50672757 competency mapping project

8/13/2019 50672757 Competency Mapping Project

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CHAPTER 1

INTRODUCTION

1.1 AN INSIGHT INTO COMPETENCY MAPPING

1.1.1 OVERVIEW

Todays competitive and an uncertain business scenario has urged organizations to

change the way they have been creating value and conducting business. Survival of the fittest

is the theory that is defining the winners in business, today. The shifting business paradigm is

forcing organizations to reformulate their business strategies so as to include, issues of human

assets, as one of the key components. t has become essential for organizations to design a kind

of people management that would act as a key to business success. Thus, the new world of

work, is reinventing !uman "esource #anagement $!"#% to capitalize on employees& talent

rather than force'fitting employees into a (ob'bo) and this has been facilitated by making *(ob

competency + a key element of human capital, the foundation for all !uman "esource $!"%

efforts. Today, the move is towards a measurable, ob(ective and a competency'based !"# ' a

new way of defining and assessing the hard'to'measure traits, or otherwise, the soft skills of

employees.

Since their introduction two decades ago, competency models and competency'based

!uman "esource #anagement have become the best practice of business focused !" processes

for thousands of businesses. ompetencies have stood the test of time and are now re-uired for

organizations seeking to integrate their !" practices with the strategic and operational needs of

business.

1.1.2 WHAT ARE COMPETENCIES?

ompetencies are the characteristics of a manager that lead to the demonstration of

knowledge, skills and abilities, which result in effective performance within an occupational

area. ompetency also embodies the capacity to transfer skills and abilities from one area to

another. + !ogg , /010.

/


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2n analysis of the definition reveals3

ompetencies are the characteristics of a manager. This goes along with our premise that

competency is a characteristic of a person.

ompetencies lead to the demonstration of skills and abilities. Therefore, competency

must be demonstrated and hence must be observable. t must not be inferred or e)trapolated.

ompetencies must lead to effective performance. This means that the performance of a

person with competency must be significantly better than that of a person without it.

ompetency thus refers to behavior, differentiating success from merely doing the (ob.

ompetency also embodies the capacity to transfer skills and abilities from one area to

another. 2 sales person may be able to deliver his sales pitch flawlessly but may be tongue'

tied elsewhere. !e lacks the competency of *communication. Thus competencies cannot be

restricted to a single (ob alone but the person must be able to carry them along. This dispels

the need to differentiate between generic and functional competencies since this part of the

definition e)cludes functional competence, which is associated with a particular (ob.

roadly defined, competencies are actions which are observable in the e)ecution

of an individuals work, characterizing effective performance in the work.

1.1.3 IS COMPETENCE AND COMPETENCY DIFFERENT?

4ery often, competence and competency are used interchangeably. t is essential to

understand that competence and competency are two different terms.

Competencesrefer to abilities based on work tasks or (ob responsibilities5 thus

they define what has to be done. Competenciesrefer to abilities based on behavior5 thus they define how a (ob has

to be done, e)cellently.

Thus, for a sales manager, competence and competencies could be differentiated as

follows3

6


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COMPETENCE COMPETENCIES

/. 7repare -uotations and salesorder processing.

6. #anage key accounts, the

sales office and its staff.

8. Supervise and motivate the9ield sales force.

/. 7roblem Solving and :udgment

6. ;rive and ;etermination

8. ommercial 2wareness


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Competency3 7ositions a new pro(ect introduction so that it is clearly differentiated in the

market.

Knowledge: Anderstands market dynamics.

Competency:Ases understanding of market pricing dynamics to develop models.

Attitude3 Bants to do an e)cellent (ob.

Competency3 #eets all commitments in a timely manner.

Today organizations are all talking in terms of competence. Cone are the days when

people used to talk in terms of skill sets, which would make their organizations competitive.

There has been a shift in the focus of the organizations. Dow they believe in e)celling and not

competing. t is better to build a core competency that will see them through crisis. 2nd what

other way than to develop the people, for human resource is the most valuable resource any

organization has.

1.1. THE PROCESS OF COMPETENCY MAPPING

ompetency mapping is the process of identification of the competencies re-uired

to perform successfully a given (ob or role or a set of tasks at a given point of time. t consists ofbreaking a given role or a (ob into its constituent tasks or activities and identifying the

competencies $technical, managerial, behavioral, conceptual knowledge, an attitudes, skills,

etc.% needed to perform the same successfully.

The product of competency mapping would be a competency model which is a descriptive set

of predefined key competencies and proficiency levels re-uired to perform successfully in a

specific (ob.

ompetency #apping can be divided into four main categories3

/. :ob ompetency #apping3

' #apping based on the specific tasks of a particular (ob.


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6. "ole ompetency #apping3

' #apping based on the part an individual employee plays in the organizations overall

success.

8. 9unctional ompetency #apping3

' #apping based on the skills re-uired of an employee in a

particular function of the business, e.g. marketing or finance.


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1.1.!. HOW ARE COMPETENCY"#ASED PRACTICES USEFUL?

9or a Company, competency'based practices3

"einforce corporate strategy, culture, and vision.

>stablish e)pectations for performance e)cellence, resulting in a systematic

approach to professional development, improved (ob satisfaction, and better employee

retention.

ncrease the effectiveness of training and professional development programs

by linking them to the success criteria $i.e., behavioral standards of e)cellence%.

7rovide data on development needs that emerge from group andEor

organizational composites that are an outcome of multi'rater assessments.

7rovide a common framework and language for discussing how to implement

and communicate key strategies.

7rovide a common understanding of the scope and re-uirements of a specific

role.

uild competitive advantage by strengthening core operations by ?raising thebar? and reinforcing behaviors that lead to top performance.

9or #anagers, competency'based practices3

dentify performance criteria to improve the accuracy and ease of the hiring

and selection process.

7rovide more ob(ective performance standards. larify standards of e)cellence for easier communication of performance

e)pectations to direct reports.

7rovide a clear foundation for dialogue to occur between the manager and

employee about performance, development, and career'related issues.

F


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9or >mployees, competency'based practices3

dentify the success criteria $i.e., behavioral standards of performance

e)cellence% re-uired to be successful in their role.

7rovide a more specific and ob(ective assessment of their strengths and

specify targeted areas for professional development.

7rovide development tools and methods for enhancing their skills.

"esearch indicates that competencies are more likely to be determinants of success

in comple) (obs, than knowledge and skills $Spencer, /008%. To be truly effective, competency

models must have strong and irrevocable ties to the strategic issues of the organization The use

of competency based management systems affords companies the opportunity to concentrate on

their operations without sacrificing the need to have a well managed workforce. 2ny investment

an organization makes in competency profile development has benefits far beyond the

usefulness of the results for employee development purposes. Thus, competencies are here to

stay and create a win'win situation for both the organization and its employees.

G


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1.2. COMPETENCY ASSESSMENT

After indenting the job responsibilities & competency requirements,one should go for

assessing where do individuals stand in terms of the competencies required, which is known

as Competency Assessment

ompetency based assessment is a system for assessing a person&s knowledge and

skills. 2ssessment is based on actual skills and knowledge a person can demonstrate in the

workplace or in other relevant conte)ts. ompetency based assessment is also a system for

providing portable -ualifications against nationally recognized competency standards.

1.3.#ACKGROUND OF THE PRO#LEM

Suguna 7oultry 9arm Htd lays emphasis on working with competent people to achieve

results efficiently and effectively. Bith this view from the inception, the company has

formulated its own competency matri). Suguna 7oultry 9arm Htd is interested to know the

current competency level of its departments with respect to the managers and to know the

importance of various competencies in performing their (ob.

1.4. STATEMENT OF THE PRO#LEM

To determine the current competency level of its departments with respect to the

managers and to know the importance of various competencies in performing their (ob.

1


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1.. O#$ECTIVES

To identify the core competencies re-uired to perform a (ob successfully.

To identify the e)isting competency level of the employees.

To find out the gap between re-uired competency level$"H% and

current competency level $H%

To identify the importance of various competencies in performing the

(ob at different departments.

1.!. SCOPE OF THE STUDY%

This research was carried out to identify the current competency level in all departments

and to know the importance of various competencies in performing their (ob. The study of

competency mapping and assessment covers all H= level employees i.e. managers in all

departments. The study currently focuses on 8/ managers present in orporate Iffice. The

study serves a number of purposes. t is done for the following functions3

Cap 2nalysis

"ole larity

Selection, 7otential dentification, Crowth 7lans.

Succession 7lanning.

"estructuring

nventory of competencies for future planning

1.. TIME FRAME

The study with its specific ob(ectives was carried out from /8 th#ay 6JJ0 to /8th:uly

6JJ0.

0


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1.'. LIMITATIONS OF THE STUDY

>mployees view may be biased.

The study was confined only to the managers and not all.

The primary data collected is from -uestionnaire and hence the result would bear all the

limitations of the primary data.

/J


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CHAPTER"2

ORGANISATION PROFILE

Started in the year /01"7Ksystem for poultry business management.

//


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S*0*+- + #/ P,*67+

S*0*+- + L-9/ +,*79

Suguna offers day old Hayer chicks and pullets to ndian

farmers who prefer more number of saleable eggs and

layers that are highly efficient in gram feed per egg, and

adaptable to different environmental conditions with highlivability. The chick is a white'egg layer and as such

highly suitable for cages, deep litter, aviary and free'

range management.

G5- P-7+/ : S*0*+-

Suguna partnered with "oss of A@ for importing broilergrandparent stock and Hohmann of Cermany for Hayer

grandparents. Suguna imports day old grandparent andparent stock chicks from "oss, a subsidiary of 2viagen

for broiler. Hohmann is today the world&s Dumber one

7rimary reeding ompany for Hayers under the

umbrella of >rich Bes(ohann Croup of ompaniesead-uartered in u)haven, Cerman.

S*0*+- A+97;/ F/+

/6

Suguna e)ports frozen chicken products, under theSuguna 2nytime brand to #iddle >ast, where they arewell received and have a good presence. Sugie&s

products are processed in a modern processing plant

near Adumalpet which is !27 certified and abidesthe international standards based on Total Luality

#anagement $TL#% system with strict compliance to

hygiene and inspection re-uirements and and adopting

the traditional halal techni-ue. Suguna 2nytime frozenchicken is also available domestically in all metros.

Suguna has become the household name in the broiler

chicken industry. Suguna stands first in broilerproduction in ndia $and


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S*0*+- D-9 F/=

S*0*+- H;/ #7/ H;/ M/- R/@-6/;/+7

S*0*+- #-+,/, /00

Suguna offers a range of value added eggs fortified

with special natural nutrients, catering to the

nutritional and health re-uirements of various

groups of people. Suguna !eart enriched with

Imega 8 fatty acids and 4itamin > has up to =JM

lower cholesterol than ordinary table eggs and helps

maintain a healthy heart. Suguna 2ctive, enriched

with ;!2, Irganic Selenium, and 4itamin > is

particularly good for children and teens as ;!2assists in brain development and improving

eyesight. 4itamin > is a powerful antio)idant and is

good for the skin and has anti ageing properties.

Imega 8 fatty acids cannot be produced by the body

and must be obtained from the diet. Irganic

Selenium is good for maintaining overall health and

preventing certain types of diseases and is more

efficiently absorbed by the body than inorganic

sources. Suguna 7ro is enriched with protein and

vitamins $Hutein and Nean)thinin%. The high protein

in Suguna 7ro helps build and repair the cells inmuscles and other body tissues. 4itamin 2 is

Suguna ;aily 9ressh is Sugunas latest venture

comprising a chain of high'-uality retail stores which

retail fresh hygienic ready to cook chicken and as well

as speciality eggs, mutton and seafood. These stores

provide a novel and hygienic buying e)perience for

our discerning customers. Ine can get choice portions

of fresh chicken and also ready'to'cook items at these

outlets, which incorporate hygienic storage and

packing. 7lans are on to open /G= stores across ndia

by the coming year

Suguna has recently launched a new category of !ome

#eal "eplacement foods under the brand name

Suguna !ome ites. Starting with a range of 1

heat n eat entrOe and main meals, Suguna will

soon introduce more in this range as well as a

range of dried ready to eat he facts and figures of

Suguna, as of today indicate its growth and its

reach.


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helpful for healthy skin and good vision.

2dditionally Hutein an important pigment in Suguna

pro prevents macular degeneration and cataract of

eyes. alcium P 7hosphorus helps in formation of

bones and teeth. Suguna Shakti shares similar

nutrients as Suguna 7ro and is of smaller size.

Suguna has en(oyed a strong business growth

through its innovative business model and

unstinted efforts at giving high -uality products

and ensuring value for the customer. The changing

demographic profile of ndia, increasing

urbanization and the empowerment of rural ndia

will add millions of new families to the economic

mainstream. The company is well positioned to

service this ever growing demand for poultry

products in ndia and the world.

F-67 =//7

The facts and figures of Suguna, as of today indicate its growth and its reach.

/stin ndian broiler production

/Jthlargest poultry enterprise in the world

"s. 6J8J crore turnover

// states


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CHAPTER "3

REVIEW OF RELATED LITERATURE

3.1 WHAT IS COMPETENCY?

2ny underlying characteristic re-uired for performing a given task, activity or role

successfully can be considered as competency. ompetency may take the following

forms3

@nowledge

2ttitude

Skill

Ither characteristics of an individual including

#otives

4alues

Traits

Self oncept

DEFINITION%

9irst popularized by #OYATIS (1B'2) with "esearch result on clusters of

competencies3

2 capacity that e)ists in a person that leads to behavior that meets the (ob demands

within parameters of organizational environment, and that, in turn brings about

desired results

UNIDO (22)"

2 ompetency is a set of skills, related knowledge and attributes that allow an

individual to successfully perform a task or an activity within a specific function or

(ob.

RANKIN (22)%

ompetencies are definition of skills and behaviors that organizations e)pect theirstaff to practice in work.


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MANSFIELD (1BB)%

Anderlying characteristics of a person that results in effective a superior

performance.

WOODRUFFE (1BB1)%

C;@/7/+69%2 person' related concept that refers to the dimensions of behavior

lying behind competent performer.

C;@/7/+6/% 2 work' related concept that refers to areas of work at which the person

is competent

C;@/7/+6/% Iften referred as the combination of the above two.

AL#ANESE(1B'B) %

ompetencies are personal characteristics that contribute to effective

managerial

performance.

HAYES(1BB) %

ompetencies are generic knowledge motive, trait, social role or a skill of

a person linkedto superior performance on the (ob .


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COMPETENCY #ROAD CAT EGORIES

G/+/6 C;@/7/+6/

ompetencies which are considered essential for all employees regardless of their

function or level. ' ommunication, initiative, listening etc.These are basic

competencies re-uired to do the (ob, which do not differentiate between high and low

performers

M-+-0/- C;@/7/+6/

ompetencies which are considered essential for employees with managerial or

supervisory responsibility in any functional area including directors and senior posts

T=/=, P/:;-+6/%

7erformance competencies are those that differentiate between high and low

performers.

3.2 THE ROOTS OF COMPETENCY APPROACH%

#ichael rozier shocked the management community by defining the

organization as imperfect social compromises .9ar from being scientific constructs he

depicted a comple) organization as a reflection of its actual degree of competency.

;espite a growing interest of competency among mangers and human resource

professionals in recent years, the modern competency movement in industrial'

organizational psychology actually dates from the mid/0=Js and early /0GJs.

n that regard, :ohn 9lanagans work $/0=


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3.3 HISTORY OF COMPETENCIES%

$=+ F-+-0-+ (1B4)

2 seminal article published by :ohn 9lanagan in /0=< established ritical

ncidents Techni-ue as a precursor to the key methodology used in rigorous

competency studies. ased on studies of AS 2ir 9orce pilot performance, 9lanagan

concluded that the principle ob(ective of (ob analysis procedures should be the

determination of critical re-uirements. These re-uirements include those which have

been demonstrated to have made the difference between success and failure in

carrying out an important part of the (ob assigned in a significant number of

instances. 9rom here, critical incidents techni-ue was originally discovered.

ritical incidents itself can be defined as a set of procedures for

systematically identifying behaviors that contribute to success or failure of

individuals or organizations in specific situations.

9lanagans work, while not strictly about competencies, was important

because it laid the foundation for a new approach to e)amining what people do. n a

later form, the critical incidents techni-ue would resurface to focus around significant

behavioral events that distinguish between e)emplary and fully'successful

performers.

t is 9lanagans critical incidents techni-ue that si)teen years later inspires

;avid #clelland to discover and develop the term of competency.

#/+-;+ #; (USA)

n mid fifties >D:2#D laid the foundation for identifying educational ob(ectives

by defining @S2, s needed to be developed in education. The educational ob(ectives

developed by them were grouped under the cognitive domain.


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D-8, M6C/-+, (H-8-, P96=07)

!e pioneered the ompetency #ovement across the world and made it a global

concept. !is classic books on Talent and Society, 2chievement motive, The

2chieving Society, #otivating economic achievement and power the inner e)perience

brought out several new dimensions of the competency. These competencies e)posed

by #c .leland dealtwith effective domain in looms terminology.

R6=-, #9-7


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front line works, it has also emerged as a vital skill for effective leadership at high

levels $Coleman, 6JJJ%.

The most effective people sense others reaction and find tune their own

responses to move interaction in the best direction. This emotional competence

emerged over and over again as a hallmark of star performance, particularly among

supervisors, managers and e)ecutives $Spencer and Spencer, /008%.

reating an atmosphere of openness with clear lines of communication is a

key factor in organizational success. 7eople who e)hibit their communication

competence are effective in the give + and ' take of emotional information, deal with

difficult issues straight forwardly, listen well and welcome sharing information fully

and foster open communication and stay receptive to bad news as well as good.

$ Coleman, 6JJJ%


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CHAPTER "4

RESEARCH METHODOLOGY

This chapter deals with the methodology in which the study is conducted to find out

the effectiveness of the competency mapping and competency assessment.

RESEARCH DESIGN

The type of the research study is a descriptive study .;escriptive study is a

description of a phenomenon or characteristics associated with the population i.e.

who,what,when,where and sometimes how.

POPULATION SIE AND TYPE OF STUDY

The study is census study. The population consists of all managers in

different departments at Suguna 7oultry 9arm Htd. There are 8/ managers and they

all are the respondents of the study.

DATA COLLECTION METHOD

P;-9 ,-7-

Structured -uestionnaire was used to collect the re-uired details for the

research .2 pilot test was conducted on !" e)ecutives alone to test the validity of the

-uestionnaire and to check the feasibility of statistical tools. The -uestionnaire

consists of two parts . The first part deals with assessment of self and the second part

deals with the assessment of importance of each competency to perform their (ob

effectively.


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S/6+,-9 D-7-

The secondary data was collected using organization manuals, portal and

websites.

DATA ANALYSIS

The statistical tools used for analysis are

7ercentage analysis

2rithmetic #ean Beighted 2rithmetic #ean

orrelation

hi's-uare test

ANALYSIS AND INTERPRETATION

2fter collection of primary data the -uestionnaire were scrutinised and

transcribed before actual commencement of tabulation procedure.


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CHAPTER"

DATA ANALYSIS AND INTERPRETATION

S7/@ I+88/, I+ C;@/7/+69 M-@@+0

S7/@ 1" S7*,9 7=/ 0-+


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S7/@ "S//67 7=/ 6/ 6;@/7/+6/ 7=*0= 6;@/7/+69 5> -+, :; 7=/

/7+0 6;@/7/+69 ,67+-9 + 7=/ 6@-7/.

;etailed analysis on the core competency was done through references with

competency books written by "obbin @essler and ".7alan . 2lso conversation was

initiated to understand the working environment, practices followed regarding the

e)isting competency model ..The complete list of dentified core competencies is

/. 2!4>#>DT ;"4>

6. DT2T4> 2D; ">2T4TR

8. ;>4>HI7DC IT!>"S

!D2H S@HHS 2D; @DIBH>;C>

=. 2D2HRT2H 2D; 7"IH># SIH4DC S@HHS

F. T"ASTBI"T!D>SS

G. S>"4> I">DT2TID

1. H>2;>"S!7

P//+7-7+ : 7-5/

This chapter comprises of presentation of the data in tables , and their

interpretation .the purpose of the table is to simplify the presentation and to facilitate

the comparison.

The tables have been formulated to observe the competency level of managers

and their importance in performing their (ob.


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T2H>'6

;ST"ATID 2I";DC TI T!> DA#>" I9 R>2"S I9 >7>">D>

D9>">D>

9rom the above

table it is clear

that among the 8/

respondents

/8$


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T2H>'8

;>72"T#>DT BS> ;ST"ATID I9 ">S7ID;>DTS

;epartments %re&uenc' Percent

()*AN +E,O)+E 4 13

!E(N.A/ 1 3

(EA/!( AN 1 3

%.NANE AN

AO)N!,

$ 23

,* 4 13

.! 5 1

P+OE! 4 13

*A+E!.N 2 $

*., 1 3

!AA!.ON 1 3

/EA/ 1 3

!ota" 31 100#0

D9>">D>

9rom the above table it is found that 68M $G% of respondents are from finance and

accounts departments ,/FM $=% of respondents are from T department,/8M $


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T2H>' 4>#>DT ;"4>

INFERENCE

2chievement drive in individuals is

found comparatively high in S#

and 7ro(ects.

Ta)ation department managersH of achievement is the lowest

when compared with the other departments and "H.

!2"T'/

ACHIEVEMENT DRIVE

0

0#5

1

1#5

2

2#5

3

3#5

4

4#5

5

%.NAN-E .!

,-*

P+O2E-!,

*A+3E!.N4

*.,

/E4A/

!E-(N.-A/

(EA/!(AN0

1-

!A5A!.ON

(+

DEPARTMENTS

*EAN

,E/%

T2H>' =

DT2T4> 2D; ">2T4TR

DEPARTMENTS MEAN%.NANE 4#426

DEPARTMENTS MEAN

%.NANE 4#236

.! 4#133

,* 4#563

P+OE!, 4#563

*A+E!.N 4#31

*., 4

/EA/ 4#333

!E(N.A/ 4#333

(EA/!( AN 4

!AA!.ON 3#333

(+ 4#5


29/51

.! 4#$

,* 4#25

P+OE!, 4#3$5

*A+E!.N 4#412

*., 4

/EA/ 4#5

!E(N.A/ 4#5

(EA/!( AN 3#5

!AA!.ON 4

(+ 4#125

INFERENCE

nitiative in individuals is found comparatively high in T.

!ealth and L department managers H of nitiative is the lowest when compared

with the other departments and "H.

!2"T'6

0

0#5

1

1#5

2

2#5

3

3#5

4

4#5

5

%.NAN-E .!

,-*

P+O2E-!,

*A+3E!.N4

*.,

/E4A/

!E-(N.-A/

(EA/!(

AN0

1-

!A5A!.ON

(+

DEPARTMENTS

INITIATIVE AND CREATIVITY

,E/%


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T2H>' F

DEVELOPING OTHERS

EPA+!*EN!, *EAN

%.NANE 4#5

.! 4#1

,* 4

P+OE!, 4#25

*A+E!.N 4#425

*., 4

/EA/ 4#5

!E(N.A/ 5

(EA/!( AN 4#5

!AA!.ON 4(+ 4#$5

INFERENCE

;eveloping others competency in individuals is found comparatively high in

technical department.

S#, #S and Ta)ation department managers H of developing others is the

lowest when compared with the other departments and "H.

!2"T'8DEVELOPING OTHERS

0

1

2

3

4

5

%.NAN-E .!

,-*

P+O2E-!,

*A+3E!.N4

*.,

/E4A/

!E-(N.-A/

(EA/!(

AN01-

!A5A!.ON

(+

DEPARTMENTS

MEAN

,E/%


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T2H>' G

T>!D2H S@HHS 2D; @DIBH>;C>

EPA+!*EN!, *EAN

%.NANE 4#265

.! 4#3

,* 3#6$5

P+OE!, 4#5

*A+E!.N 4#33$

*., 4

/EA/ 3#5

!E(N.A/ 4#5

(EA/!( AN 4#5

!AA!.ON 3#5

(+ 4#3$5

INFERENCE

Technical skills and knowledge competency in individuals is found comparatively

high in 7ro(ect, Technical and !ealth and L departments.

Hegal and ta)ation department managers H of technical skill and knowledge is the

lowest when compared with the other departments and "H.

!2"T'' 1

2D2HRT2H 2D; 7"IH># SIH4DC

EPA+!*EN!, *EAN

%.NANE 4#214.! 4#5

,* 4#125

P+OE!, 4#3$5

*A+E!.N 4#25

*., 4#5

/EA/ 4

!E(N.A/ 4

(EA/!( AN 3#5

!AA!.ON 4

(+ 4#$5

INFERENCE

2nalytical and problem solving competency in individuals is found comparatively

high in human resource departments.

!ealth and L department managers H of analytical and problem solving

competency is the lowest when compared with the other departments and "H.

!2"T' =

00#5

1

1#5

2

2#5

3

3#5

4

4#5

5

%.NAN-E .!

,-*

P+O2E-!,

*A+3E!.N4

*.,

/E4A/

!E-(N.-A/

(EA/!(

AN0

1-

!A5A!.ON

(+

DEPARTMENTS

ANALYTICAL AND PROBLEM SOLVING SKILLS

,E/%

T2H>' 0


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T"ASTBI"T!D>SS

EPA+!*EN!, *EAN

%.NANE 4#265

.! 4#2

,* 4#5

P+OE!, 4#$5

*A+E!.N 4#412

*., 4#5

/EA/ 3#5

!E(N.A/ 5

(EA/!( AN 3

!AA!.ON 4

(+ 4#25

INFERENCE

Trustworthiness competency in individuals is found comparatively high in technical

department.

!ealth and L department managers H of Trustworthy competency is the lowest

when compared with the other departments and "H.

!2"T'F

TRUSTWORTHINESS

0

1

2

3

4

5

%.NAN-E .!

,-*

P+O2E-!,

*A

+3E!.N4

*.,

/E4A/

!E

-(N.-A/

(EA/!(

AN01-

!A5A!.ON

(+

DEPARTMENTS

MEAN

,E/%


34/51

T2H>' /J

SERVICE ORIENTATION AND RESPONSI#ILITY

EPA+!*EN!, *EAN

%.NANE 4#$65

.! 4#3

,* 4#25

P+OE!, 5

*A+E!.N 4#4

*., 4#5

/EA/ 3#5

!E(N.A/ 4#5

(EA/!( AN 4#5

!AA!.ON 4#5

(+ 4#5

INFERENCE

Service orientation competency in individuals is found comparatively high in pro(ects

department.

Hegal department managers H of Service orientation competency is the lowest

when compared with the other departments and "H

.

!2"T'G

SERVICE ORIENTATION

0

1

2

3

4

5

%.NAN-E .!

,-*

P+O2E-!,

*A+3E!.N4

*.,

/E4A/

!E-(N.-A/

(EA/!(

AN01-

!A5A!.ON

(+

DEPARTMENTS

MEAN

,E/%


35/51

T2H>' //

LEADERSHIP

EPA+!*EN!, *EAN

%.NANE 4#214.! 4#3

,* 4#25

P+OE!, 4#125

*A+E!.N 4#212

*., 4#5

/EA/ 3#5

!E(N.A/ 4

(EA/!( AN 4

!AA!.ON 4

(+ 4#125

INFERENCE

Headership competency in individuals is found comparatively high in #S

department.

Hegal department managers H of Headership is the lowest when compared with

the other departments and "H.

!2"T'1

LEADERSHIP

0

0#5

1

1#5

2

2#5

3

3#5

4

4#5

5

%.NAN-E .!

,-*

P+O2E-!,

*A+3E!.N4

*.,

/E4A/

!E-(N.-A/

(EA/!(

AN01-

!A5A!.ON

(+

DEPARTMENTS

MEAN

,E/%


36/51

T2H>' /6

I4>"2HH I#7>T>DR H>4>H I9 S>H9 D ;>72"T#>DT BS>

D9>">D>

7ro(ect department managers are highly

competent when compared with other

departments.

Hegal department and Ta)ation

department managers H in overall is

the lowest when compared to the other

department managers and "H.

!2"T'0

OVERALL COMPETENCY LEVEL OF SELF IN EACH DEPARTMENT

3#

3#$

3#6

3#9

4

4#1

4#2

4#3

4#4

4#5

4#

%.NAN-E .!

,-*

P+O2E-!,

*A+3E!.N4

*.,

/E4A/

!E-(N.-A/

(EA/!(

AN01-

!A5A!.ON

(+

COMPETENCIES

MEAN

*EAN O% ,E/%

T2H>' /8

I4>"2HH I#7>T>DR H>4>H I9 S>H9 2T I"7I"2T>

DEPARTMENTS MEAN OF SELF%.NANE 4#39

.! 4#31

,* 4#2$

P+OE!, 4#541

*A+E!.N 4#392

*., 4#25

/EA/ 3#91

!E(N.A/ 4#4$9

(EA/!( AN 3#93$

!AA!.ON 3#91

(+ 4#46


37/51

COMPETENCIES WAM OF SELF

A(.VE*EN! +.VE 4#322

.N.!.A!.VE AN +EA!.V.!7 4#336

EVE/OP.N O!(E+, 4#403

!E(N.A/ ,.//, AN NO8/EE 4#241ANA/7!.A/ AN P+OB/E* ,O/V.N ,.//, 4#322

!+),!8O+!(.NE,, 4#3$0

,E+V.E O+.EN!A!.ON 4#54

/EAE+,(.P 4#11

INFERENCE

Service orientation among managers is very high when compared with

other competency. Headership competency is found comparatively low among all

department managers.

!2"T'/J

OVERALL COMPETENCY LEVEL AT CORPORATE

3#9

4

4#1

4#2

4#3

4#4

4#5

4#

A-(.VE*EN!0+.VE

.N.!.A!.VEAN0

-+EA!.V.!7

0EVE/OP.N4

O!(E+,

!E-(N.-A/,3.//,

AN03NO8/E04E

ANA/7!.-A/AN0

P+OB/E*,O/V.N4

,3.//,

!+),!8O+!(.NE,,

,E+V.-E

O+.EN!A!.ON

/EA0E+,(.P

COMPETENCIES

WAM

,E/%

T2H>'/"2HH AS2C> I9 I#7>T>D>S D ;>72"T#>DT BS>

DEPARTMENTS MEAN OF JOB

%.NANE AN AO)N!, 4#053

.! 4#11

,* 4#03P+OE!, 4#255


38/51

*A+E!.N 4#41

*., 4#125

/EA/ 4#020

!E(N.A/ 4#4$9

(EA/!( AN 4#354

!AA!.ON 3#654

(+ 4#593

INFERENCE

t is found that !uman resource department managers highly use these competencies

to perform their (obs.

t is found that Ta)ation department managers use very less competencies to perform

their (ob when compared with other departments

!2"T'//

OVERALL USAGE OF COMPETENCIES IN EACH DEPATMENTS

0

1

2

3

4

5

%.NAN-E

AN0

A--O)N!, .!

,-*

P+O2E-!,

*A+3E!.N4

*.,

/E4A/

!E-(N.-A/

(EA/!(

AN0

1-

!A5A!.ON

(+

DEPARTMENTS

MEAN

*EAN O% OB


39/51

T2H>' /=

I4>"2HH AS2C> I9 >2! I#7>T>DR

COMPETENCIES WAM OF JOB

A(.VE*EN! +.VE 4#26

.N.!.A!.VE AN +EA!.V.!7 4#11

EVE/OP.N O!(E+, 4#129

!E(N.A/ ,.//, AN NO8/EE 4#04

ANA/7!.A/ AN P+OB/E* ,O/V.N ,.//, 4#241

!+),!8O+!(.NE,, 4#225

,E+V.E O+.EN!A!.ON 4#4$

/EAE+,(.P 4#04

D9>">D>

t is found that Service orientation competency is given comparatively high

importance and used more by the managers to perform their (obs and it is found

that Technical knowledge and leadership competency is given comparatively low

importance and used less by the managers to perform their (obs.

!2"T'/6

IMPORTANCE OF EACH COMPETENCIES TO PERFORM THE JOB

3#6

3#9

4

4#1

4#2

4#3

4#4

4#5

A-(.VE*EN!0+.VE

.N.!.A!.VEAN0

-+EA!.V.!7

0EVE/OP.N4

O!(E+,

!E-(N.-A/,3.//,

AN03NO8/E04E

ANA/7!.-A/AN0

P+OB/E*,O/V.N4

,3.//,

!+),!8O+!(.NE,,

,E+V.-E

O+.EN!A!.ON

/EA0E+,(.P

COMPETENCIES

WAM

8E.(!E AVE+AE *EAN O% OB


40/51

I"">H2TID 2D2HRSS

The correlation analysis deals with the association of two or more variables.

The measure of correlation is called correlation coefficient.

orrelation analysis is done by taking mean of overall competency level of

self in department wise P overall usage of competencies in department wise, overall

competency level of self at corporate P overall usage of each competency as a

variable. orrelation analysis is done based on the following assumptions

Assumptio!

alculated coefficient of correlation is

/% J.F + strong relationship e)ists

6% J.< to J.F +moderate relationship e)ists

8% UJ.< +low relationship e)ists


41/51


42/51


43/51

!'SLA2"> T>ST

('potes:s

(o# !ere :s no assoc:at:on bet;een age and te:r "e 2D; 2!>4>#>DT ;"4>

AGE , "-ACHIEVEMENT DRIVE C&oss t).u()tio

1#A(.EVE*EN! +.VE

neutra" agree strong"' agree !ota"

AE 20-25 0 2 1 3

25-30 0 3 2 5

30-35 1 4 11

35-40 0 2 5 $

ABOVE 40 0 3 2 5

!ota" 1 1 14 31

T2H>'6J$2%

C/i#S0u)&' T'sts

Va"ue df As'mp# ,:g# >2-

s:ded?

Pearson :-,&uare 4#234a 6 #635

/:@e":ood +at:o 4#4$3 6 #612

N of Va":d ases 31


44/51

!AB/E-20 >B?

V6 df Significance

level

Table value "esult Type of test

4#234 1 J.J= /=.= 2ccept !o Two'tailed

DT>"7">T2TID

2s the table value is grater than the calculated chi's-uare value, the null hypothesis is

accepted. $i.e.% !ere :s no assoc:at:on bet;een age and te:r "e


45/51

CHAPTER"!

FINDINGS OF THE STUDY

#a(ority $80M% of respondents belong to the age group of 8J'

8=

#a(ority $H9 2SS>SS#>DT D ;>72"T#>DTS

COMPETENCY HIGH CCL LOW CCL

2chievement drive S# P 7ro(ects Ta)ation

nitiative and reativity T !ealth and -uality control

;eveloping others Technical S#, #S and Ta)ation

Technical knowledge7ro(ects, Technical ,

!ealth and L departmentsHegal and ta)ation

2nalytical thinking and

problem solving!" !ealth and -uality control

Trustworthiness Technical !ealth and -uality control

Service orientation and

"esponsiveness7ro(ects Hegal

Headership #S Hegal


46/51

T2H>'66

2SS>SS#>DT I9 I#7>T>DR H>4>H 2D; #7I"T2D> TI :I

COMPETENCY LEVEL USAGE OF COMPETENCY

DEPARTMENTS

DEPARTMENTS

COMPETENCY

COMPETENCY

7ro(ect department managers

are highly competent when

compared with other

departments.

Hegal department and Ta)ationdepartment managers H in

overall is the lowest when

compared to the other

department managers and "H.

I#7>T>DR H>4>H

Service orientation among

managers is very high when

compared with other

competency.

Headership competency is found

comparatively low among all

department managers.

!uman resource department managers

highly use these competencies in their

(obs.

Ta)ation department managers use

only fewer competencies to performtheir (ob when compared with other

departments.

AS2C> I9 >2! I#7>T>DR

Service orientation is the competency

which is highly used by the managers

to perform the (obs.

Technical knowledge and leadership

is found to be used low in their (obs

#oderate relation e)ists between the two variables i.e. between individuals

6;@/7/+69 /8/of each department and 8/- *-0/ of competencies in

each department.

Strong relation between the two variables /8/ : /-6= 6;@/7/+69: /:

and *-0/ : /-6= 6;@/7/+69 + 5.

There is no association between age and their level of achievement drive


47/51

CHAPTER"

SUGGESTIONS

#ake competencies relevant for each group of

>mployees. ecause competencies to work effectively in organizations, they

need to be made more relevant to each department or professional area in an

organization.

The employees can be given awareness about the core competencies of the

company so that they may be interested in developing it.

Training on developing each competency can be provided to the managers.

The basic concepts and process of the business must be known to all

managers, which will motivate them towards the development of the

organization.

2ccounts ,T, S#, 7ro(ects and #S department managers use their

competencies less when compared to their competency level so their (obs need

to be highly competent to get the best results.

reate a positive climate by which employees can increase the accuracy of

their awareness of their own strengths and limitations5 provides coaching,

training and developmental resources to improve performance


48/51


49/51

CHAPTER"'

CONCLUSION

#any advanced companies are starting to adopt the use of competencies as an

essential management technology to enhance their competitiveness. !owever, infact,

it is e)tremely important to build the competency model up front, when competencies

are applied to human resource systems. #oreover while enterprises are intent on

developing a competency model, it is also very important to think about ways of

determining what methods should be used for developing competency models before

hand. ;eveloping competency models re-uires a great deal of time, money and effort,

and if the model is poorly constructed, it may lead to wasted resources and less than

satisfactory results.

hoosing methods for developing competency models is a strategic issue,

which is usually restricted by resource needs, realistic support, time re-uirements, and

conformity with e)pected outcomes or business purposes. Solving these strategic

issues always involves a group decision ' making process with multiple + criteria forevaluating alternatives.

n Sauna 7oultry 9arm Htd the e)isting competency matri) is used to

measure competency of employees at different levels, not considering their

department and their functions. Therefore it would be better if competency matri) is

constructed for employees in each department according to their function.


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#50-@=9

#>

"ID @>SSH>"s competency based 7>"9I"#2D> ">4>BS .

Seema Sanghi 2 handbook of competency mapping "esponse books, 2 division of Sage

7ublications. 6JJ= edition.

ar' ess"er (uman +esource *anagementC= Ne; e": Pearson Educat:on .nc#

2003#

".72H2D *s I#7>T>DR #2D2C>#>DT

W/57/

www.ehresoureces.com

www.google.com

www.irisolutions.com

http3EEhumanresource.about.com

www.tvrls.com

www.mindtools.com

www.citeman.com
http://www.ehresoureces.com/http://www.google.com/http://www.irisolutions.com/http://humanresource.about.com/http://www.tvrls.com/http://www.mindtools.com/http://www.ehresoureces.com/http://www.google.com/http://www.irisolutions.com/http://humanresource.about.com/http://www.tvrls.com/http://www.mindtools.com/


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A S7*,9 + C;@/7/+69 M-@@+0 -+, C;@/7/+69 A/;/+7 -7

S*0*+- P*79 F-; L7,

C*;+ A" T -/ 7=/ -67*- 6;@/7/+69 -+, >

= + Strongly agree 5 < ' 2gree5 8' Deutral5 6' ;isagree5 /'Strongly ;isagree

C*;+ # T -/ 7=/ ;@7-+6/ : /-6= 6;@/7/+69 7 @/:; 9* 5

='4ery mportant5

50672757 competency mapping project

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