 5 4 3. Job related competencies/skills 1 IT Skills: Have excellent IT knowledge and able 5 4 to apply this knowledge to the work for the effective performance of the job 2 5 4 Time management: timely plan the works and complete them as scheduled. 3 Self management: Exercise the expected 5 4 professional duties without repeated guidance and monitoring 4 Creativity: Come up with unique ideas, insights 5 4 and solutions 4. Interpersonal and communication skills/competencies 1 Team spirit: Work with the spirit unity and 5 4 shares knowledge with one another 2 Flexibility: Alter and deviate individual work 5 4 plan to suite to the changing needs of the

3 3 3

2 2 2

1 1 1

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

3 3

2 2

1 1

3 3

2 2

1 1
88

organization and the department 3 Precision in communication 4 Receptive to corrections: Accept corrections and advices from the superiors and experts 5 5 4 4 3 3 2 2 1 1

89

Competencies of Technicians and Operators

Please tick what you feel most appropriate. 1. Personal competencies 1 Adaptability: Conform and adjust to changing circumstances and work environments 2 Stress tolerance: Cope up with work strains that arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors 3 Self motivated: Able to work with limited supervision 4 Honesty: Honest and sincere towards the work and responsibility 2. Knowledge level competencies 1 Detailed knowledge of materials and tools used for assembling 2 Operational knowledge of machines and tools 3 Knowledge on product standard and specification 4 Knowledge on product testing 3. Job related skills/competencies 1 Technical skills 2 Learning oriented: Work with an attitude to learn new things 3 Concern for excellence: Always work with positive attitude to produce qualitative result 4 Initiative: Take voluntary steps to address existing and potential problems at the work place 4. Interpersonal and communication skills 1 Team oriented: Enjoy working in groups and able to contribute to and learn from the group 2 Clarity in oral expression: Communicate clearly with other 3 Receptive to corrections 4 Committed to responsibilities: Exercise the responsibilities with trust, sincerity and commitment

5 5

4 4

3 3

2 2

1 1

5 5

4 4

3 3

2 2

1 1

5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1

5 5 5 5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

90

Questionnaire to assess the importance of each competency in the overall performance of the job at Top Level
Please rate the importance of each competency using the 5-point rating scale This competency is of vital importance to a successful performance 5 of my job This competency is definitely important to the successful 4 performance of my job This competency is relevant but not important to the successful 3 performance of my job This competency is of highly marginal relevance to the successful 2 performance of my job This competency is not relevant to the successful performance of my 1 job Please tick what you feel most appropriate 6. Vision and Purpose 1 Sees new possibilities to take the organization to a higher realm 2 Optimistic. Sees everything with a positive outlook 3 Creates and communicates compelling vision or direction 4 Inspires and motivates others with enlightened insights 7. Developing people 1 Assembles strong teams 2 Empowers and trains people 3 Provides rewards, feedback and recognition 4 Communicates effectively with people 8. Values and ethics 1 Aligns with company values 2 Adheres to code of conduct 3 Ensures that the standards and specifications are kept 4 Rewards right behaviors 9. Commitment 1 Widely trusted

5 5 5 5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1
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2 Takes ownership on the assigned responsibilities 3 Impartial and fair in exercising the responsibilities 4 Delivers results on commitment 10.Performance 1 Sets and achieves ambitious goals 2 Drives for continuous improvement 3 Ensures that health, safety and social objectives are integrated into business activities 4 Gets results consistently

5 5 5 5 5 5 5

4 4 4 4 4 4 4

3 3 3 3 3 3 3

2 2 2 2 2 2 2

1 1 1 1 1 1 1

92

Questionnaire to assess the importance of each competency in the overall performance of the job at Managerial level
Please rate the importance of each competency using the 5-point rating scale This competency is of vital importance to a successful performance 5 of my job This competency is definitely important to the successful 4 performance of my job This competency is relevant but not important to the successful 3 performance of my job This competency is of highly marginal relevance to the successful 2 performance of my job This competency is not relevant to the successful performance of my 1 job Please tick what you feel most appropriate 1. Basic knowledge and information 1 Command of basic facts: Understand the business and have sound knowledge of basic facts surrounding the business such as short and long term goals, product knowledge and the roles and relationships between various departments. 2 Relevant professional knowledge: Know the background of management principles including planning, organizing controlling and directing 2. Skills and attributes 1 Continuing sensitivity to events: Aware of what is going on and is perceptive and open to information; hard information such as figures and facts, and soft information such as feeling of other people 2 Analytical, problem solving and decisionmaking skill: Weigh the pros and cons in an uncertain and ambiguous situation, calling for a high level of judgment or taking appropriate decision without much delay 3 Social skills and abilities: Develop, negotiate, resolve conflict, persuade, use and respond to

1
93

authority and power so as to get things done 4 Emotional resilience: Deal with emotional stress and strain that arises as consequence of working situations of authority, leadership, power, targets and deadlines 5 Pro-activity: Respond to the needs of the instant situation, but while making such a response consider the long-term aims and goals and the impact of immediate decision 3. Meta Qualities 1 Creativity: Come up with unique ideas or solutions either ones own ideas or ideas from another source 2 Mental agility: Grasp problems quickly, think about several things at once, understand the whole situation quickly and think on ones feet 3 Balanced learning habits and skills: Use a range of learning process including use of inputs like teaching, discovery from ones own personal experiences and reflection 4 Self-knowledge: Aware of ones own beliefs, goals, values, feeling, behavior and the part they play in influencing their actions

94

Questionnaire to assess the importance of each competency in the overall performance of the job Executive level
Please rate the importance of each competency using the 5-point rating scale This competency is of vital importance to a successful performance 5 of my job This competency is definitely important to the successful 4 performance of my job This competency is relevant but not important to the successful 3 performance of my job This competency is of highly marginal relevance to the successful 2 performance of my job This competency is not relevant to the successful performance of my 1 job Please tick what you feel most appropriate 1. Personal competencies 1 Assertiveness: Able to state ones opinion firmly and positively 2 Integrity: Gain trust and confidence by interacting with fairness, honesty and truthfulness 3 Self- sufficiency: Exercises the professional duties without assistance 4 High emotional stamina: Relaxed & poised. Maintain effectiveness even under pressure 5. Knowledge level competencies 1 Command of basic facts: Understand the business holistically and have a sound knowledge of the basic facts of Millipore business 2 Quality consciousness: Work always with quality awareness 3 Organizational awareness: Have wide knowledge about the organization, its departments and functions 4 Knowledge on standards and specifications 6. Job related skills/competencies 1 Presentation skill: Able to present ideas,

5 5 5 5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

5 5

4 4

3 3

2 2

1 1

5 5

4 4

3 3

2 2

1 1
95

3 4

1 2 3 4

concepts, plan and procedures clearly to the target group Analytical and problem solving skill: Weigh the 5 pros and cons in an ambiguous situation and takes appropriate decision without delay Concern for excellence: Work with burning 5 desire to perform outstandingly Negotiation skill: Discuss and share opinions so 5 as to arrive at a constructive agreement. 7. Communication and interpersonal competencies Listening skills: Listen to others views with 5 patience Precision in communication: Listen to others 5 and express the idea with clarity and precision Persuasiveness: Able to move others in getting 5 things done Sensitivity: Aware of what is going on in the 5 work place and responds in a suitable manner to situations as they arise

4 4

3 3

2 2

1 1

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

96

Questionnaire to assess the importance of each competency in the overall performance of the job at the Engineers level
Please rate the importance of each competency using the 5-point rating scale This competency is of vital importance to a successful performance of my job This competency is definitely important to the successful performance of my job This competency is relevant but not important to the successful performance of my job This competency is of highly marginal relevance to the successful performance of my job This competency is not relevant to the successful performance of my job Please tick what you feel most appropriate 1. Personal competencies 1 Stress tolerance: Cope up with work strains that arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors 2 Self starting and proactive: Respond to the needs of the instant situations voluntarily 3 Detail consciousness: Explore into the necessary details, so as to get the exact information needed 4 High energy level: Operate and maintain fast pace and tempo at the work place 2. Knowledge level competencies 1 Operational knowledge: Know each and every details of production process 2 Numerical interpretation: Comfortable with numerical facts and exercises quantitative reasoning effectively to derive solution 3 Identifying bottlenecks and rectifying them: Recognize situations that retards wok progress and gives immediate attention and rectification to 5 4 3 2 1

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

5 5

4 4

3 3

2 2

1 1

97

the problem 4 5 Knowledge on production concepts, standards and specification 3. Job related skills/ competencies 1 Information collection: Gather relevant data 5 from different sources that are needed to perform the job 2 Analytical skill: Use relevant facts, data and 5 analytical tools to draw accurate and meaningful conclusion 3 Creativity: Come up with unique ideas, insights 5 and solutions 4 Technical expertise: Know in detail about the 5 technology used in production 8. Interpersonal and leadership skills/competencies 1 Precision in communication: Express the ideas 5 with clarity and precision 2 Motivating: Encourage the technicians and 5 operators to work towards the organizational goal 3 Appraising and developing: Evaluate the 5 performance of technician and operators and provide corrective steps whenever required 4 Organizing: Arrange works systematically and 5 provides structure and order to works 4 3 2 1

4 4

3 3

2 2

1 1

4 4 4

3 3 3

2 2 2

1 1 1

98

Questionnaire to assess the importance of each competency in the overall performance of the job at Design Engineers level
Please rate the importance of each competency using the 5-point rating scale This competency is of vital importance to a successful performance of my job This competency is definitely important to the successful performance of my job This competency is relevant but not important to the successful performance of my job This competency is of highly marginal relevance to the successful performance of my job This competency is not relevant to the successful performance of my job Please tick what you feel most appropriate 1. Personal competencies 1 Stress tolerance: Cope up with work strains that arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors 2 Self starting and proactive: Respond to the needs of the instant situations voluntarily 3 Detail consciousness: Explore into the necessary details, so as to get the exact information needed 4 High energy level: Operate and maintain fast pace and tempo at the work place 2. Knowledge level Competencies 1 Knowledge on accuracy: Able to check the correctness of the drawing 2 Product knowledge: Know the physical structure of each product and its parts 3 Knowledge on the latest design packages 4 Identifying bottlenecks and rectifying them 3. Job related competencies/skills 5 4 3 2 1

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

5 5 5 5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

99

1 IT Skills: Have excellent IT knowledge and able 5 4 to apply this knowledge to the work for the effective performance of the job 2 5 4 Time management: timely plan the works and complete them as scheduled. 3 Self management: Exercise the expected 5 4 professional duties without repeated guidance and monitoring 4 Creativity: Come up with unique ideas, insights 5 4 and solutions 5. Interpersonal and communication skills/competencies 1 Team spirit: Work with the spirit of unity and 5 4 shares knowledge with one another 2 Flexibility: Alter and deviate individual work 5 4 plan to suite to the changing needs of the organization and the department 3 5 4 Precision in communication 4 Receptive to corrections: Accept corrections and 5 4 advices from the superiors and experts

3 3

2 2

1 1

3 3

2 2

1 1

3 3

2 2

1 1

100

Questionnaire to assess the importance of each competency in the overall performance of the job at technicians and operators level Please rate the importance of each competency using the 5-point rating scale This competency is of vital importance to a successful performance of my job This competency is definitely important to the successful performance of my job This competency is relevant but not important to the successful performance of my job This competency is of highly marginal relevance to the successful performance of my job This competency is not relevant to the successful performance of my job Please tick what you feel most appropriate 1. Personal competencies 1 Adaptability: Conform and adjust to changing circumstances and work environments 2 Stress tolerance: Cope up with work strains that arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors 3 Self motivated: Able to work with limited supervision 4 Honesty and sincerity 2. Knowledge level competencies 1 Detailed knowledge of materials and tools used for assembling 2 Operational knowledge of machines and tools 3 Knowledge on product standard and specification 4 Knowledge on product testing 3. Job related skills/competencies 1 Technical skills 2 Learning oriented: Work with an attitude to learn new things 5 4 3 2 1

5 5

4 4

3 3

2 2

1 1

5 5

4 4

3 3

2 2

1 1

5 5 5 5 5 5

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

101

3 Concern for excellence: Always work with positive attitude to produce qualitative result 4 Initiative: Take voluntary steps to address existing and potential problems at the work place 5. Interpersonal and communication skills 1 Team oriented: Enjoy working in groups and able to contribute to and learn from the group 2 Clarity in oral expression: Communicate clearly with other 3 Receptive to corrections 4 Committed to responsibilities: Exercise the responsibilities with trust, sincerity and commitment

5 5

4 4

3 3

2 2

1 1

5 5 5 5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

102