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Seminar Report on Competency Mapping
CONTENTS
1. INTRODUCTION 2. DEFINITION 3. BEHAVIOUR INDICATOR 4. COMPETENCY BROAD CATRGORIES 5. COMPONENTS OF COMPETENCY 6. MEANING AND CONCEPT OF COMPETENCY MAPPING 7. STEPS IN COMPETENCY MAPPING 8. COMPETENCY MODEL 9. TRADITIONAL JOB ANALYSIS VS. COMPETENCY APPROACH 10. USE OF COMPETENCY MAPPING 11. ROLE OF COMPETENCY IN IDENTIFYING TRAINING NEEDS AND SUCCESSION PLANNING 12. COMPETENCY BASED SUCCESSION PLANNING 13. THE ROOTS OF COMPETENCY APPROACH 14. HISTORY OF COMPETENCIES 15. COMPETENCY DICTIONARY 16. FINDINGS 17. SUMMARY 18. SCOPE FOR FUTURE RESEARCH IN COMPETENCY MAPPING 19. CONCLUSION 20. REFERENCES
MSRIT - Dept of M.B.A
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1. INTRODUCTION: Today organizations are all talking in terms of competence. Gone 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. Now they believe in excelling and not competing. It is better to build a core competency that will see them through crisis. And what other way than to develop the people, for human resource is the most valuable resource any organization has.
Competencies include the collection of success factors necessary for achieving important results in a specific job or work role in a particular organization. Success factors are combinations of knowledge, skills, and attributes (more historically called KSAs) that are described in terms of specific behaviors, and are demonstrated by superior performers in those jobs or work roles. Attributes include: personal characteristics, traits, motives, values or ways of thinking that impact an individuals behavior.
1.1 WHAT IS COMPETENCY? Any underlying characteristic required for performing a given task, activity or role successfully can be considered as competency. Competency may take the following forms: Knowledge Attitude Skill Other characteristics of an individual including Motives Values Traits Self Concept Page 2

Competency includes observable behavior as well as aptitudes, skill and knowledge. It can be compared with an iceberg as shown in the figure below:
First popularized by BOYATZIS (1982) with Research result on clusters of competencies: A capacity that exists in a person that leads to behavior that meets the job demands within parameters of organizational environment, and that, in turn brings about desired results UNIDO (2002)A Competency 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 job. RANKIN (2002): Competencies are definition of skills and behaviors that organizations expect their staff to practice in work.
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MANSFIELD (1997): Underlying characteristics of a person that results in effective a superior performance.
WOODRUFFE (1991): Competency: A person- related concept that refers to the dimensions of behavior lying behind competent performer. Competence: A work- related concept that refers to areas of work at which the person is competent Competencies: Often referred as the combination of the above two.
ALBANESE(1989) : Competencies are personal characteristics that contribute to effective managerial performance.
HAYES(1979) : Competencies are generic knowledge motive, trait, social role or a skill of a person linked to superior performance on the job .
3. BEHAVIOUR INDICATOR: A Competency is described in terms of key behaviors that enable recognition of that competency at the work place. These behaviors are demonstrated by excellent performers on-the-job much more consistently than average or poor performers. These characteristics generally follow the 80-20 rule in that they include the key behaviors that primarily drive excellent performance.
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FIGURE B:
4. COMPETENCY BROAD CATRGORIES Generic Competencies Competencies which are considered essential for all employees regardless of their function or level. Communication, initiative, listening etc. These are basic competencies required to do the job, which do not differentiate between high and low performers Managerial Competencies Competencies which are considered essential for employees with managerial or supervisory responsibility in any functional area including directors and senior posts
Threshold or Performance: Performance competencies are those that differentiate between high and low performers.
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5. COMPONENTS OF COMPETENCY: The competencies are observable or measurable knowledge, skills and abilities(KSA) These KSAs must distinguish between superior and other performers. Competencies in organization tend to fall in two categories General Functioning Competencies. These competencies include broad success factors not tied to a specific work function or industry (often focusing on leadership or emotional intelligence behaviors). Functional/Technical Competencies. These competencies include specific success factors within a given work .
6. MEANING AND CONCEPT OF COMPETENCY MAPPING: It is a process of identification of the competencies required to perform successfully a give job or role or a set tasks at a given point of time. It consists of breaking a given role or job into its constituents task or activities and identifying the competencies (Technical, managerial, Behavioral, conceptual knowledge and Attitude and skills etc) needed to perform the same successfully. Competency Map. A competency map is a list of an individuals competencies that represent the factors most critical to success in given jobs, departments, organizations, or industries that are part of the individuals current career plan. Competency Mapping. Competency mapping is a process an individual uses to identify and describe competencies that are the most critical to success in a work situation or work role Competency profiling It is the process of identifying the knowledge, skills, abilities, attitudes, and judgment required for effective performance in a particular occupation or profession. Competency profiling is business/company specific. MSRIT - Dept of M.B.A Page 6
7. STEPS IN COMPETENCY MAPPING: The Steps involved in competency mapping with an end result of job evaluation include the following: Step 1 : Identify departments for competency profiling: Step 2: Identifying hierarchy within the organization and selection of levels: Step 3: Obtain the job descriptions: Step 4: Preparation of semi structured interview: Step 5: Recording of interview details: Step 6: Preparation of a list of Skills:. Step 7: Indicate proficiency levels: Step 8: Validate identified competencies and proficiency levels with immediate superiors and other heads of the concerned department: Step9: Preparation of competency dictionary: Step 10: Mapping of competencies
8. COMPETENCY MODEL: The roots of competency modeling date as far back as the early 1900s but these models have become widely popular these days. A competency model is an organizing framework that lists the competencies required for effective performance in a specific job, job family (e.g., group of related jobs), organization, function, or process. Individual competencies are organized into competency models to enable people in an organization or profession to understand, discuss, and apply the competencies to workforce performance. The competencies in a model may be organized in a variety of formats. No one approach is inherently best; organizational needs will determine the optimal framework. A common approach is to identify several competencies that are essential for all employees and then identify several additional categories of competencies that apply only to specific subgroups. Some competency
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models are organized according to the type of competency, such as leadership, personal effectiveness, or technical capacity. Other models may employ a framework based on job level, with a basic set of competencies for a given job family and additional competencies added cumulatively for each higher job level within the job family Skills + Knowledge + Ability = Competency = Observable Behavior = Effective Outcomes [Performance on Job] = Strategic Success Modeling A Competency Model FIGURE C:
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9. TRADITIONAL JOB ANALYSIS VS. COMPETENCY APPROACH Job Analysis leads to Long lists of tasks and the skills / knowledge required to perform each of those tasks. Data generation from subject matter experts; job incumbents Effective Performance
Competency model leads to A distilled set of underlying personal characteristics. Data generation from outstanding performers in addition to subject matter experts and other job incumbents. Outstanding Performance
The approach allows executives and managers to make a distinction between a person's ability to do specific tasks at the minimum acceptable level and the ability to do the whole job in an outstanding fashion 10. USE OF COMPETENCY MAPPING: Competency mapping serves a number of purposes. It is done for the following functions: Gap Analysis Role Clarity Selection, Potential Identification, Growth Plans. Succession Planning. Restructuring Inventory of competencies for future planning
Competency based recruitment: Competency based interviews reduce the risk of making a costly hiring mistake and increase the likelihood of identifying and selecting the right person for the right job Competency based Performance Appraisal: Competencies Enable 1. 2. 3. 4. Establishment of clear high performance standards. Collection and proper analysis of factual data against the set standards. Conduct of objective feedback meetings. Direction with regard to specific areas of improvement
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Competency based training : 1. Competency based appraisal process leading to effective identification of training needs. 2. Opportunity to identify/ develop specific training programmes Focused training investment. 3. Focused Training enabling improvement in specific technical and managerial competencies. Competency based Development : 1.) Contribute to the understanding of what development really mean, giving the individual the tools to take responsibility for their own development. 2.) Give the line managers a tool to empower them to develop people. Competency based succession planning : Assessing employees readiness or potential to take on new challenges. Determining the person job fit can be based on matching the competency profile Of an individual to the set of competencies required for excellence within a profession. Individuals would know the competencies required for a particular position and therefore would have an opportunity to decide if they have the potential to pursue that position. 11. ROLE OF COMPETENCY IN IDENTIFYING TRAINING NEEDS AND SUCCESSION PLANNING. The effectiveness of the training function is heavily dependent upon effectiveness of processes used to identifying training needs. This is the first critical step on the road to competence development and performance enhancement. An inadequacy at this stage cascades to all the subsequent training processes. TRANINING LEADING TO SUCCESSION PLANNING: DEFINITION: As a general definition, Succession Planning is the process of preparing to hand over control. Specifically, business succession planning is the process of preparing to hand over control of the business to others in a way that is the least disruptive to the businesss operations and value.
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Succession planning is traditionally defined as a means of identifying critical management positions, starting at the level of manager and supervisor and extending up to the highest position in the organization. Succession planning and management is a deliberate and systematic effort by an organization to ensure the continued long-term effective performance of an organization, division, department or work group by: Identifying, developing, retaining and replacing talented individuals in positions over time. Retaining and developing intellectual and knowledge capital for the future Encouraging individual learning, growth and advancement
WHY IS IT IMPORTANT? Ensure business continuity Replace future vacancies and meet future skill and talent needs Have the right people in the right places at the right times to do the right things Address skill shortages ahead of time Maximize competitiveness as an employer and ability to attract and retain talented staff Enhance ability to promote from within Provide a supportive growth environment Focus learning and development efforts
SUCCESSION PLANNING is a process whereby an organization ensures that employees are recruited and developed to fill each key role within the company. The succession planning process, develop the knowledge, skills, and abilities of superior employees and prepare them for advancement or promotion into ever more challenging roles.
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12. COMPETENCY BASED SUCCESSION PLANNING: Through the succession planning process, the organization tries to retain superior employees because they appreciate the time, attention, and development that the organization is investing in them. To effectively do succession planning in the organization, one must identify the skills, knowledge and abilities of employees at various levels. After identifying it is mapped by the process called Competency Mapping. In this process the gaps are determined between the existing and required performance of the employees. After identifying the the gaps the superior employees are identified. These are the ones who are further trained for higher job positions.
13. THE ROOTS OF COMPETENCY APPROACH: Michael Crozier shocked the management community by defining the organization as imperfect social compromises .Far from being scientific constructs he depicted a complex organization as a reflection of its actual degree of competency. Despite 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 mid1950s and early 1970s. In that regard, John Flanagans work (1954) and Dave McClellands studies (1970) might be cited as two landmark efforts that originally invented the concept of competency. Concept maps were invented by Joseph Novak in the 1960s for use as a teaching tool. Later in 1986 William Trochim developed the concept map into a strategic planning tool for use in the design of organizational components. Trochim's technique differs significantly from Novak's original school of thought. While Novak's maps are generated for an individual, Trochim's are generated by a group.
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14. HISTORY OF COMPETENCIES: John Flanagan (1954) A seminal article published by John Flanagan in 1954 established Critical Incidents Technique as a precursor to the key methodology used in rigorous competency studies. Based on studies of US Air Force pilot performance, Flanagan concluded that the principle objective of job analysis procedures should be the determination of critical 12requirements. These requirements include those which have been demonstrated to have made the difference between success and failure in carrying out an important part of the job assigned in a significant number of instances. From here, critical incidents technique was originally discovered. Critical 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. Flanagans work, while not strictly about competencies, was important because it laid the foundation for a new approach to examining what people do. In a later form, the critical incidents technique would resurface to focus around significant behavioral events that distinguish between exemplary and fullysuccessful performers. It is Flanagans critical incidents technique that sixteen years later inspires David McClelland to discover and develop the term of competency. Benjamin Bloom (USA) In mid fifties BENJAMIN laid the foundation for identifying educational objectives by defining KSA, s needed to be developed in education. The educational objectives developed by them were grouped under the cognitive domain. David McClelland (Harvard Psychologist) He pioneered the Competency Movement across the world and made it a global concept. His classic books on Talent and Society, Achievement motive, The Achieving Society, Motivating economic achievement and power the inner
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experience brought out several new dimensions of the competency. These competencies exposed by Mc .Cleland dealt with effective domain in Blooms terminology. Richard Boyatzis. Richard Boyatzis wrote the first empirically-based and fully-researched book on competency model developments. It was with Boyatzis that job competency came to widely understood to mean an underlying characteristic of a person that leads or causes superior or effective performance. Boyatzis was explicit in describing the importance of clearly-defined competency as reflected in specific behavior and clearly defined performance outcomes when he wrote that the important points is that specific actions cause, or lead to, the specified results. Certain characteristics or abilities of the person enable him or her to demonstrate the appropriate specific actions(Boyatzis, 1982, p. 12). As founding developer of competency modeling in the United States, Boyatzis grounded competency interventions on documented behavioral indicators that caused or influenced effective job performance. Boyatzis, like Flanagan, stressed the importance of systematic analysis in collecting and analyzing examples of the actual performance of individuals doing the work. The method for documenting the actual performance was collected through the behavioral event interview (BEI), an intensive face-to-face interview that involves soliciting critical incidents from performers and documenting what the performers thinking and doing during the incidents.
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15. COMPETENCY DICTIONARY:
1.) BUSINESS AWARENESS: Definition: Understanding and utilizing economic, financial, and industry data to accurately diagnose business strengths and weaknesses, identifying key issues, and developing strategies and plans.
LEVEL 1 Able to continually identify and explore business opportunities and needs.
LEVEL 2 Financial acumen.(accurate knowledge about the financial resources.)
LEVEL 3 Knowledge of company products.
LEVEL 4 Overview of business.
LEVEL 5 Understanding the Industry.
2.) BUDGET MANAGEMENT: Definition: Understanding of the available resources and utilizing them in the best possible manner by remaining within the amount allotted to do a particular task.
LEVEL 1 Has the basic understanding of expenditures and revenues of the department.
LEVEL 2 Ability to assess the necessary expenditures.
LEVEL 3 Capable of framing budgets.
LEVEL 4 Ability to utilize the amount allotted to the department as planned.
LEVEL 5 Ability of utilize the limited resources in an optimum manner.
3.) CHANGE ORIENTATION: Definition: The ability to manage and accept changes.
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LEVEL 1 Demonstrates capacity to identify changes.
LEVEL 2 Involves employee in initiating and implementing changes.
LEVEL 3 Reshapes the team to deal with challenges created by changes.
LEVEL 4 Generates innovations and creative ideas which assist in progressing.
LEVEL 5 Ability to support innovation and creativity by encouraging staff to accept and resolve changes.
4.) COMMUNICATION: Definition: Clearly conveying information and ideas through a variety of media to individuals or groups in a manner that engages the audience and helps them understand and retain the message.
LEVEL 1 Listening and Interpretation, establishing rapport, understanding needs.
LEVEL 2 Speak confidently, gives clear direct and specific message.
LEVEL 3 Is able to provide information in desired manner.
LEVEL 4 Is able to Is able to read, write, speak and follow instructions in order to perform.
LEVEL 5 Understands the reasons behind other peoples thoughts and concerns.
5.) COORDINATION: Definition: The process of facilitating the flow of work for a purpose or procedure and the ability to monitor or regulate those procedures and activities. LEVEL 1 Builds effectively team within a function/ country. LEVEL 2 Encourages and supports colleagues to achieve goals. LEVEL 3 Develops Information sharing networks LEVEL 4 Creates team effectiveness using people skills. LEVEL 5 Able to facilitate the flow of work for a process.
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6.) CONTROLLING: Definition: Control is the process through which standards for performance of people and processes are set and applied. LEVEL 1 Ability to exercise powers. LEVEL 2 Keep a check on the working system. LEVEL 3 Ability to allocate decision making authority or task responsibility LEVEL 4 Ability to exercise control without compelling employees thus avoiding employee dissent. LEVEL 5 Ability to convince others on a particular course of action.
7.) DECISION MAKING: Definition: The capacity to make sound and practical decisions which deal effectively with the issues and are based on thorough analysis and diagnosis.
LEVEL 1 Knowledge of and ability to use effective approaches for choosing a course of action or developing appropriate solutions.
LEVEL 2 Is capable of understanding of various scenarios for effective decision making.
LEVEL 3 Takes proactive decisions and calculate risk involved. Is committed to decisions.
LEVEL 4 Is able to give opinions when collective decisions are required.
LEVEL 5 Takes decisions mutually based on the facts. Accepts delegated authority and acts with span of control.
8.) DEVELOPING OTHERS: Definition: To plan and support the development of others through a competency based system.
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LEVEL 1 The desire and capacity to foster and development of members of his or her team.
LEVEL 2 Is able to make an objective assessment of individuals performance
LEVEL 3 Assess employee training needs against set goals.
LEVEL 4 Implement development programs to support staffs in achieving performance goals.
LEVEL 5 Has the knowledge of development procedures.
9.) INITIATIVE: Definition: The capacity to take action independently and to assume responsibility for ones action.
LEVEL 1 Takes initiative to try out new ideas at his work place to improve process.
LEVEL 2 Challenges the status quo and suggest new ways to improve the current system.
LEVEL 3 Voice ideas on business issues without prompting, adopts changes in work place
LEVEL 4 Able to take prompt action to accomplish objectives.
LEVEL 5 Continuously suggests innovative changes and can translate the innovative ideas into concrete changes.
10.) INTERPERSONAL SKILLS: Definition: Develop effective relationships with others. LEVEL 1 Ability to develop and maintain effective relationships with others. LEVEL 2 Open and honest in his communication. LEVEL 3 Can establish a rapport wide range .Coaches and support team. LEVEL 4 Shares expertise in achieving team goals. Can bring people in achieving team LEVEL 5 Cooperates with the team, get along with the people.
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11.) INFORMATION MANAGEMENT:
Definition: It is the collection and management of information from one or more sources and the distribution of that information to one or more audiences.
LEVEL 1 Knows what information is needed and whom to approach.
LEVEL 2 Uses a wide variety of networks to collect information on key issues.
LEVEL 3 Use existing information and resources to its maximum advantage.
LEVEL 4 Develop systems to organize and improve the quality of information and data collection.
LEVEL 5 Collect the right information for the right time.
12.) LEADERSHIP: Definition: Leadership is an interpersonal influence directed towards the achievement of a goal or goals.
LEVEL 1 Recognizes conflicts and acts accordingly. Senses the need to assign duties to people and delegating.
LEVEL 2 Clear about who should be given which tasks? Coaches people when required and open to give advice when asked.
LEVEL 3 Assigns responsibility to different people according to their capability and sets deadlines for the same.
LEVEL 4 Takes advantage of most opportunities, could do more to leverage them through others.
LEVEL 5 Foresee the conflicts and tries to minimize the same before it arises, thus takes necessary steps.
13.) MOTIVATION: Definition: Motivation is a desire to achieve a goal, combined with the energy to work towards that goal.
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LEVEL 1 Encourages the employees whenever required. LEVEL 2 Creates and maintains a positive environment. LEVEL 3 Finds out what motivates employees and tries to provide it. LEVEL 4 To guide. LEVEL 5 Keeps employee well informed.
14.) PLANNING AND ORGANIZING: Definition: Establishing courses of action for self and others to ensure that work is completed efficiently. LEVEL 1 Diaries appointments and keeps to them on time. Can prioritize tasks and recognize the difference between urgent and important tasks. LEVEL 2 Meets deadlines, delivers work on time without sacrificing quality Is a positive influence on the use of time in group meetings - helps maintain focus. LEVEL 3 Able to assist other team members where necessary to formulate objectives. Accountable for preparation and delivery of plans for an activity or project undertaken by a work group or team. LEVEL 4 Is effective in planning the best balance of resources including human, financial and technological to meet goals. LEVEL 5 Ability of arrange and assign work to use resources efficiently.
15.) PROBLEM SOLVING: Definition: Processes problems into solutions and new opportunities. LEVEL 1 Ability to identify problems. LEVEL 2 Determine possible solutions. LEVEL 3 Work actively to resolve the issues. LEVEL 4 Ability to handle outcomes arising out of the solutions suggested and implemented LEVEL 5 Identifies and educates others to focus on causes, not symptoms, of problems and works co operatively to seek solutions.
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16.) RETENTION: Definition: Employee retention is a process in which the employees are encouraged to remain with the organization for the maximum period of time or until the completion of the project. LEVEL 1 Has a basic understanding of employee turnover. LEVEL 2 Able to understand reasons for employee turnover. LEVEL 3 Ability to develop plans to reduce attrition. LEVEL 4 Takes actions and implements plans to check attritions. LEVEL 5 Create a feeling of recognition among the employees.
17.) RECORD KEEPING: Definition: Ability to handle documents LEVEL 1 Has a basic understanding of various kinds of records. LEVEL 2 Ability to make entries. LEVEL 3 Can interact with various departments and prepare records accordingly. LEVEL 4 Ability to interpret the records and take decisions accordingly. LEVEL 5 Capable of keeping up to date records.
18.) STRATEGIC ORIENTATION: Definition: It is an inclination to formulate strategies with long term objectives..
LEVEL 1 Takes a long term and visionary view of the direction to be followed in the future.
LEVEL 2 Identifies gaps and seeks to overcome them.
LEVEL 3 Sets targets, monitors efficiency and effectiveness.
LEVEL 4 Decides on optimum work approach.
LEVEL 5 Takes on challenging but achievable goals.
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19.) SELECTION: Definition: selection is a process to choosing the best among st available alternatives. It is finding right person for the right job.
LEVEL 1 Has a basic knowledge of selection procedures
LEVEL 2 Ability to recognize skills and talents around.
LEVEL 3 Ability to screen candidates and conduct interview.
LEVEL 4 Ability to select the right candidate for the organization.
LEVEL 5 Can interact with various universities and suggest recruitment trips.
20.) TEAM MANAGEMENT: Definition: Actively participating as a member of a team to move the team toward the completion of goals.
LEVEL 1 Participates willingly with the team by doing his/her share of the teams' work. Works well within the team environment to establish constructive ideas or solutions that meet organizational objective.
LEVEL 2 Takes in charge of managing the whole business and completing it at the right time.
LEVEL 3 Takes action outside daily work routine to build commitment to the team as a focus. Models teamwork in own behavior.
LEVEL 4 Uses strategies to promote team effectiveness across the business such as providing information to other areas of the organization to help make decisions collaboratively and sharing resources to solve mutual problems.
LEVEL 5 Communicates information about the business to management and employees. Actively organizes activities aimed at building team spirit.
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21.) TECHNICAL SKILLS: Definition: These are the skills that are action specific and requires training.
LEVEL 1 Performing office task.
LEVEL 2 Working with and data and numbers. working with the computer.
LEVEL 3 Demonstrating technical or professional expertise to at as a professional and technical resource to the organization.
LEVEL 4 Working with computer technology, to use computer technology to ensure a high level of efficiency in accomplishing work.
LEVEL 5 Possession of knowledge, understanding and expertise to carry out the work effectively.
16. FINDINGS: The important findings of this study are : 1) Identification of competency levels of employees. 2) Discovery of competency gaps. 3) Identification of training needs. 4) A step towards succession planning by identifying their KPAs and rating their performance. 17. SUMMARY: 1.) To develop job descriptions for the various functions (designation wise) 2.) To identify the KPAS (Key Performance Areas) of the desired levels In four departments 3.) Develop a competency dictionary 4.) Establish proficiency levels required for each competency identified for a particular position. 5.) To develop a competency model as applicable for the various managerial positions. 6.) To prepare the employees for succession plan by improving their KPAs through proper training. MSRIT - Dept of M.B.A Page 23
It was found that training is required in all the four departments at every level. The details about the people who require training is given in the following chart.
PEOPLE WHO REQUIRE TRAINING IN GENERAL SKILLS:
DEPARTMENT
LEVELS
COMPETENCY TYPE General
COMPETENCY NAME
PERSONNEL
Deputy General Manger/Senior Manager Deputy Manager/Manager
Interpersonal Strategic Orientation Team Management Leadership Team Work Initiative Interpersonal Strategic Orientation
HUMAN RESOURCE DEVELOPMENT
General
ADMINISTRATION
Deputy General Manger/Senior Manager Deputy manager/Manager Deputy General Manager/Senior Manager Deputy Manager/Manager
General
Team Work Communication Team Management
ESTATE
General
Information Management Initiative Leadership Team Management Interpersonal Decision Making Strategic Orientation
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PEOPLE WHO REQUIRE TRAINING IN FUNCTIONAL SKIILS: DEPARTMENT LEVELS COMPETENCY TYPE COMPETENCY NAME Selection Functional Retention
PERSONNEL
HUMAN RESOURCE DEVELOPMENT
Functional
Planning and Organizing Communication Business Awareness Planning And Organizing Performance Improvement Motivation Change Orientation Planning and Organizing Controlling Deputy manager/Manager Problem Solving Planning and Organizing Record Keeping Controlling Coordination
ADMINISTRATION
Deputy General Manger/Senior Manager
Functional
ESTATE
Deputy General Manager/Senior Manager Manager/Manager
Functional
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18. SCOPE FOR FUTURE RESEARCH IN COMPETENCY MAPPING:
It would be useful to direct future research on the following lines: Attempt to overcome the limitations based on a Job-Organization-Environment in the context of time approach to mapping future ready competencies. This method is called JOE (T) method. The method seeks to To take a comprehensive view the role of job characteristics, organizational finger prints and impact of environment on the organization. Consider elements of future roles of the organization.
Objectively assigning priorities (or weights) to various impacting behaviors of a competency based organization finger print. Balancing weights to be given to current and future focused competencies in different environmental contexts.
19. CONCLUSION: Skill development by Competency mapping is one of the most accurate means in identifying the job and behavioral competencies of an individual in an organization .Competency mapping should not be seen as rewards. All the stakeholders must see in the exercise an opportunity for long-term growth. Competency mapping is not only done for Confirmed employees of an organization and it can also be done for contract workers or for those seeking employment to emphasize the specific skills which would make them valuable to a potential employer. Competency is a set of knowledge, skills and attitudes required to perform a job effectively and efficiently. A Competency is something that describes how a job might be done excellently; a Competence only describes what has to be done, not how. Core competency is something which cannot be copied and it is the pillar upon which individual rest.
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20. References:
1. Competency Mapping Education Kit module 3 and 4-T V Rao 2. Handbook Of Competency Mapping - Seema Sangi 3. A Pragmatic Guide to Competency: Tools, Frameworks and Assessment -Jon Holt, Simon A Perry 4. Competency Mapping A DRIVE FOR INDIAN INDUSTRIES - R.Yuvaraj 5. Article -Competency Mapping- by K. Murali Mohan 6. Article -The Art and Science of Competency Mapping- by T.V. Rao 7. Competency Management- A practitioners Guide by R.Palaniappan, Specialist Management Resources 8. Competency Mapping: A pre- requisite for HR Excellence - by Dr. Lovy Sarikal, David Decenzo
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Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

LEVEL 2 Financial acumen.(accurate knowledge about the financial resources.)

LEVEL 3 Knowledge of company products.

LEVEL 4 Overview of business.

LEVEL 5 Understanding the Industry.

LEVEL 2 Ability to assess the necessary expenditures.

LEVEL 3 Capable of framing budgets.

LEVEL 4 Ability to utilize the amount allotted to the department as planned.

LEVEL 5 Ability of utilize the limited resources in an optimum manner.

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

LEVEL 1 Demonstrates capacity to identify changes.

LEVEL 2 Involves employee in initiating and implementing changes.

LEVEL 3 Reshapes the team to deal with challenges created by changes.

LEVEL 4 Generates innovations and creative ideas which assist in progressing.

LEVEL 1 Listening and Interpretation, establishing rapport, understanding needs.

LEVEL 2 Speak confidently, gives clear direct and specific message.

LEVEL 3 Is able to provide information in desired manner.

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

LEVEL 2 Is capable of understanding of various scenarios for effective decision making.

LEVEL 4 Is able to give opinions when collective decisions are required.

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

LEVEL 2 Is able to make an objective assessment of individuals performance

LEVEL 3 Assess employee training needs against set goals.

LEVEL 4 Implement development programs to support staffs in achieving performance goals.

LEVEL 5 Has the knowledge of development procedures.

LEVEL 4 Able to take prompt action to accomplish objectives.

MSRIT - Dept of M.B.A

Seminar Report on Competency Mapping

LEVEL 1 Knows what information is needed and whom to approach.

LEVEL 2 Uses a wide variety of networks to collect information on key issues.

LEVEL 3 Use existing information and resources to its maximum advantage.

LEVEL 5 Collect the right information for the right time.

MSRIT - Dept of M.B.A