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TABLE OF CONTENTS

S.No CONTENTS PAGE

NUMBER

Chapter- I 1.1 Introduction

1.2 Research Methodology

2

13

Chapter- II 2.1 Review of Literature

2.2 Company Profile

21

35

Chapter- III Data Analysis and Interpretation 41

Chapter- IV

4.1 Findings

4.2 Conclusions

4.3 Suggestions

75

79

80

Appendix Questionnaire

Bibliography

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86

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LIST OF TABLES

Table No. Title Of Table Page No.

1 Respondents by Designation 42

2 Respondents by Education 43

3 Respondents by Age 44

4 Respondents by Experience 45

5 Respondents by using methods of Competency Mapping 46

6 Respondents by the level of contribution to the Performance

Appraisal.

48

7 Inter Relationship between designation and their opinion on

Performance Appraisal.

49

8 Inter Relationship between Education vs. Performance Appraisal. 50

9 Inter Relationship between Age and Performance Appraisal 51

10 Inter Relationship between Experience and Performance Appraisal 53

11 Inter Relationship among the factors influencing the Performance

Appraisal.

54

12 Respondents by the level of contribution to the Selection. 57

13 Inter Relationship between designation and Selection 58

14 Inter Relationship between Education and Selection 59

15 Inter Relationship between Age and Selection 60

16 Inter Relationship between Experience and Selection 61

17 Inter Relationship among the factors influencing the Selection. 62

18 Respondents by the level of significance to the future

competencies.

64

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Table No. Title of Table Page No.

19 Inter Relationship between Designation and Future Competencies 65

20 Inter Relationship between Education and Future Competencies 66

21 Inter Relationship between Age and Future Competencies 67

22 Inter relationship between Experience and Future Competencies 69

23 Inter Relationship among the areas influencing future

competencies.

70

24 Respondents denoting the overall impact of the competency

mapping on the HR deliverables.

72

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LIST OF CHARTS

Chart No. Title of Chart Page No.

1 Respondents by Designation 42

2 Respondents by Education 43

3 Respondents by Age 44

4 Respondents by Experience 45

5 Respondents by using methods of Competency Mapping 47

6 Respondents by the level of contribution to the Performance

Appraisal.

48

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CHAPTER – I

INTRODUCTION

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1.1 INTRODUCTION

At the heart of the every successful activity lies a competence or a skill. In today’s

competitive activities of business. There has been much thinking abut business strategy

over the last three decades, particularly regarding what competencies a business needs to

have in order to compete in a specific environment working to establish them throughout

the organization. Human Resource Development builds competency-based models that

drive business results.

All organizations are talking competencies. Some have truly worked the concept into

several of their processes. A few have a fully implemented competency modeling.

Microsoft is synonymous with windows and MS Office, applications which computer

users are familiar with worldwide. When you say Sony or Japan for that matter, the top of

the mind recall is about handy, compact or even miniaturized electronic goods…. In all

these cases, the organizations identified their niche and simultaneously built

competencies in their human resource, which have helped them to sustain and capitalize

on their strategic strength. The edge in the market place has an internal complement: an

internal edge in terms of leadership, openness, learning culture, creativity, sense of

ownership, high levels of motivation, etc.

Competencies can serve as the foundation of an integrated human resources system that

includes applications related to staffing, training and development, performance

management, and compensation. An integrated approach to human resources that

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connects these focus areas can enable an organization to make the best use of

competencies while achieving competitive advantage.

Competencies are not personality traits, nor are they skills in the traditional sense.

Instead, they represent a set of behaviors that encompass skills, knowledge and personal

attributes. Furthermore, these factors are definable, observable and measurable.

Competency based HR systems are for staffing applications, competencies are used to

hire, place and promote people with the right capabilities to help the organization gain

competitive advantage. For training and development are widely used to identify gaps in

each participating employee’s capabilities so these gaps can be remedied. For

performance management, competencies and results are assessed side by side, focusing

employment on the how as well the what. For compensation, competencies and results

impact base pay decisions to reward performance and competency development.

Definitions of Competencies

There are a bewildering number of definitions of ‘competency’. In part this is because

organizations and competency ‘experts’ seem to prefer their own definitions of

competencies to those that have gone before. However, the majority of these definitions

are simply variations on two themes, which have different origins.

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Main themes

The two main themes in the definition of competencies are:

Descriptions of work tasks or job outputs — these have their origins in national training

schemes, such as the National! Scottish Vocational Qualifications and the Management

Charter Initiative (MCI).

The MCI definition of the concept of competence is ‘the ability of a manager to perform

to the standards required in employment’. (MCI, 1992)

Descriptions of behaviour — these have evolved from the work of researchers and

consultants specializing in managerial effectiveness.

Many definitions of behavioural competency are variations on the following definition: a

job competency is ‘an underlying characteristic of a person which results in effective

and/or superior performance in a job’ (Klemp, 1980).

Variations typically expand on what the characteristics may be — as, for example, in this

much-quoted definition: ‘A job competency is an underlying characteristic of a

person in that it may be a motive, a trait, a skill, an aspect of one’s self-image or

social role, or a body of knowledge which he or she uses’ (Boyatzis, 1982). These

definitions indicate that a competency is made up of many things (motives, traits, skills,

etc) and yet we usually only see evidence of these things in the way somebody behaves.

For example, interpersonal skill will be demonstrated in how effectively a person

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negotiates influences and works in a team. Behavioural competencies describe typical

behaviours observed when effective or superior performers apply motives, traits, skills,

etc to job-relevant tasks to produce job relevant outcomes.

The History and Background of Competencies

It is a part of the natural human condition to want to control the future, to turn the

unknown into the known, and to attempt to reduce the uncertainty that we constantly

face. The Egyptians created a god of locusts, for example, to help them cope with the

uncertainty of a two-week period in the autumn when a deluge of the insects could

destroy their entire crop. The same urge to reduce uncertainty has fueled the search

for the causes and predictors of behavior in the workplace. How can we tell how well

people will perform on the job before rather than after we hire them?

The question of what predicts performance has been the subject of scientific inquiry

for the past two hundred years. Scientists and pseudo-scientists have proposed a wide

range of factors that determine behavior and performance. These factors have

included size and shape of the head, brain weight, skin color, ethnicity, social class,

birth order, handwriting, religion, intelligence quotient (IQ), cultural heritage,

astrology, heredity, gender, and so on. Additional factors that have been used to

attempt to predict performance in the workplace are technical skills, years of

experience, education, certification, and personality traits.

It is against this background that the study of competencies began in the early 1970s.

In 1973 David McClelland published an article demonstrating that behavioral traits

and characteristics are much more effective than aptitude tests in determining who is

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and is not successful in job performance.[1] Superior performers did things such as

exercise good judgment, notice problems and take action to address them, and set

challenging goals—behaviors relatively independent of aptitude, skill proficiency,

and experience level.

The research that began with this article has resulted in hundreds of job studies that

all attempt to answer one basic question: What is it that differentiates strong

performers from average performers? If we know what these differentiators are and

can measure them, they can be used to hire better employees, assess and appraise

employees, and help them improve their performance.

These differentiating characteristics have come to be called competencies. The most

useful definition of the term that I have heard is that competencies are enduring traits

or characteristics that help determine job performance.

In the business world today, there is some confusion over the definition of a

competency. The biggest confusion is between competencies and skills. Skills

generally refer to the mastery of techniques and knowledge that apply to a specific area

or profession. Sales skills include prospecting, handling objections, and closing.

Drafting skills include measuring and drawing. Managerial skills include writing and

forecasting. Some companies use the word “competency” to mean skills. This causes

them big headaches for two reasons. First, there are so many skills in every position in

an organization that management of a skills database is a time-consuming and difficult

activity. The bigger problem is that the focus on skills distracts people from the use and

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assessment of competencies, which play a much bigger role in determining

performance.

Focusing on knowledge and skills misses the point. Having the greatest knowledge

and skill on the planet won’t make any difference if people have no desire and no

drive to use that skill and knowledge.

It is not that skills are unimportant. A threshold level of skill is necessary to do a job.

If you are hiring an electrical engineer to work at a nuclear power plant, you need

someone who knows electrical engineering. Assuming that technical ability

determines successful performance, however, is a costly mistake. People with basic

skills who are strong in the important competencies for a position will, because

they’re strong in those competencies, acquire whatever knowledge and skills they

need to become a superior performer in that job. If people strong in initiative do not

know the answer to a problem, they’ll use their initiative to find it. If people strong

in service orientation do not know the answer to a customer’s problem, they’ll find

someone who does. Keeping the focus on competencies is keeping your eye on the

ball. It is paying attention to what matters, paying attention to the things that actually

determine the difference between strong and weak performance.

There is nothing magical about competencies. The competency paradigm is simply

one way to break behavior down into its component parts. Like any paradigm, it is

useful to the degree that it helps explain reality, as we know it, and helps us

influence and predict the reality of the future. Competencies are a useful concept to

the extent that they can help explain why some people perform better than others, to

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the extent that they help people improve their performance, and to the extent that

they help people make decisions that will enable them to accomplish their objectives.

When used effectively, the competency paradigm is a tonic for managers trying to

improve their organization in these areas.

One of the benefits of competencies is that the concepts are easy for most people to

understand. People have a common understanding of what we mean when we say

influence, or initiative, or teamwork. Not only are the terms easily understood, they also

generally have positive connotations. If you ask most people if they would like to be

results oriented, they will say yes. If you ask them if they would like to be innovative,

they’ll say yes. If you ask them if they would like to be good team players, they’ll say

yes. So in the battle to win the hearts and minds of employees and to create a culture of

competence, the language of competencies provides a means for translating the concept

of a high-performance culture into terms that people can embrace.

What is the difference between ‘competence’ and ‘competency’?

Many people have wondered if there is any difference between ‘competence’ and

‘competency’. A general convention has developed, although not always followed,

which uses ‘competence’ and ‘competency’ in the following ways.

- An ability based on work tasks or job outputs tends to be referred to as a

‘competence’.

- An ability based on behaviour tends to be referred to as a ‘competency’.

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In practice, many organizations include tasks, outputs and behaviours in their

descriptions of competence/competency, and often blend them together. However, it is

far more common for descriptions to be behaviour-based rather than solely taskor job-

output-based. For the purposes of this book we refer to competency (i.e.) in relation to

frameworks based on behaviors.

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COMPETENCY MAPPING

Competency Mapping is a process of identifying 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. To ensure we are both on the

same page, we would define a competency as a behavior (i.e. communication, leadership)

rather than a skill or ability. The process requires specification determination, which

results in firming up the attributes and competencies required for each role in the

organogram. The competencies of the respective job description become the factors for

assessment on the performance evaluation. The skill inventory provides information on

the kind of competencies required for various positions in the organization. Then the

systematic approach of competence based interview is carried out to match the

competencies required for success on a job with that person. The competency mapping

process is designed to arrive at attributes (inherent personal traits) , and competencies

(knowledge, skills and abilities required in a job), unique to the client organization. Once

a competency map is developed and validated, it can be used to recruit and select,

manage, evaluate and develop people for the roles arrived at through the organization

design process. It also can be used in compensation management and succession

planning. Typically, the process requires specification determination, which results in

firming up the attributes and competencies required for each role in the organogram. A

preliminary project plan is developed to ensure that all the key stakeholders are involved

in the process and that appropriate activities and communication plans are established to

support the development of the maps. Clients are given the opportunity to review the

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maps to ensure they meet current and future needs. Competencies and attributes are

evaluated to assess how accurately they describe performance requirements, and to

ensure they are aligned with the strategic business objectives.

The Role of Mapping

'Mapping' refers to the process of comparing things in search of relationships between

them. Mapping is used to plan where, when and how training is to be delivered and

assessed.

The process finally results in :

Ø Determination of technical, behavioural, and managerial traits required for

individual success.

Ø Providing accurate specifications for recruitment and staffing.

Ø Providing a basis for consistently measuring performance as related to the

business objectives.

Ø Reinforcing the critical elements of the organization's business strategy.

Results of Competency Mapping

For Individuals

Ø Individuals contribute to and learn from the interviewing process.

Ø Learn what professions are core to the organization.

Ø Know required skills and success indicators -- and what level of mastery they have

achieved.

Ø See what is necessary to learn if they want to move to another position.

Ø Have information for evaluating their performance.

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For Managers

Ø Have the information needed for meaningful performance management.

Ø Know what is expected in each profession for coaching and evaluation purposes.

For Organizations

Ø Know what professions and practices are core to your business.

Ø Create a context for meaningful and effective succession planning.

Ø Tie career and leadership development to core competencies and best practices.

Ø Build consensus within and between teams.

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1.2 RESEARCH METHODOLOGY

Research methodology is a way to systematically solve a research problem. It studies the

various steps that are generally adopted by a researcher in studying the research problem

together with the logic behind them.

STATEMENT OF THE PROBLEM

Management scholars as well as practitioners, for long, have argued that effective

management is only possible with a thorough understanding of employees' personalities

and behavioral styles, as well as their working situation.

Therefore, it is not surprising that organizations are spending considerable time as well as

expertise to arrive at Competency Models -clusters of knowledge, skills, attitudes,

motives, and values- required to turn out superior performance. This competency model

then becomes the basis for decision about hiring, training, appraisal, promotion and other

human resources issues. And in the past decade, thousands of organizations throughout

the world have joined the quest for competencies.

This is a competency era. It is beyond doubt that it is beneficial and cost effective to have

competent people occupy higher-level positions. Competency refers to the intellectual,

managerial, social and emotional competency. Many organizations in India and abroad

are channelizing efforts to mapping competencies and implementing assessment and

development centers. The need of the hour as indicated by many organizations is to

design and implement low cost assessment and development centers, specially designed

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to meet the requirements of developing economies like ours. Therefore it was desired to

conduct Competency Mapping in-order to meet the future challenges across the global

competitive market.

TITLE

A Study on Competency Mapping and its impact on HR Deliverables.

OBJECTIVES OF THE STUDY

GENERAL OBJECTIVE

1. To know the role of competency mapping and its impact on HR Deliverables

SPECIFIC OBJECTIVES

1. To ascertain & understand the contribution of Competency Mapping in the

Performance Appraisal process.

2. To know the role of competencies in the selection and the hiring process.

3. To harness the significance of anticipating and managing the competencies

required for the future. (Competency Futuring)

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Operational Definitions

Competency

An underlying characteristic required performing a given task, activity, or role

successfully is competency. Competency is measurable, observable and may take the

following forms: Knowledge, Attitude, and Skills, other characteristics of an individual.

Mapping

Mapping refers to the process of comparing things in search of relationships between

them. Mapping is used to plan where, when and how training is to be delivered and

assessed.

Competency Mapping

It is a process of identification of the competencies required to perform successfully a

given job or role or a set of tasks at a given point of time. It consists of breaking a given

role or job into its constituent tasks or activities and identifying the competencies

(technical, managerial. Conceptual, etc.) needed to perform the same successfully.

Competency Assessment

It is the assessment of the extent to which a given individual or a set of individuals

possess these competencies required by a given role or set of roles or levels of roles.

Performance Appraisal

Performance Appraisal activities include documenting achieved results (including use of

examples to clarify documentation) and indicating if standards are met or not. The

appraisal plan usually has some form of a development plan to address insufficient

performance

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Competency based Performance Management System

A system for effective performance management starts with the identification of critical

positions, agreement on the top hard and soft skills required for those positions and then

provides the training and evaluation practices necessary to put the right people in the

right way.

Competency based Selection process

Competency based selection determines whether an applicant has the necessary

capabilities and characteristics and the knowledge, skills and abilities to do the job.

Competency based selection practices focus on what an applicant has done in the past.

Managers can zero in on the specific competencies critical to success.

RESEARCH DESIGN

The research design adopted by the researcher for the purpose this study is Descriptive.

The researcher by adopting descriptive study aims at evolving new insights and ideas to

formulate a comprehensive picture of competency mapping and its role in the HR

deliverables.

SAMPLE SIZE

For the purpose of this study, the size of the sample is 60.

SAMPLING METHOD

The sampling technique adopted for this study is Simple random Sampling method.

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UNIVERSE:

The universe is the totality of units from which the sample is selected or derived. The

study focuses on competency mapping and HR deliverables, in the industry across all the

sectors.

SOURCE OF DATA COLLECTION

The researcher used both primary and secondary sources of data for the study.

Primary Data

Primary data was directly collected from the respondents.

Secondary Data

Secondary data was collected from books, journals, magazines and related websites.

TOOL OF DATA COLLECTION

Questionnaire is the tool adopted by the researcher for the purpose of collecting the data.

It refers to a device securing answers to questions by using a form, which the respondent

fills by himself. This method is followed because: - The professionals are well educated

and can understand the questions with much ease.s- Since most of the professionals are

amidst busy schedule in their work, this questionnaire will help them complete it at their

convenience.

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COMPONENTS OF THE TOOL

The questionnaire consists of 25 questions. It has been divided into four parts to fulfill the

objectives of the research. The following are:

1. Personal profile.

2. Competency Mapping and its role in Performance Appraisal

3. Competency Mapping’s role in Selection and Hiring process

4. Significance of anticipating future competencies

PRETESTING

To ensure the effectiveness of the questionnaire, pre-testing was done on 10% of the

samples during the month of December 2004. Pre-testing revealed that the respondents

were able to reciprocate to the questionnaire as per the objectives of the study. Pre-testing

also revealed that for some of the questions minor changes should be done. Hence after

suitable modifications the revised questions was circulated among the Human Resource

Executives for the study.

CRITERIA FOR SAMPLE SELECTION

The criteria for selection of samples would be the following:

1. The respondent should be a HR Professional.

2. He/She should be not be less than one year of experience.

ACTUAL COLLECTION OF DATA

The data for study was collected in the month of January 2009 using Questionnaire.

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ANALYSIS AND INTERPRETATION

The data collected were analyzed and interpreted by using quantitative information,

diagrams electronically using SPSS Version 11.0 (Statistical Package for Social

Sciences).

LIMITATIONS

• There may be some limitations encountered during collection of data

• Responses may suffer from human bias and prejudice

CHAPTERIZATION

I. Introduction and Review of literature

II. Research Methodology

III. Data analysis and interpretation

IV. Findings, conclusions and suggestions

V. Bibliography and Appendix

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CHAPTER – II

REVIEW OF LITERATURE

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2.1 REVIEW OF LITERATURE Competency Based Selection

There are several important advantages in competency based employee hiring and

selection.

First, competency based selection is results oriented. They make it easier to concentrate

on the results expected of a successful or exemplary performer. They focus less on

approximations of competence – such as educational level or years of experience – that

have little connection to verifiable results.

Second, competency based selection plays an important role in attracting individuals who

possess characteristics that might be difficult, if not impossible, to acquire by training or

development efforts.

Third, a competency based selection process provides applicants with opportunities to

outline, explain and demonstrate their qualifications in competency-based terms.

Fourth, competency based selection are readily transferable across work situations,

competency based selection may help the organization to function effectively even during

times of rapid or unanticipated change.

Fifth, competency-based selection processes give HR practitioners an opportunity to plan

for developing competencies for new hires and for experienced workers who must be

reassigned.

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Sixth, competency based selection methods do not discriminate. They encourage

mangers to clarify the desired work results and to find individuals, who can achieve those

results regardless of age, race. Gender, sexual orientation, ethnic background or other

considerations that have little or no bearing on their ability to perform.

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Competencies, Performance Appraisal and Career Development

First and foremost, individuals must demonstrate competencies. Perhaps the most

common place where they are demonstrated is within the scope of a particular job or

project involvement.

One of the first encounters with competencies for most individuals is in securing

employment with a new organization. Organizations that are purposefully using cutting-

edge methods to choose talent for positions or projects roles are engaging in what is

called competency based selection and recruitment. These interviewing and selection

methods are being used not only for hiring external applicants, but also for staffing

internal roles.

Many organizations that use competency based interviewing and selection are also later

using the individuals, and to plan for succession in the organization. Therefore, the

individual employees in such an organization will have an ongoing need to use and map

their competencies.

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Why should employees map their competencies?

Lists of compelling reasons are following.

- Gains a clearer sense of true marketability in today’s job market; once the individual

knows how his competencies to those that are asked by the market in the key

positions of interest.

- Projects an appearance as a cutting edge and well prepared candidate, who has taken

the time to learn about competencies, investigate those in demand, and map their

own competencies prior to interviewing.

- Demonstrates self-confidence that comes from knowing one’s competitive

advantages more convincingly, and from being to articulate those advantages in

specific language.

- Secures essential input to resume development – a set important terms to use in

describing expertise derived from prior career experience.

- Gains advanced preparation for interviews, many of which may be delivered using a

competency-based approach called ‘structured behavioral interviewing’ or

‘behavioral event interviewing’.

- Develops the capability to compare one’s actual competencies to an organization or

position’s required/preferred competencies, in order to create, an Individual

Development Plan.

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Competency Level Definition

Competency Level

Proficiency Level

C0 – Training

Obtained certification/Training recognized by organizations. No hands on experience.

C1 – Exposure

Has limited experience in the subject. Needs to improve knowledge of job in order to be able to function ably on a day-to-day basis.

C2 – Experience

Has a good knowledge of the subject and effectively applies the same in day-to-day work. Is a contributing member of the team on the subject concerned.

C3 – Expert

Is an expert at the subject conceptual as well as in application and uses the same towards implementing process improvements. Exhibits a high caliber of problem solving ability. Is recognized as an expert in the subject within the practice/group.

C4 - Excellence

Is recognized as an expert in the field in the industry and within the organization.

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Methods of Competency Mapping Focus Groups

These consist of a group of people at varying levels within the authority who meet on a

regular basis over a period of time. The group will look at a cross-representation of roles

across the authority. It is usual practice for one person to present the main purpose of

each role, its key accountabilities, principal activities and performance indicators.

Following this presentation the group will brainstorm the range of qualities needed to

perform the role. Once all the roles have been brainstormed, the group will collate the

qualities into clusters. Once the clusters have been identified, the group will develop a

working title for each competency, together with the behavioral indicators of the

competency in action in every day work.

This approach can provide greater acceptance of the competencies within the authority,

as they tend to be in language that the authority understands. In-house people will also

have a greater understanding of the roles, although it is important to ensure that the group

reflects the range of roles across the authority. The main disadvantage with the approach

is that it can require a significant time commitment from those involved.

Inventories and questionnaires

This approach involves using an inventory (or questionnaire or checklist) to break down

the job requirements into key tasks, which are then subdivided into day-to-day activities.

The inventory information is obtained by talking to the jobholder and manager, as well as

through observing the jobholder in action. Following the initial identification of

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activities, the jobholder is asked to give a score for elements such as the time taken to

undertake the work, its complexity and the consequences of error. The greater the score,

the greater the criticality of the tasks. Following the initial identification of activities, the

jobholder is asked to give a score for elements such as the time taken to undertake the

work, its complexity and the consequences of error. The greater the score, the greater the

criticality of the tasks. Following this, each competency is rated to provide and indication

of the importance of each competency. This approach is helpful where jobs are well

defined and predictable and it can be a cost-effective way of guaging the views of a large

number of jobholders and managers. However, it is essential the adequate time and

resources are provided to enable effective analysis of the inventory/questionnaire results.

In most circumstances, use of a software package for the purpose is recommended.

Interviews

This involves interviewing jobholders and/or managers in order to identify the specific

events that form a critical part of the job. Interviewees are usually asked to describe

particular experience in their work and the interviewer will then probe to determine the

actions taken and the outcome. From this, the interviewer can infer the competencies

required, particularly when dealing with critical incidents.

This approach tends to be most helpful to identify competencies, which are critical when

dealing with demanding situations, rather than the standard competencies, so determining

the difference between average and superior performance. This approach is helpful as it

focuses directly on the competencies required rather than analysing the work that then

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needs to be developed into appropriate competencies. It is essential when implementing

this approach that the interviewer is experienced in a competency approach and has the

necessary interview skills.

Diaries and work logs

This involves the jobholder maintaining a record over a period of time, from which the

competencies can be deduced. This approach can take two forms. A diary approach

requires that the jobholder log the activities they undertake at various times throughout

the day. A log lists key criteria, perhaps in the form of competencies, and jobholders are

asked to record each time during the day they employ that competency.

This approach ensures that the jobholder’s views are directly taken into account and can

be a cost-effective way of gaining information from a large number of jobholders.

However, the process of analysing the results and collating them into some sort of order

can be time consuming.

Repertory grid

This approach attempts to identify the competencies, which differentiate between poor,

average and superior performance. The manager is interviewed and asked to place people

in various categories of performance. The interviewer then prompts the manager to

describe some of the examples of performance and then attempts to break these examples

down to certain elements that can isolate and identify the bahaviours that accompany

performance at different levels.

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This approach only takes into account the views of the manager and not the jobholder. It

is also necessary to ensure confidentiality during the process. The process requires a

suitably experienced and skilled interviewer and can be time consuming.

Observation

This approach involves the observation of jobholders undertaking their normal day-to-

day activities. The observer will normally develop a record form that lists possible

behaviour indicators and then records when these behaviours are displayed during the

observation process, which might focus on a particular time period.

This approach enables the observer to see the work at first hand and prevents disruption

to the manager or jobholder. However, the jobholder may have concerns about being

observed for long periods of time and may need reassurance of the purpose of the

exercise. Where a number of observers are used, it is imperative that all observers use the

same approach.

Testing

Ability and psychometric tests are undertaken by a cross-section of jobholders. The

results are correlated against levels of job performance in order to identify differentiating

characteristics and key competencies.

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This approach can provide differentiators between performance levels and also some

benchmark data on the current workforce, which can then be used as a measure for future

employees.

However, it is essential that there is clear data about the differing performance levels in

order to compare the test results against. This approach can also be very sensitive for

jobholders and it is therefore important that the purpose of the approach is clarified with

those involved.

Pitfalls in Competency Mapping

Valdis Krebs (1999) defines social capital as "who you know" and human capital as

"what you know". In an organization the 'you' refers to the corporate entity. These two

types of capital in any such entity can be explored using knowledge mapping tools called

'social network mapping' and 'competency mapping'. Competency mapping demonstrates

what type of knowledge and skills are required and/or found within the human capital of

the organization. An organization could use these personal competency maps to build a

'yellow pages' directory, match people to jobs or positions or determine what training

programs are needed to fill skill gaps.

Pitfall No. 1: Believing the map is the ultimate goal

Mapping is the easiest part of the process. The difficult parts are the audit (input) and

analysis (output). These are the ones most fraught with stumbling blocks and hidden

dangers. Mapping may seem to be the output of the system. In truth the map is the middle

part of the process and serves only as the beginning for analysis, the true output. It is a

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pitfall to view the map as the desired end result. The map is nothing but a colossal waste

of time and money without the proper analysis. However, proper analysis is impossible

without asking the proper questions at the outset.

Pitfall No. 2: No Purposeful Question

Ask a stupid question and you will get a stupid answer. If you want a valuable result you

must ask a question that will give you a valuable answer. The reason the question may be

stupid is that a purpose or mission for the mapping project has not been defined. An

organization should not map merely for the sake of saying we now have an organizational

map. The map is not good in and of itself. It is only good in so far as it can bring about

positive change in the organization. The value of the map has been described as the

'reality' chart of an organization. The traditional organization chart shows you the

prescribed method in which communication is to flow. Knowing how communication

actually flows is of no greater value than the organization chart unless you want to

measure how close the flow is to what is desirable and if it is not, to use it to design

strategies to change it.

Pitfall No. 3: Not Knowing Where You Are Going

The pitfall is not having a mission. If you don't know where you are heading how will

you know when you get there? Similarly when you wish to effectively measure reality

you must have some idea of the ideal and must ask questions that will show whether this

ideal is in fact close to the mark or far removed. Thus the mission must reach far beyond

the map itself. The mission must be to create and sustain a knowledge flow that is more

36

profitable to your organization. Then the map becomes a measure of how close to the

ideal you already are in order to benchmark for future measures of how much change you

have been able to effect. If you are already there, that is, your organization is already rich

beyond your wildest dreams your mission might be to measure the current 'ideal'

knowledge flow. Then in the future when the bottom line is not so rosy, you will be able

to measure against the benchmark to see where the problems are occurring and use this to

try to re-create the ideal. However, until we know this perfection we must try to imagine

what would be better.

Pitfall No. 4: Not ensuring both reliability and validity

In fact, most ordinary people are not sure what these are much less what difference they

make when gathering data. Not only must the question have a purpose and match the

mission, the question must deliver both reliable and valid results. Reliability and validity

are indications of how usable a particular measuring tool really is. "Reliability tells us

how consistently we are measuring whatever we are measuring. Validity is concerned

with whether we are measuring what we say we are measuring." (Buley)

First reliability means the results are consistent, both internally and across time. If you

take a measure of any part of the whole subject at any one time, the results will be

consistent. That does not mean the results will be the same, just consistently measuring

the same thing. If you wish to measure the knowledge a person has by how many people

chose him as a subject matter expert, then the question must consistently measure this

concept no matter how many people are asked. To be reliable the results also must be

37

consistent over time - that is not that people's answers may not change but that the

question consistently measures the same concept no matter when the questionnaire is

delivered. Validity then kicks in as a measure of what you are really trying to do. If I am

trying to accurately measure my weight, then the results matter. A consistently wrong

answer means I am not accurately measuring my weight and if that is my intention, the

tool (the scale) is not a good one. This is easier seen in something tangible as weight and

a scale as the measuring tool. It is more difficult to apply in the situation of mapping

organizational knowledge. If we want to show the "who you know" or social capital, the

tool must measure that. When we want to measure "what you know" the tool must

actually be able to calculate this.

The data cannot be reliable and valid, if our measuring tool is not accurately consistently

measuring what we say we are measuring. Some think the main measuring tool is the

'system' - however, the question is really the input. Yes it is important the technology

takes in the results and charts an accurate reflection of the data. Yet no matter how

wonderful the technology is, it is nothing without valid and reliable input. The question is

really the key. If the question cannot be assessed to be reliable and valid, there is no sense

in even beginning the process.

Pitfall No. 5: Not Assessing the Results Accurately

Now we will assume you have found and tested on a sample audience the questions and

found them to be valid and reliable and that they actually reflect the mission.

Furthermore, let us assume the system has accurately produced the data in some visible

38

form, such as a map of connections. So far if any of this process has been flawed, the

minimum harm done is the waste of time and effort. Where the greatest danger now lies

is in the use or potential misuse of the data.

39

2.2. COMPANY PROFILE

We are pleased to introduce ourselves as manufacturers of press tools, press components

& precision machined components, jigs, gauges and industrial assemblies. Construction

of X-ray Cabins.

18 YEARS OF EXCELLENCE

Established in 1988. Madras Micro Tools. is conveniently located on Whitefield

Road about ten Kilometers from M.G.Road. It is also close to the International

Technology Park and KIADB Export promotion zone.

WORD-CLASS FACILITIES & WORKFORCE

We have a full-fledged plant with precision machinery and equipment to suit your

requirements. We manufacture, supply and installation of lead cells, leaded trolley, toggle

clamps, Hydraulic Scissors Lift. Our facilities include CNC machining, Cylindrical

grinding, hardening, centreless grinding, plating, anodizing, thread rolling, powder

coating, Tig welding etc.(painting), and facilities for fabrication. We have a dedicated

work force of qualified and skilled technicians.

Products

v Lead enclosures

v Trolley (Leaded & Mobile)

v Hydraulic Scissors lifts

v Toggle clamps

v CNC Machine components

v SS Fabrication

40

Grinder Stand Toggle Clamps Aeronotical Pump Body Circuit Break

Module

Collimeter Cab Friction Ring Hydraulic Scissors Lift Lead Enclouser

Medical Consumable Base

Medical Consumable Imager

Medical Consumable Mac 5000 Tray

Medical Consumable Over Hang

41

Medical Consumer TTH

Steel Sleve

DSGR Body

Lead Cell

Lead Mac 5000 Trolley Machine Parts

Medical Consumable Mac 5000 Tray -Back View

42

CUSTOMIZED SOLUTIONS

We also under take all types of job works including manufacturing & supply for

continuous production. We also make special customized studs and bolts as per your

requirement and we can also supply casting in brass, bronze & aluminum.

INDUSTRY-WIDE CLIENTELE

Our reputed customer list includes:

Medical Industry Wipro GE Medical Systems.

(Vendor Code No.UP 001) GE Medical Systems X-Ray(SA) Ltd.

Precision Mfg Industry GE BE Pvt Ltd. R&D Centers John F Weltch Technology Center Farm Equipment Industry V.S.T. Tillers & Tractors Ltd. Machine-building Industry Inductocast Steel Foundry Ltd. Heavy Equipment Industry Bharath Earth Movers Ltd.

(Vendor Code No.00901657)

We hope you will give us an opportunity to serve your special needs with our

world-class ISO certified quality at a competitive price and help us to build a long

relationship with you.

[For information of the intended recipient only. Do not circulate without the permission

of Madras Micro Tools.]

43

LIST OF EXISTING MACHINERY

CNC machining Center Milling machine HMT Lathe machine No. Name of the Machine Specification Make

1. CNC Machining Center Working Area 1200mm x 500mm x 600 ht 30 position Tool Changer

MATSURA JAPAN

2. Milling Machine FN2 - V HMT

3. Lathe Machine LB17 HMT

4. Shaping Machine 24 Inches RUBY

5. Surface Grinding Machine 400 x 150 x 250 BHURJI

6. Drilling Machine Pillar Type 1 Inch EFFICO

7. Drilling Machine 1 / 2 Inches KMP

8. Power Hacksaw Cutting Machine 200 Dia GANGA

9. Band Saw Cutting Machine

10. Arc Welding Machine 04mm JERMEX

11. Compressor 3 / 4 SAC

12. Hand Press No.6

13. Hand Drilling Machine 13mm KPT

14. Hand Grinding Machine BLACK & DUCKER

15. Hand Jig Saw Machine BOSCH

16. IGBT Inverter Tig / Arc Welding Machine HT 200 P CHOWEL

44

CHAPTER III

ANALYSIS and INTERPRETATION

45

ANALYSIS AND INTERPRETATION

After the completion of data collection process, the researcher analyzed and interpreted

the data to validate the study. The analysis and interpretation were done to:

· Synthesize the collected data

· Verify the statistical significance

· Interpret the data from the researcher’s point of view

· Explain the reasons behind the numerical figures

· To describe the study in a tabulated form

The interpretation consists of three parts:

· Introduction about the table

· Interpretation per se

· Researcher’s observation

The purpose of analysis and interpretation is to make the study easily comprehensible

46

Table No: 1 : Respondents by Designation

Designation

No. Of

Respondents

Percentage

Executives

42

70

Managers

8

30

The above table represents the data of designation of the respondents, which is broadly

classified into the Executive and the Managerial level.

The executive level represents the combination of the HR executives, Senior

Executives and HR Generalists. The Managerial level comprises of the Assistant

Manager, Manager – HR and the Branch Heads.

Thus we can infer that vast majority (70%) of the respondents belongs to the

executive class and little less than one third (30%) belong to the Managerial level.

Fig No: 1: Respondents by Designation

0

10

20

30

40

50

60

70

Executives Managers

No. of.Respondents

Percentage

47

Table No: 2 : Respondents by Education

Education

No. Of

Respondents

Percentage

MSW 31 52

MBA 25 41

PG Diploma 4 7

This table denotes the qualification of the respondents. They are postgraduates either in

Social Work or Business Management specializing in Human Resource management.

It represents that more than half (52%) of the respondents are Masters in Social

Work (MSW) and more than two fifth (41%) of them are Masters in Business

Administration (MBA) and less than 5% of them are Post Graduate Diploma in Human

Resources.

Thus we can infer that in the respondents population more than half of them were

MSWs and the remaining were MBAs.

Fig No: 2 : Respondents by Education

0

10

20

30

40

50

60

MSW MBA PGDiploma

No. of.Respondents

Percentage

48

Table No: 3 : Respondents by Age

Age (in years)

No. Of Respondents

Percentage

Below 30

40 67

Above 30

20 33

The table corresponds to the age of the respondents. It is widely categorized into two

groups – below 30 years and above 30 years.

The table shows that two third (67%) of the respondents are falling under the age group

of below 30 years and one third (33%) of them are above 30 years.

Fig No: 3 :Respondents by Age

0

10

20

30

40

50

60

70

Below 30 Above 30

No.of.Respondents

Percentage

49

Table No: 4 : Respondents by Experience

Experience

No. Of Respondents

Percentage

Below 5 years

42

70

5 years and above

18

30

The table demonstrates the years of experience of the respondents, which is broadly

classified as experience below 5 years and 6 years and above.

The data indicates that vast majority (70%) of the respondent population belong to

the category of below 5 years of experience and little less than the one third (30%) of the

respondents belong to 6 and above years of experience.

Fig No: 4 : Respondents by Experience

0

10

20

30

40

50

60

70

Below 5 Years 5 Years Above

No.of.Respondents

Percentage

50

Table No: 5 : Respondents by the method of Competency Mapping.

Methods

No. Of Respondents

Total

Focus Group Discussions

33 (55)

60 (100)

Inventories and Questionnaires

14 (23)

60 (100)

Behavioral Interviews

38 (64)

60 (100)

Diaries and Work logs

3 (5)

60 (100)

Repertory Grid

8 (13)

60 (100)

(Figures in the parentheses in all the tables represent percentage)

The table details on the methods used by the organization to map competencies. The

respondents can decide on one or more options, according to the organization they belong

to.The data explains that majority (63%) of the respondents use Behavioral interviewing as a

tool for Competency Mapping. Little more than half of the respondents (55%) practice Focus

Group Discussions as a method of Competency Mapping. Questionnaires are used by less

than one fourth of the respondents (23%). More than one tenth (13%) of the respondents use

repertory grid as a tool to map competencies. Diaries and Work logs are used by less than one

tenth (5%) of the respondents. Thus we can infer that behavioral interviews and focus

group discussions are the most widespread method of competency mapping.

51

Fig No: 5 : Respondents by the method of Competency Mapping

0

10

20

30

40

50

60

70

No.of.Respondents Percentage

Focus GroupDiscussions

Inventories andQuestionaries

Behavioral Interviews

Diaries and Work logs

Repertory Grid

52

Table 6 : Overall contribution of Competency Mapping to the Performance Appraisal

Level of Contribution

No. Of Respondents

Percentage

Low

7 11

High

53 88

Total

60 100

The table illustrates the role played by competency mapping in overall success of

performance appraisal. Almost all the respondents (88%) agree that competency mapping

plays a significant role in performance appraisal. But one tenth of the respondents (11%)

also say that it has very less or nil role to play in the performance appraisal process.

Thus we can infer that almost all the respondents (88%) feel that competency

mapping has an high impact on performance appraisal.

Fig 6 : Overall contribution of Competency Mapping to the Performance Appraisal

0

10

20

30

40

50

60

70

80

90

Low High

No.of.Respondents

Percentage

53

Table No: 7

Designation vs. Competency Mapping’s contribution to Performance Appraisal

Designation

Contribution to Performance Appraisal

Total High Low

Executives

39

(89)

5

(11)

44

(100)

Managers

14

(87)

2

(13)

16

(100)

Total

53 (88)

7

(12)

60

(100)

Chi-square value – 0.15 (With Yates correction) Not significant at 0.05 level Degree of freedom – 1 The table explains the relationship of the designation of the respondents and their opinion

on competency mapping and performance appraisal. In both the executives and

managers level, most of them (89% and 87%) have responded that competency mapping

has very high impact on the Performance Appraisal. On an average in both the levels,

one tenth of the respondents (11%, 13%) indicated that it has less impact on PMS

process. Thus we can infer that almost all the respondents feel that it has high impact on

performance appraisal. Since the calculated value (0.15) is less than the tabulated value

(3.841), there is no statistical significance between designation and performance

appraisal.

54

Table No: 8

Education vs. Competency Mapping’s contribution to Performance Appraisal

Education

Contribution to Performance Appraisal

Total High Low

MSW

31

(89)

4

(11)

35

(100)

MBA

22

(88)

3

(12)

25

(100)

Total

53 (88)

7

(12)

60

(100) Chi-square value – 0.125 Not significant at 0.05 level (With Yates correction) Degree of freedom – 1 The table describes the relationship of the education of the respondents and

correspondingly their views on competency mapping and performance appraisal.

In the MSW category almost all the respondents (89%) have accepted that competency

mapping plays an important role in Performance Appraisal. Similar response is also from

MBAs and PG Diplomas for accepting competency mapping. Thus we can understand

that irrespective of the qualification the HR professionals, they accept the high impact on

performance appraisal. Since the calculated value (0.125) is less than the tabulated value

(3.841), there is no statistical significance between education and performance appraisal.

55

Table No: 9

Age vs. Competency Mapping’s contribution to Performance Appraisal

Age (in years)

Contribution to Performance Appraisal

Total High Low

Below 30

38

(95)

2

(5)

40

(100)

Above 30

15

(75)

5

(25)

20

(100)

Total

53 (88)

7

(12)

60

(100) Chi-square value – 4.73 Significant at 0.05 level (With Yates correction) Degree of freedom – 1

The above table illustrates the relationship between the age of the respondents and the

impact on Performance Appraisal. The age is grouped as, ‘below 30 years’ and ‘above 30

years’. In the ‘below 30 years’ group almost all the respondents (95%) have agreed that

competency mapping contributes significantly to Performance Appraisal. In the ‘above

30 years’ group only three fourth (75%) of the respondents have put a positive note on

competency mapping. There is a notable difference (20%) in both the categories, though

they have agreed on competency mapping. In below 30 years group 5% of the

respondents says it has less impact on competency mapping. The other group, one fourth

of the respondents (25%) feel that it has less impact on the Performance Appraisal.

56

Thus we can conclude that professionals under the age 30 strongly agree on the

competency mapping to the performance appraisal.Since the calculated value (4.73) is

less than the tabulated value (3.841), there is statistical significance between age and

performance appraisal.

57

Table No: 10

Experience vs. Competency Mapping’s contribution to Performance Appraisal

Experience

Contribution to Performance Appraisal

Total High Low

Below 5 yrs

33

(92)

3

(8)

36

(100)

5 yrs and above

20

(83)

4

(17)

24

(100)

Total

53

(88)

7

(12)

60

(100) Chi-square value – 0.970 Not significant at 0.05 level Degree of freedom - 1

The table relates between the years of experience and the impact of competency mapping

on Performance Appraisal. Almost all of them have said that competency mapping has

high impact on Performance Appraisal. In the 6 years and above group more than three

fourths of the respondents (83%) have agreed on the impact and the remaining (17%)

hasn’t agreed on it. Nearly less than one tenth of the respondents (8%) in the below 5

years group have said that it has less impact on Performance Appraisal. Almost all the

respondents (92%) in this age group have agreed on the impact on it.Thus we can

conclude that HR professionals under 5 years of experience are expressing that

competency mapping has high impact on performance appraisal.Since the calculated

value (0.33) is less than the tabulated value (3.841), there is no statistical significance

between experience and performance appraisal.

58

Table No: 11

Factors of Competency Mapping and level of influence on Performance Appraisal

Factors

Strongly Agree

Agree Disagree Strongly Disagree

Total

Employee Acceptance

5 (8)

37 (62)

18 (30)

- 60 (100)

Fair Assessment

10 (17)

41 (68)

8 (13)

1 (2)

60 (100)

Specific Feedback

5 (8)

52 (87)

2 (3)

1 (2)

60 (100)

Reward management

4 (7)

47 (79)

7 (12)

1 (2)

60 (100)

Future Roles 8 (13)

49 (82)

3 (5)

- 60 (100)

Behavioral Interviewing

2 (3)

57 (95)

1 (2

- 60 (100)

Customized training needs

5 (8)

50 (84)

5 (8)

- 60 (100)

Employee Acceptance

The table elucidates the entire competency mapping factors, which are creating impact in

the performance appraisal. Almost all the respondents have responded that it is the fair

and transparent way of performance appraisal. Vast majority (70%) of the respondents

have said that competency based performance appraisal among employees is possible.

Little less than one third (30%) of the respondents have stated that it is not accepted

amidst employees.

Fair and Transparent Assessment

Most of the respondents (85%) have expressed that competency mapping in the appraisal

process ensures fairness and transparency. In that nearly one fifth of the respondents

(17%) have strongly agreed to that. More than one tenth (15%) of the respondents have

59

stated that it is does not constitute to any fairness in the process. Specific feedback and

Better reward Management

Almost all the respondents (95%) feel that competencies in the appraisal process will

ensure on specific feedback on performance expectations and on competency building

and development. Most of the respondents (86%) feel that it will facilitate better reward

management through appraisal process. More than one fifth (14%) of the respondents are

not agreeing that competencies will facilitate in the reward management.

Identifying future roles

Almost all of them (95%) have accepted that competencies in the appraisal process will

definitely pave the way for identifying the competencies required for the future roles. In

that less than one tenth (8%) of them have strongly agreed to that. And leery less than one

tenth of them (5%) are not for it.

Behavioral interviewing and Ascertaining customized training needs

Almost all of respondents (98%) felt that behavioral interviewing is an important link

between competency mapping and performance appraisal. Almost all the (98%)

respondents expressed that customized training needs can be ascertained. In that little

less than one tenth (8%) of them, strongly agreed to it. And remaining (8%) says that it is

not possible to ascertain the customized training needs through competency-based

appraisal.

60

Thus we can infer that almost all the respondents feel that competency mapping

contributes on deriving specific performance expectations from the employees.

Respondents also feel that competencies for future roles can be ascertained from the

competencies in the performance appraisal.

61

Table No: 12

Competency Mapping’s role in Selection and Hiring process

Level

No of respondents

Percentage

Low

19 32

High

41 68

Total

60 100

This table illustrates the overall impact of competency mapping on hiring and selection

practices.

This table is derived by using eight competency factors, which will influence the hiring

and selection process.

It represents that more than two third (68%) of the respondents have said that it has high

impact on hiring and selection practice. Less than one third (32%) of the respondents say,

it has low impact on selection.

Thus we can infer that more than two thirds of the respondents feel that competency

mapping has high impact in the selection process.

62

Table No: 13

Designation vs. Competency Mapping’s role in Selection and Hiring

Designation

Contribution to Selection

Total High Low

Executives

29

(66)

15

(34)

44

(100)

Managers

12

(75)

4

(25)

16

(100)

Total

41 (68)

19

(31)

60

(100) Chi-square value – 0.141 Not significant at 0.05 level Degree of freedom - 1 This table relates between the designation of the respondents and their views on

competency mapping in selection. Nearly two thirds (66%) of the executives feel that it

has high impact on selection process and remaining one third (34%) of the respondents

feel that competencies does not play a vital role in the selection process.

In the managers level, three fourth (75%) of the respondents feel that it has high impact

on selection and one fourth (25%) of them feel it has created less impact.

Thus we can infer that mangers feel that competencies in the selection creates high

impact on selection

Since the calculated value (0.141) is less than the tabulated value (3.841), there is no

statistical significance between designation and selection.

63

Table No: 14

Education vs. Competency Mapping’s role in Selection and Hiring

Education

Contribution to Selection

Total High Low

MSW

24

(69)

11

(31)

35

(100)

MBA

17

(68)

8

(32)

25

(100)

Total

41 (68)

19

(32)

60

(100) Chi-square value – 0.002 Not Significant at 0.05 level Degree of freedom - 1

This table relates education of the respondents and selection process. In both the

categories of Masters of Social Work and Masters in Business Administration, more than

two third (69%{MSW}, 68%{MBA}) of the respondents have said that it has high

impact on hiring and selection process.

Less than one third (31%{MSW}, 32%MBA}) of the respondents in both the categories

say it has less impact on selection.

Thus we can conclude that irrespective of the qualification the professionals have agreed

the high impact of the competency mapping in the performance appraisal.

Since the calculated value (0.002) is less than the tabulated value (3.841), there is no

statistical significance between education and selection.

64

Table No: 15

Age vs. Competency Mapping’s role in Selection and Hiring

Age

(in years)

Contribution to Selection

Total High Low

Below 30

28

(70)

12

(30)

40

(100)

Above 30

13

(65)

7

(35)

20

(100)

Total

41 (68)

19

(32)

60

(100) Chi-square value – 0.154 Not Significant at 0.05 level Degree of freedom - 1 The table shows the respondents by age and their response towards the competency based

selection process.

In below 30 years group, vast majority of the respondents have accepted the high impact

on selection. And little less than one third of the below 30 years group respondents feel

that it has low impact on selection. In above 30 years group, more than two thirds of the

response has been to high impact on selection.

This is low compared to the other ‘below 30 years’ group. Little less than one third of

the above 30 years respondents say there is low impact on selection.

Since the calculated value (0.154) is less than the tabulated value (3.841), there is no

statistical significance between age and selection.

65

Table No: 16

Experience vs. Competency Mapping’s role in Selection and Hiring

Experience

Contribution to Selection

Total High Low

Below 5 yrs

25

(69)

11

(31)

36

(100)

5 yrs and above

16

(67)

8

(33)

24

(100)

Total

41

(68)

19

(32)

60

(100) Chi-square value – 0.051 Not Significant at 0.05 level Degree of freedom - 1

The table demonstrates the relationship between the experience of the respondents and

their opinion on competency based selection.

More than two thirds of the respondents in the below 5 years group feel that it has high

impact on selection process. Little less than one third of the respondents in the same

group feel that it has less impact on the selection. Nearly two thirds of the respondents in

the above 5 years group feel that it has less impact on the selection process.

One third of the respondents in the same group responded that it has low impact on the

selection process.

Since the calculated value (0.051) is less than the tabulated value (3.841), there is no

statistical significance between experience and selection.

66

Table No: 17

Factors of Competency Mapping which are influencing

Selection and Hiring process.

Factors

Strongly Agree

Agree Disagree Total

Effective than traditional method

18 (30)

42 (70)

- 60 (100)

Defines organizations’ expectations

15 (25)

37 (62)

8 (13)

60 (100)

Determination of role and job fit

8 (13)

43 (72)

9 (15)

60 (100)

Paying capacity & competencies

1 (2)

46 (76)

13 (22)

60 (100)

Competency and recruitment cost

1 (2)

48 (80)

11 (18)

60 (100)

Reduction in recruitment cost

4 (7)

55 (91)

1 (2)

60 (100)

Competency Benchmarking

3 (5)

57 (95)

- 60 (100)

The table elucidates each competency factor, which contributes to the hiring and

selection process.

Effective than the traditional method of selection & defining expectations

All the respondents (100%) feel that competency based selection is better than the

traditional method of selection and there is no opposite view on this.

67

Most of them (87%) feel that competency in the selection process defines the

expectations of the organizations clearly. Remaining (13%) of the respondents feel that it

does not define any expectation of the organization.

Determination of role and job fit

More than one tenth (13%) of the respondents feel that determination of role and job fit

is not possible through competency-based selection.

Balancing organizations paying capacity, recruitment cost and competencies

More than three fourth (78%) of them feel that there should be a balance between the

paying capacity and the competencies expected. Less than one fifth (22%) of the

respondents feel that there need not be a balance between the recruitment cost and the

expected competencies.

Reduction in training cost

Almost all of them (98%) feel that will be reduction in training cost through competency-

based selection.

68

Table No: 18

Competency Mapping and significance of anticipating future competencies

Level

No of respondents

Percentage

Low

13 22

High

47 78

Total

60 100

The table corresponds to the anticipation of competencies required for future. This data

relates to the significance of the anticipating and managing future competencies.

More than three fourth of the respondents feel that it is important to anticipate the future

competencies. More than one fifth of them feel that it has less significance to forecast

competencies required for future.

Thus we can infer that more than three fourth of the respondents (78%) feel that

competencies play an important role and creates high impact on the selection process.

69

Table No: 19

Designation vs. their opinion on anticipating future competencies

Designation

Significance of anticipating future

competencies

Total High Low

Executives

34

(77)

10

(23)

44

(100)

Managers

13

(81)

3

(19)

16

(100)

Total

47 (78)

13

(22)

60

(100) Chi-square value – 0.109 Not significant at 0.05 level Degree of freedom - 1 This table indicates the relationship between the designation and the significance of the

future competencies.

More than three fifth of the executives feel that it is important to anticipate the future

competencies. Less than one fourth of the executives feel that it is not important to

forecast future competencies. Most of the managers feel that it is important to anticipate

competencies. More than one tenth of the mangers feel that it is not important to forecast

competencies. Thus we can understand that almost all the managers feel that anticipating

and managing for the future competencies is important and significant.

Since the calculated value (0.109) is less than the tabulated value (3.841), there is no

statistical significance between designation and their opinion on anticipating future

competencies.

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Table No: 20

Education vs. their opinion on anticipating future competencies

Education

Significance of anticipating future

competencies

Total High Low

MSW

28

(80)

7

(20)

35

(100)

MBA

19

(76)

6

(24)

25

(100)

Total

47 (78)

13

(22)

60

(100) Chi-square value – 0.137 Not Significant at 0.05 level Degree of freedom - 1

This table relates the education and the respondents’ views on the future competencies.

Most of the MSW feel that the anticipating the competencies is important. And one fifth

(20%) of them feel that it is not important. More than three fourth (76%) of the MBAs

feel that it is significant to work on future competencies. Less than one fourth (22%) of

the MBAs say that it is not important to work on competencies. Thus we can infer that

almost all the respondents’ express that anticipating and managing competencies is

significant. Since the calculated value (0.137) is less than the tabulated value (3.841),

there is no statistical significance between education and anticipating future

competencies.

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Table No: 21

Age vs. their opinion on anticipating future competencies

Age

(in years)

Significance of anticipating future

competencies

Total High

Low

Below 30

33

(83)

7

(17)

40

(100)

Above 30

14

(70)

6

(30)

20

(100)

Total

47 (78)

13

(22)

60

(100) Chi-square value – 1.227 Significant at 0.05 level Degree of freedom – 1 The table represents the age and the views of respondents on future competencies.

Most of them (83%) in the age group below 30 years feel that the forecasting

competencies are important. Less than one fifth (17%) of them feel that it is not important

to work on future competencies.

Vast majority (70%) of the above 30 years group feel that it is vital to work on

competencies, which are required for the future. Little less than the one third (30%) of

them feels that it is not vital to work on future competencies.

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Thus we can conclude that respondents below 30 years say that anticipating and

managing future competencies are important.

Since the calculated value (1.227) is more than the tabulated value (3.841), there is

statistical significance between age and their opinion on anticipating future competencies.

.

73

Table No: 22

Experience vs. their opinion on anticipating future competencies

Experience

Significance of anticipating future

competencies

Total High Low

Below 5 yrs

30

(83)

6

(17)

36

(100)

5 yrs and above

17

(71)

7

(29)

24

(100)

Total

47

(78)

13

(22)

60

(100) Chi-square value – 1.326 Not Significant at 0.05 level Degree of freedom - 1

This table relates the experience and the significance of the future competencies. In the

category of below 5 years, most of them (83%) state that there should be high importance

given to future competencies. Less than one fifth (17%) of them feel that future

competencies are of low importance.

Vast majority (71%) in 5 years and above express that future competencies are vital to be

worked on. Little less than one third (29%) of them feel that it is not important.

Since the calculated value (1.326) is more than the tabulated value (3.841), there is

statistical significance between experience and their opinion on anticipating future

competencies.

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Table No: 23

Opinion of HR professionals on anticipating and managing the future competencies

Factors

Strongly

Agree

Agree

Disagree

Total

Importance of anticipating competencies

15 (25)

36 (60)

9 (15)

60 (100)

Managing the speed of changing competencies

2 (3)

51 (85)

7 (12)

60 (100)

Succession Planning

1 (2)

56 (93)

3 (5)

60 (100)

Investing time for forecasting competencies

2 (3)

54 (90)

4 (7)

60 (100)

Contingency plan for mishap in forecasting competencies

- 55 (92)

5 (8)

60 (100)

The table illustrates the wholesome views of the respondents in anticipating, managing

the speed of changing competencies, future competencies and succession planning and

time investment for forecasting competencies.

Importance of Anticipating Competencies

Most of the respondents (85%) state that it is important to anticipate to future

competencies. In that 5% of them strongly agree that anticipating competencies for the

future is important. Only less than one fifth (15%) of the respondents say it is not

important to work on future competencies.

75

Managing the speed of changing competencies

Similarly most of the respondents (88%) were there for managing the speed and

preparing the contingency plan for mishap in forecasting the competencies. More than

one tenth (12%) of the respondents disagree to the fact that organizations can’t manage

the speed of changing competencies.

Succession planning and investing adequate time for forecasting competencies

All the respondents (95%) felt that anticipating the future competencies will ensure

succession-planning process. Again almost all the respondents (93%) feel that adequate

time has to be invested for forecasting the future competencies. Less than one tenth (7%)

of the respondents feel that it is not vital to invest time in forecasting the competencies.

Handling mishaps in forecasting competencies

Almost all the respondents (92%) feel that the organization should be prepared with the

contingency plan for handling the mishap in forecasting competencies.

76

Table No: 24

Signifying the overall impact of competency mapping on the HR Deliverables

Deliverables

Level of Contribution

Total

High

Low

Performance Appraisal

53 (88)

7 (12)

60 (100)

Selection

41 (68)

19 (32)

60 (100)

Future Business Needs

47 (78)

13 (22)

60 (100)

The table consolidates the overall impact competency mapping on the HR Deliverables.

It states the level of contribution or the role it plays in the deliverable. According to the

respondents, almost all of them (88%) express that competency mapping contributes

more to the performance appraisal process.

More than two thirds (68%) of the respondents feel that it contributes to the selection

process. Remaining (32%) respondents feel that competencies contribute less to the

selection and hiring process

77

More than three fourth (78%) of the respondents say that it is important to work on future

competencies and be prepared to manage them.

Thus we can infer that competency mapping has high impact on the HR deliverables i.e.

Performance Appraisal and Selection. We can also understand that anticipating and

managing future competencies is very significant.

78

CHAPTER – IV

FINDINGS, CONCLUSION & SUGGESTIONS

79

4.1 FINDINGS

Findings and Conclusion refer to the final outcome of the entire study the researcher has

mentioned the end result of the study. These findings are remarks taken from the analysis

and interpretation of the collected data.

Personal profile of the Respondents

Vast majority of the respondents were executives and remaining are managers. All the

respondents were young and none of the respondent fell in the middle age.

More than half of the respondents were Masters in Social Work specializing in Human

Resources and more than two fifths of the respondents were Masters in Business

Administration.

Ø Vast majority of the respondents had less than five years of experience and little

less than one-third of the respondents had more than five tears of experience.

Methods of Competency Mapping

Ø The respondents stated that Behavioral interviewing and focus group discussions

are the widespread techniques in the competency mapping. Questionnaires are

used by less than one fourth of the respondents.

80

Competency Mapping and Performance Appraisal

Ø Almost all the respondents have expressed their opinion that competency mapping

has high impact on the performance appraisal process. There were very few

respondents who felt that it has low impact on performance appraisal process.

Ø The personal profile of the respondents shows that executives feel that

competencies have high impact on the appraisal process. It also denotes that

irrespective of the qualification, respondents felt that competency mapping has

high impact on appraisal process. As aforesaid, in the age category respondents

below 30 years feel that competency mapping has a high impact on the appraisal

process. There is a large difference between the acceptances of the high level

impact between the age categories.

Ø Most of the respondents feel that competency mapping in performance appraisal

will ensure specific feedback on performance expectations. Similar response was

for competency’s contribution to mapping competencies for future roles. Theses

two factors contribute greatly to the performance appraisal.

Ø The majority of the respondents felt competency mapping has low impact because

of the employees’ acceptance for competency based performance appraisal

process and for the appraisee’s response about the fairness and transparency in

competency based performance appraisal.

81

Competency Mapping and Selection

Ø Majority of the respondents opine that competency mapping plays a significant

role in the selection and hiring process and has high impact on the deliverable.

Ø In the designation category, managers express that competency mapping has high

level of impact on the selection and hiring process. Both the postgraduates in the

Social Work and Business Administration agree that competency based selection

and hiring has high impact. In the age category respondents below 30 years say

that competency has high impact on the selection and hiring process. Less

experienced professionals feel that competency mapping has high impact on the

appraisal.

Ø The two factors, which contribute most to the selection process, are, reduction in

training cost and competency mappings’ role in defining the organisations

performance expectations.

Ø Determination of role and job fit and balance of the competency and recruitment

cost are the two factors, which contributes less to the competency based selection

and hiring process.

82

Future Competencies

Ø Most of the respondents feel that anticipating and managing competencies is vital

for organisations.

Ø At the same time, it is interesting to note that managers feel that it is more

important to anticipate and manage competencies in the future. Masters in Social

Work (MSW) feel that more importance should be given to future competencies.

There is a considerable level of difference in the age category for importance for

the future competencies. Respondents below the age group of 30 feel that it is

very important to anticipate, mange and invest time for future competencies. In

experience category, less experienced professionals are showing more importance

to future competencies compared to the more experienced. Therefore in the

personal profile it denotes that young professionals show more importance in

anticipating and managing future competencies.

Ø The two most important opinion factors, which gave significance on future

competencies, are, one, future competencies will ensure in better succession

planning process and investing adequate time in forecasting competencies. These

two factors gave high importance to future competencies.

Ø Importance of future competencies was low because of the factor that

organisations cannot change according to the speed of the changing competencies.

83

Few respondents also felt that organisations need not give much importance for

forecasting competencies.

Ø As an overall comparison of the three variables – Performance Appraisal,

Selection and Hiring process and Future Competencies, Competency

Mapping contributes to all the three variables. In particular, competency mapping

contributes significantly to performance appraisal. To the contrary, the level of

employee acceptance level was low for competency based performance appraisal.

The opinion on future competencies depicts that respondents are for anticipating

and managing competencies are important for organisations. However, there is a

very low response on the importance for anticipating competencies. The

competency based selection and hiring process comparatively gains less

significance. There was unanimous response that Competency based selection and

hiring is effective than the traditional method of selection.

4.2 Conclusion

The study shows that competency based HR practices are gaining momentum in the

field and the profession. The contradictions in certain areas of the findings depicts

the dynamics of the evolving models of competency mapping. For example, the

acceptance of the competency based appraisal is very low, but the overall

contribution is the highest in the performance appraisal. Like that in selection process

the acceptance of the competency based selection .

84

4.3 Suggestions

The researcher has put forward his ideas that can be applied in order to increase the

contribution of Competency Mapping in the HR deliverables. Some of the key

suggestions that have been recommended are as follows:

Ø The HR should create different ways to increase the level of acceptance for

competency based performance appraisal.

Ø The HR should show the fairness and transparency in the competency based

performance appraisal.

Ø The organizations should define their organizations’ expectations clearly through

the deployment of competencies in the selection process.

Ø The HR should determine the role and the job fit using the competencies.

Ø The HR should create the awareness and importance of anticipating the

competencies required for the future.

Ø The HR should convey the importance of investing time in forecasting the future

competencies to the senior management.

85

APPENDIX - I

QUESTIONNAIRE

86

A Study on Competency Mapping and its impact on the HR Deliverables

About Yourself:

Designation: Age:

Education: Years of Experience:

1. Please üthe method(s) of Competency Mapping used in your Organization.

Methods

Focus Group Discussions

Inventories & Questionnaires

Behavioral Interviews

Diaries & Work logs

Repertory Grid

Observation

Psychological Testing

Others (Specify)

Competency Mapping and Performance Appraisal

2. Competency based Performance Management System (PMS) has level of acceptance

among employees.

o Strongly Agree o Agree o Disagree o Strongly Disagree

3. Competency based PMS facilitates fair, objective and transparent assessment.

87

o Strongly Agree o Agree o Disagree o Strongly Disagree

4. Competency based PMS helps to establish specific feedback on performance

expectations for competencies.

o Strongly Agree o Agree o Disagree o Strongly Disagree

5. Competency based PMS facilitates better reward management strategies.

o Strongly Agree o Agree o Disagree o Strongly Disagree

6. Building competencies for future roles are effective through Competency based PMS.

o Strongly Agree o Agree o Disagree o Strongly Disagree

7. Behavioral interviewing directly links performance appraisal and competency

mapping.

o Strongly Agree o Agree o Disagree o Strongly Disagree

8. Customized training needs can be ascertained from competency based PMS.

o Strongly Agree o Agree o Disagree o Strongly Disagree

Competency Mapping and Selection

9. Competency based selection is much more effective than the traditional method of

selection.

o Strongly Agree o Agree o Disagree o Strongly Disagree

10. Competency mapping defines and communicates the organizations expectations

clearly.

o Strongly Agree o Agree o Disagree o Strongly Disagree

11. Roles and Job fit are determined through Competency based Selection.

o Strongly Agree o Agree o Disagree o Strongly Disagree

88

12. Competency mapping balances the organizations paying capacity and the expected

competencies.

o Strongly Agree o Agree o Disagree o Strongly Disagree

13. There should be congruence between the competency and the recruitment cost.

o Strongly Agree o Agree o Disagree o Strongly Disagree

14. Competency based selection increases the likehood of hiring people who fit the

organization.

o Strongly Agree o Agree o Disagree o Strongly Disagree

15. Competency mapping ensures reduction in the training cost.

o Strongly Agree o Agree o Disagree o Strongly Disagree

16. Competency benchmarking is possible in the selection process.

o Strongly Agree o Agree o Disagree o Strongly Disagree

Competency Mapping and Future Business Needs

17. It is important for an organization to anticipate the future competencies required for

the employees.

o Strongly Agree o Agree o Disagree o Strongly Disagree

18. The organization can manage the speed in which the required competencies are

changing.

o Strongly Agree o Agree o Disagree o Strongly Disagree

19. Anticipating the future competencies will facilitate in the succession planning

process.

o Strongly Agree o Agree o Disagree o Strongly Disagree

89

20. The management can invest substantial time for forecasting competencies.

o Strongly Agree o Agree o Disagree o Strongly Disagree

21. Organization is prepared with the contingency plan to meet out any mishap in

predicting the future competencies.

o Strongly Agree o Agree o Disagree o Strongly Disagree

90

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Annual survey of competency frameworks.

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Report to the National Institute of Education, Washington, DC : 1980

5. “The Management Charter Initiative”

Introducing Management Standards, London, MCI : 1992

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Competence”.

London, New York : 1996

7. Dawson. Ross. "Developing knowledge-based client relationships.

www.mhhe.com : 2000

8. Argyris, Chris. “Skilled Incompetence”.

Harvard Business Review Article : 1986

9. Sanghi , Seema. “The Handbook of Competency Mapping”.

The Response Books : 2004