competency mapping india

8/12/2019 Competency Mapping India

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A STUDY COMPETENCY MAPPING

At

COURTYARD BY MARRIOTT, CHENNAI

Submitted as a part of MBA I year Course Requirement

By

KAVITHA. I

3511340013

Under the guidance of

Dr. R. SRIKA!"

SRM B-SCHOO

!ACUTY O! ENGINEERING AND TECHNOOGY

SRM UNIVERSITY "RAMAPURAM PART#

VADAPAANI, CHENNAI

$UNE- $UY %014

#


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BONA!IDE CERTI!ICATE

!his is to certify that KAVITHA. I "3511340013# is a Bonafide Student of SRM B$

Schoo%& SRM Uni'ersity& (adapa%ani& Chennai. She is in the I year of Masters Degree

)rogram in Business Administration *MBA+. She has done this pro,ect under my

guidance and super'ision to-ards part fu%fi%%ment of I year MBA course requirement.

P&'()*t G+) HOD

Dt)/

P*)/

DEPARTMENT SEA


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DECARATION

I KA(I!"A. I *3511340013+ studying in I year MBA program at SRM B$Schoo%& SRM

Uni'ersity& (adapa%ani& Chennai& hereby dec%are that this pro,ect is an origina% -or/ of

mine and I ha'e not 'erbatim copied 0 dup%icated any materia% from sources %i/e internet

or from print media& e1cepting some 'ita% company information 0 statistics and data that is

pro'ided by the company itse%f.

S2t+&) ' t) St+)2t

Dt)/

P*)/

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ACKNOWLEDGMENT

I -ish to e1press my heartfe%t gratitude to D&. S. K)62, HOD- SRM B-S*''& for his

encouragement and he%p throughout the course SRM B$SC"334& for his support.

I -ou%d %i/e to con'ey my earnest gratitude and sincere than/fu%ness to my pro,ect guide

P&'. D&. R. S&72t, SRM B-SCHOO& for her academic guidance and constant

support at e'ery step of the pro,ect.

I e1press my humb%e gratitude to 5COURTYARD BY MARRIOTT, CHENNAI that

ga'e me a%% necessary detai%s and spent their 'a%uab%e time in comp%etion of this pro,ect.

6ina%%y& I e1press my deep gratefu%ness to the M&. M'2 P&87 Assistant "uman

Resource Manager& Courtyard by Marriottfor offering his utmost support for carrying

out my pro,ect.

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INDEX

CHAPTER NO CHAPTER PAGENO

1 INTRODUCTION

1.1 Importance & significance

1.2 Rationale of the study

1.3 Objective of the study

1.4 hypothesis of study

1. scope of the study

1.! "imitation of study

4 PROFILE OF THE ORGANISATION

4.1 Overvie# of the organi$ation

4.2 Organi$ational flo# chart

4.3 %roducts offered by organi$ation

3 LITERATURE REVIEW

2 METHODOLOGY

2.1 R'(R)* +'I,-

2.2 +(( )O"")IO- /*O+

ANALYSIS & INTERPRETATION OF INFORMATION /DATA

.1 opics under study0 +efinition -eed and tility

.2 +ata collection

.3 %resentation of data in table graph diagram(nalysis

! FINDING / CONCLUSION

!.1 indings

!.2 )onclusions

5 RECOMMENDATION AND SUGGESTIONS

5.1 'uggestions

5.2 Recommended directions for future Research

6 BIBLIOGRAPHY

7 APPENDICES

2.3 '(/%"I-,

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CHAPTER -1

INTRODUCTION:

oday organi$ations are all tal8ing in terms of competence. ,one are the

days #hen people used to tal8 in terms of s8ill sets #hich #ould ma8e their

organi$ations competitive. here has been a shift in the focus of the

organi$ations. -o# they believe in e9celling and not competing. It is better to

build a core competency that #ill see them through crisis. (nd #hat other

#ay than to develop the people for human resource is the most valuable

resource any organi$ation has.

Organi$ations of the future #ill have to rely more on their competent

employees than any other resource. It is a major factor that determines the

success of an organi$ation. )ompetencies are the inner tools for motivating

employees directing systems and processes and guiding the business

to#ards common goals that allo# the organi$ations to increase its value.

)ompetencies provide a common language and method that can integrate all

the major *R functions and services li8e Recruitment raining performancemanagement Remuneration %erformance appraisal )areer and succession

planning and integrated *uman resource management system.

Over the past 1: years human resource and organi$ational development

professionals have generated a lot of interest in the notion of competencies

as a 8ey element and measure of human performance. )ompetencies are

becoming a fre;uently0used and #ritten0about vehicle for organi$ational

applications such asi.e. #or8? and #or8 roles #ithin

the organi$ation

= (ssessing the current performance and future development needs of

persons holding jobs and roles

= /apping succession possibilities for employees #ithin the organi$ation

= (ssigning compensation grades and levels to particular jobs and roles

= 'electing applicants for open positions using competency0based

intervie#ing techni;ues

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)ompetencies include the collection of success factors necessary for

achieving important results in a specific job or #or8 role in a particular

organi$ation. 'uccess factors are combinations of 8no#ledge s8ills and

attributes >more historically called @A'(BsC? that are described in terms of

specific behaviors and are demonstrated by superior performers in those

jobs or #or8 roles. (ttributes include< personal characteristics traits

motives values or #ays of thin8ing that impact an individualBs behavior.

1.1 - IMPORTANCE & SIGNIFICANCE OF THE STUDY:

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)reating competency based culture and systems in organi$ations are

the need of the hour. his creates a demand for *R professionals to

have speciali$ed s8ills and have a continuous up0gradation of

8no#ledge.

)ompetency mapping can play a significant role in recruiting and

retaining people as it gives a more accurate analysis of the job

re;uirements the candidateBs capability of the difference bet#een the

t#o and the development and training needs to bridge the gaps.

BENEFITS OF USING COMPETENCY MAPPING

FOR THE COMPANY

Reinforce corporate strategy culture and vision.

stablish e9pectations for performance e9cellence resulting

in a systematic approach to professional development

improved job satisfaction and better employee retention.

Increase the effectiveness of training and professional

development programs by lin8ing them to the success criteria

>i.e. behavioral standards of e9cellence?.

%rovide a common frame#or8 and language for discussing

ho# to implement and communicate 8ey strategies.

%rovide a common understanding of the scope and

re;uirements of a specific role. .


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FOR MANAGERS:

Identify performance criteria to improve the accuracy and

ease of the hiring and selection process.

%rovide more objective performance standards.

)larify standards of e9cellence for easier communication of

performance e9pectations to direct reports.

%rovide a clear foundation for dialogue to occur bet#een the

manager and employee about performance development

and career0related issues.

FOR EMPLOYEES:

Identify the success criteria >i.e. behavioral standards of

performance e9cellence? re;uired to be successful in their

role.

'upport a more specific and objective assessment of their

strengths and specify targeted areas for professional

development.

%rovide development tools and methods for enhancing their

s8ills.

%rovide the basis for a more objective dialogue #ith their manager or

team about performance development and career related issues

1.2 -RATIONALE OF THE STUDY:

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he need of the hour as indicated by many organi$ations is to design

and implement lo# cost assessment and development centers

specially designed to meet the re;uirements of developing countries

li8e ours. )ompetency mapping process helps the organi$ation in

developing a clear strategy for developing competencies of their

#or8force. It supports successful performance of the employees

#ithin the organi$ation. )ompetency /apping at (mbassador '8y chef

is e9cellent opportunity to have an e9posure and develop my s8ills.

he study of the project has helped me in gaining practical

8no#ledge and insight into one of the significant *uman

Resource concept called @)ompetencyC.

he project #or8 #ill help me in my future job prospective as it

#ill guide me to develop a competency0mapping tool such as

;uestionnaire assessment center.

Dased on the competency mapping study #e can identify the gap

bet#een the objective goal and the actual performance

demonstrated by the employee the various causes of these

gaps and the suitable training re;uired to fill those gaps and

improve his competency.

he recommendations and suggestions by this project #or8 #ill

guide to 8no# the various competency fields the criteria to

map them and the appraisal of the ran8ing to the respective

employee.

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he project #or8 #ill help to improve efficiency and effectiveness

of an organi$ation and also #ill help to create itBs good#ill in the

mar8et.It #ill help to minimi$e #astage and achievement in ;uality

objectives.It #ill help to minimi$e %roduction cost.

1.3 - OBECTIVES OF THE STUDY:

10 o understand the concept of competency mapping its utility and

scope.

20 o list the competencies against individual roles and

responsibilities in )ourtyard by /arriott )hennai.

30 o measure the 8no#ledge s8ill and attitude #ith the help of

ran8ing method.

40 o identify the competence gap bet#een the re;uired performance

and actual performance.

1.! - HYPOTHESES OF THE PROECT:

*ypothesis simply means a mere assumption or some supposition to

be proved or disproved.*ypothesis is a set of statements to be accepted and rejected at the

end of research on the basis of findings of the research

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ollo#ing hypothesis is considered for this project


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2? o understand the ability to assess o#n strengths and #ea8nessF set

and pursue professional and personal goalsF balance #or8 and

personal lifeF and engage a ne# learning0 including ne# or changed

s8ills behavior and attitude.

3? o study the demonstration by the employee in the current job in

comparison #ith the standard re;uirements of the job responsibility

level.

4? o understand various managerial competency fields in term of

ntrepreneurial mindset "eadership )ompetence echnical and

/ethodological )ompetence.? o study the potential evaluation i.e. assessment of employeeBs

capability to succeed in ne9t higher levels of responsibility #ithin a

time frame based on the performance rating.

EXPECTED CONTRIBUTION:

his e9ercise #ill reflect current competency status & relation of

competency & strategic *R decisions.

)ompetency mapping process #ill help the organi$ation in developing

a clear strategy for developing competencies of their #or8force.

Overall it #ill support successful performance of the employees #ithin

the organi$ation. his is a competency era. It is beyond doubt that it

is beneficial and cost effective to have competent people to occupy

higher0level positions. )ompetency refers to the intellectual

managerial social and emotional competency. /any organi$ations in

India and abroad are channeling their efforts to mapping

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competencies and implementing assessment and development

centreBs.

he need of the hour as indicated by many organi$ations is to design

and implement lo# cost assessment and development centers

specially designed to meet the re;uirements of developing countries

li8e ours

-ormally the purpose of analy$ing training needs is to uncover the

gap that e9ists bet#een the present competence of the enterprise and

the competency needed to reach the strategic goals in the future. (

determining factor for #hat problems may arise is the choice of level

of precision or ho# comple9 a concept of competency one uses.

1.0 - LIMITATION OF THE STUDY

1? "in8 #ith only one organi$ation.2? 'ample si$e considered for this is limited.3? Information and responses given by the respondents may be a

biased due to several reasons.4? Research #as to be conducted maintaining the decorum of the

company.? mployees #ere busy in their #or8 and thus did not spare much

time to respond openly to the ;uestions as8ed.!? "imited time span for carrying out study also restricted the

research #or8.

#8


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CHAPTER - 2

METHODOLOGY:

Research methodology is a #ay to systematically solve research

problem. It may be understood as a science of studying ho# research

problem. he study of research methodology gives us the necessary

training in gathering materials arranging them participating in field

#hen re;uired and training in techni;ue for the collection of data

appropriate for a particular problem. he research methodology is the

most practical #ay of obtaining and analy$ing data and it plays an

important role in project #or8.

2.1 - RESEARCH DESIGN:

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( research design is a specification of methods and procedure for

ac;uiring the information. ( research design is a master plan or model

for the conduct of formal investigation. Research design is purely and

simply the frame #or8 or place for a study that guides data. It is a

blue print that is follo#ed in completing a study.

DESCRIPTIVE RESEARCH DESIGN:

his project is based on a descriptive type of research #hich includes

structured intervie#s and fact finding in;uiries of different 8inds. he

major purpose of descriptive research is description of the state of

affairs as it e9ists at present

PROBLEM STATEMENT


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3 - LITRETURE REVIEW:

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+avid /c)lelland the famous *arvard %sychologist #as the pioneer in

the competency movement across the #orld. *is classic boo8s on

Jalent and 'ocietyJ J(chievement /otiveJ Jhe (chieving 'ocietyJ

J/otivating conomic (chievementJ and J%o#er the Inner 9perienceJ

brought out several ne# dimensions of the competencies in man.

hese competencies e9posed by /c)lelland dealt #ith the affective

domain in DloomKs terminology. he turning point for competency

movement #as #hen the article titled @esting for )ompetence rather

than intelligenceC #as published in (merican %sychologist in 1753 by

/c)lelland #herein he presented data that traditional achievement and

intelligence scores may not be able to predict job success and #hat is

re;uired is to profile the e9act competencies re;uired to perform a

given job effectively and measure them using a variety of tests.

/c)lelland argued that traditional intelligence tests as #ell as pro9ies

such as scholastic grades failed to predict job performance. Instead

/c)lelland proposed testing for competency. his article combined #ith

the #or8 done by +ouglas Dray and his associates at (& in the '

#here in they presented evidence that competencies can be accessed

through assessment centres an on the job success can be predicted to

some e9tent by the same has laid foundation for populari$ation of the

competency movement.


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)ompetency0based approaches gained popularity and acceptance

#ithin the human resources community through the #or8 of /c)lelland

and his associates particularly Richard Doyat$is at /cDer and

)ompany >#hich is no# part of the *ay ,roup?. Doyat$is is credited

#ith populari$ing the term in his boo8 Jhe )ompetent /anagerJ.

Doyat$is suggested that a competency #as a combination of a motive

trait s8ill aspect of oneKs self0image or social role or a body of

relevant 8no#ledge. In other #ords a competency is any characteristic

of an individual that might be related to successful %erformance.

Doyat$isK definition of competency left much room for debate over its

application to performance.

(t /cDer #hich is a consulting firm founded by +avid /c)lelland and

his associate Derle# speciali$ed in mapping the competencies of

entrepreneurs and managers across the #orld. hey even developed a

ne# and yet simple methodology called the Dehavior vent

Intervie#ing >DI? to map the competencies.

Alein offered one more definition #hich deviate the most from the

others by suggesting that competencies are a collection of observable

behaviors or Dehavioral indicators. hese Dehavioral indicators are

grouped according to a central theme #hich then becomes the

competency. Alein suggests that the behaviors underlie the

competencyF this is contrary to other definitions #hich suggest that

competencies underlie behaviors

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Loodruff raised the issue of distinguishing bet#een competence and

competency and proposed that competence is a performance criterion

#hile competencies are the behaviors driving the competence.

/ore recently Ro#e raised the same issue and discusses competence

in terms of a s8ill and a standard of performance and defines

competency as the behavior needed to achieve competence. his is

similar to AleinKs argument that competencies are not psychological

constructs but thematic groups of demonstrated observable behaviors

that discriminate bet#een superior and average performance. hese

behaviors re;uire no inference assumptions or interpretation.

Mem8eKs comments at that time on the definition of competency

remain valid today< )ompetency competencies competency models

and competency0based training are *umpty +umpty #ords meaning

only #hat the definer #ant them to mean. he problem comes not

from malice stupidity or mar8eting avarice but instead from some

basic procedural and philosophical differences among those racing to

define and develop the concept and to set the model for the #ay the

rest of us #ill use competencies in our day0today efforts.J

Lith increased focus on the limitations in performance appraisal

systems in predicting future performance potential of employees the

assessment centers started to gain popularity. ven as early as 175

the setting up an (ssessment center #as in integral part of the *R+

plan for "& as per the suggestion given by II/( professors. hough

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"& did competency mapping they could not start assessment centers

until much later as it #as not perceived as a priority area.

(nd finally according to homas ,ilbertBs definition of competence is

the state of being competent refers to having the ability to consistently

produce the results >the #orthy outcomes of behaviour? that are

re;uired for the most efficient and effective achievement of the larger

organi$ational goals.

W,'% *6 C"4>%

(ny underlying characteristic re;uired performing a given tas8

activity or role successfully can be considered as competency.

)ompetency may ta8e the follo#ing forms< Ano#ledge (ttitude '8ills

and Other characteristics of an individual including< /otives Nalues

'elf concept et

W,'% *6 "4>% '( "4>%

here is difference bet#een the #ords competenceB and competency.B

)ompetenceB means a s8ill and the standard of performance

reached #hile competencyB refers to the behavior by #hich it is

achieved. In other #ords one describes #hat people can do #hile the

other focuses on ho# they do it. )ompetences refer to the range of

s8ills #hich are satisfactorily performed #hile competencies refer to

the behavior adopted in competent performance

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W," I(%*%*6. hese competencies

include broad success factors not tied to a specific #or8 function or

industry >often focusing on leadership or emotional intelligence

behaviors?.

20 F#%*"'/T,*' C"4>%*6. hese competencies

include specific success factors #ithin a given #or8 function or

industry.

hree other definitions are needed% M'>>*;. )ompetency mapping is a process an

individual uses to identify and describe competencies that are the most

critical to success in a #or8 situation or #or8 role.

= T"> C"4>%*6. op competencies are the vital fe#

competencies >four to seven on average? that are the most important

to an individual in their ongoing career management process.

@Importance to the individualC is an intuitive decision based on a

combination of three factors< past demonstrated e9cellence in using

the competency inner passion for using the competency and the

current or li8ely future demand for the competency in the individualBs

current position or targeted career field.

(lthough the definition above for @competency mappingC refers to

individual employees organi$ations also @mapC competencies but from

a different perspective. Organi$ations describe or map competencies

using one or more of the follo#ing four strategiesoften called @core competenciesC or those

re;uired for organi$ation success?

2. Hob amily or Dusiness nit )ompetency 'ets

3 %osition0'pecific )ompetency 'ets

4. )ompetency 'ets +efined Relative to the "evel of mployee

)ontribution >i.e. Individual )ontributor /anager etc.?

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F*7 %>6 "< "4>% ,'$'%$*6%*

M"%*76- he thing a person consistently thin8s about or #ants that

cause action. /otives @+erive and 'elect.C Dehavior to#ards certain

actions or goals and a#ay from others.

g< (chievement0motivated people consistently set challenging goals

for themselves ta8e personal responsibility for accomplishing them

and use feedbac8 to do better.

T$'*%-%hysical character and consistent response to situation or

information.

g< Reaction time and good eyesight and physical trait competencies of

combating pilots.

motional self0control and initiative are more comple9. @)onsistent

responses to situations.C 'ome people donBt @blo# upC at other and do

act @above and beyond the call of dutyC to solve under stress. hese

traits competencies are characteristics of successful manager.


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/otives and competencies are intrinsic operant or self0starting @master

traitsC that predicts #hat people #ill do on their jobs long term #ithout

close supervision.

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8no#ledge test are @respondent.C hey measure test ta8ers ability to

choose #hich of the several option the right response is but not

#hether a person can act on the bases of 8no#ledge. or e.g.0 the

ability to choose #hich of the five item is an effective agreement is

very different from the ability to stand up in a conflict situation and

argue persuasively. inally 8no#ledge at best predicts #hat someone

can do not #hat he or she #ill do.

S=*-he ability to perform a certain physical or mental tas8.

.g. ( dentistBs physical s8ill to fill a tooth #ithout damaging the

nerves a computer programmerBs ability to organi$e :::: lines of

code in logical se;uential order.

/ental or cognitive s8ill competencies include analytical thin8ing

>processing 8no#ledge& data determining cause and effect

organi$ing data and plans? and conceptual thin8ing >recogni$ing

pattern in comple9 data?

'urface 8no#ledge and s8ills competencies are relatively easy to

develop training is the cost effective #ay to secure the employee

abilities. )ore motive and trait competencies are most difficult to

assess and developF it is most cost effective to select these

characteristics.

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SCOPE OF COMPETENCY MAPPING:

") (6$*>%*"6are a basic tool in communicating to organi$ational

members the specific duties responsibilities and competencies that

are re;uired for successful performance on the job both at job0entry

and at full0performance level.

R$#*%4%

sing competencies in recruitment can be as simple as including a list

and a brief description of the re;uired competencies in the job posting

providing important information to the candidates both in terms of

#hat the organi$ation e9pects of its employees and for candidates to

self0select for jobs that match their set of competencies based on self0

assessment.

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S%*" &T6%*;

It is important to ensure that those selected for a job meet not just the

minimum technical re;uirements but also have the essential Jsoft

s8illsJ >e.g. relationship building team#or8 communication etc...?that are vital to sustain successful performance on the job overtime.

)reating a competency0based intervie# ;uestion ban8 and developing

competency0based validated selection measures #ill enable an

organi$ation to better predict the success of job candidates on the job.

T$'**; & D7">4%

( conceptuali$ation of a competency is that it is observablemeasurable and can be learned to achieve desired performance levels.

*ence an assessment and evaluation of competency proficiency levels

either during a selection intervie# or as part of performance

management process can be used to identify appropriate

developmental training opportunities necessary to achieve desired

competency proficiency levels.

C'$$ &W"$=


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!

PROFILEOFTHE ORGANI?ATION

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4.1-BACKGROUND AND HISTORY O! THE ORGANI9ATION/

C':;28 P&')/

H'( O


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-arangs International *otels %rivate "imited and its subsidiaries is afamily o#ned company having interests in hotels flight catering units

fast food outlets and #indmill po#er generation.

he shareholders of the company are family members namely /r.

Rama -arang along #ith his three sons /r. Ramesh -arang /r.

Rajesh >Dobby? -arang and /r. Ra8esh >Rico? -arang. /r. Ramesh

-arang is the single largest shareholder of the company #ho along

#ith his other t#o brothers /r. Rajesh -arang and /r. Ra8esh -arang

are the majority shareholders.

he only +irectors of the company as appointed on 4th /ay 1777 are

as follo#s>$*'%*"6


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)ompany is providing Indian Negetarian and -on Negetarian fro$en

meals to various airlines for their International net#or8.

IN-HOUSE LAUNDRY

)ompany has a fully e;uipped computeri$ed laundry to handle allairline laundry re;uirements.

MICRO LABORATORY

)ompany has a full fledged micro0laboratory in both our units +elhi

and /umbai headed by our /icrobiologist along #ith assistants

operating round the cloc8 to chec8 the pre0flight samples of food and

ra# materials at different stages of the production.

PEST CONTROL%est control system in place during 240hours.

MEDICAL FACILITIES In0house clinic headed by a doctor ma8ing

;uarterly half yearly and yearly medical chec8ups of all the food

handling staff. hese includes blood tests stool tests chest 90rays and

salmonella tests.

TRAINING CENTRE )ompany has a training centre conducting

training programs along #ith lectures to all our employees.

ENERGY SAVING SYSTEMS

o conserve nergy )ompany is ma8ing use of systems and devices

such as s8ylights heat recovery systems from the () plants and #ith

the latest modern e;uipment using minimum energy #ith ma9imum

output and efficiency. )ompany also have 1:: standby po#er supply

#ith the use of a :: AN( generator and t#o 2: AN( generators 2:

AN( and using )-, for our three boilers as #ell as )" to conserve

energy.

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AWARDS

Dritish (ir#ays for'ervice e9cellance.

>177:?

'audia (rabian (irlines ,old (#ard fore9cellence >1774?

'#iss (ir for "ogistic (#ard >2:::?

Hapan (irlines )ommandation for RampIncident ree >1: years?

(ustrian (irlines for outstanding%erformance >2::502::6?

Hapan (irlines )ommandation for RampIncident ree >2 years?

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!-2 ORGNA?ATION CHART

!.3 - PRODUCTS AND SERVICES:

2=


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CROISSANTS /

PUFFS

;46.

PASTRIES

0 ;46.

CROISSANTS /

PUFFS

;46.

PASTRIES

0 ;46.

Neg Aolhapuri

)roissant

)hocolate ruffle )hic8en KnK )heese

)roissant)hocolate ruffle

'picy Neg )roissant +utch ruffle )hic8en andoori

)roissant+utch ruffle

%aneer Dhurji

)roissant

Dlac8 orest Darbe;ue )hic8en

)roissantDlac8 orest

,arlic KnK )heese (nanas Aro8ant)hic8en /anchurian

)roissant(nanas Aro8ant

Neg %uff -ougat Nanilla )hic8en )afreal

)roissant-ougat Nanilla

)heese KnK ,arlic %uff )hocolate la8e

Dhuna ,osht )roissant )hocolate la8e

/ushroom KnK Onion

%uff

Ariss Arosshai )hic8en )roissant Ariss Aross

'tra#berry )hic8en %uff 'tra#berry

/utton Aheema %uff

SANDWICHES

1/2 R"#(

SAVOURY ITEMS

;46.

SANDWICHES

1/2 R"#(

SAVOURY ITEMS

;46.

)hefKs 'pecial Lalnut /uffin )hic8en i88a Lalnut /uffin

omato KnK )heese ,inger KnK *oney

/uffin)hic8en Hungli

,inger KnK *oney

/uffin

)orn KnK )heese Dran

Roll

)hoco KoK )hip

/uffinuna Hungli

)hoco KoK )hip

/uffin

SERVICES:-

F*;,% '%$*; %" 7'$*"#6 D"46%* & I%$'%*"' A*$*6

!.! - INTERDEPARTMENTAL RELATIONSHIP

here are many departments in (/D(''(+ORB' 'AQ )* //D(I

and all these are departments #or8 in coordination #ith each other

#or8ing together to achieve the end objective of the organi$ation.

8>


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In (mbassadorBs '8y )hef. 'upply chain departmentBs function is to

arrange the supply of materials by the organi$ation froe right source

at right price in right ;uantity #ith desired ;uality and at right time.

hen the purchased materials stored at store department in systematic#ay using codification and classification techni;ues. hen the materials

re;uisitions are arranged in store department #hich in turns send to

production department on regular basis.

he uality control department measures and controls the ;uality of

the product. (ccount and costing department arranges for funds and

ma8e the payment to the suppliers of the materials #ages salariesand other e9penses. he costing department arrives at the unit cost of

the production and ta8es step in reducing the cost in all areas of the

production. *uman Resource department also plays an important role

in maintaining the good employee relation. here are many sub0

department #hich plays important role in achieving organi$ationBs

objectives.

he *R & (dmin +epartment has to play vital role in )oordination

)oordinate #ith Internal & as #ell as 9ternal customers for smooth

functioning of organi$ation & maintaining discipline creating changes.

/ain departments are as follo#s

1? (dmin & *r 2? inance 3? Operation 4? 'upply )hain ? (udit !?

'ecurity 5? ngineering & /aintenance 6? uality (ssurance 7? "inen

1: ?%roduction 11?'ales 12? ood & Deverages

ANALYSIS & INTEPRETATION

OF INFORMATION/ DATA

8#


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.1 TOPIC UNDER STUDY:

A6>%6 "< "4>% 4'>>*; :

8


43/101

( study of #or8place gives the picture of level of performance and

tremendous opportunity for improvement. he 8ey for competitive

advantage is better competence and competency management. In a

competence management #or8shops the participants offered the

follo#ing arguments in favor of effective competence management.

82

C':;)t)2*

8 M;;2


44/101

S Only competent people can deliver

S %erformance improvement0individual and organi$ation

SObjective assessment of competence

Sffective training and development of employees

S)an establish objective re#ard and recognition system

S+evelops ne# sharpens e9isting competence

S%revents job obsolescence in Info age

S)ompetence as competitive advantage

S)ompetence subject creation and recreation

hese needs 8eep changing from organi$ation to organi$ation mar8et

and strategies. /ost of the concern is true for a vast majority of

organi$ations. o perform and achieve acceptable results

improvements and re;uired. *igh tas8 performers invent competenciesand reinvent them in no time >to suit the customerBs e9pectation? and

use it as #eapon.

he scarce resource is time. he compulsion is to reach the mar8et

#ith products and services #ith speed that e9ceeds the competition.

he compulsion is to remain in a state of #a8ing consciousness and

stretch oneself. It is to stretch beyond the boundaries of structure and

our o#n styles. here is no better tool than a #ell conceived and

effectively managed competence system.

+efinitions need and scope #e have already discussed in "iterature

Revie#

.2 - DATA COLLECTION :

C"4>% M'>>*; '% A4)'66'("$6 S= C,


45/101

S%>6 "< ' "4>% 4'>>*; >$"66:

1? 9amining the purpose and setting of )ompetency /apping

2? 'electing a position and a group of employees

3? +evelopment of )ompetency based Hob +escriptions

4? +evelopment of )ompetency rame#or8

? %reparation of )ompetency +irectory

!? (ssessment of Individual competencies

5? (ssessment of employeesB competencies using the 3!: +egrees

approach

6? %reparation of )ompetency /atri9

7? %reparation of )ompetency (ssessment )harts

1:? raining -eed Identification for employees based on )/

. E!aminin" t#e $%r&ose and Settin" or Com&etenc( Ma&&in"

)CM*

he primary re;uirement for implementing the process of )ompetency

/apping is to understand the business environment and the strategy of

the company.

(/D(''(+ORB 'AQ )* being the leading player in the Industry its

current challenge emerges from aiming to become the number one

player. (fter 'even decades of operation and rapid gro#th (') #as

confronted #ith the need to consider available competencies in the

light of the ne# goal design a coherent strategy and align projects and

processes to this strategy.

89


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One purpose of the study #as to provide an input on #hat 8ind of

8no#ledge and s8ills are available #ith the managers and project

leaders and identify #hat is additionally re;uired to be able to support

the strategy for the goal.

It aims to strengthen customer base by capturing ne# gro#th

'trategies and reduce manufacturing costs. his re;uired that

competencies needed for the same be identified and developed much

in advance.

)/ can create a healthy organi$ation culture by indicating the #or8

related e9pectations of the organi$ation from its employees and

supporting them to gro# along #ith the organi$ation. It can provide

better transparency of the available e9pertise in the organi$ation to

reach the number one position in the Industry the organi$ation should

aim at having the best practices. )/ can provide the basis for

development of needed e9pertise by forming the bedroc8 of all *R

functions li8e recruitment performance management compensation

and benefits career planning training and development and

succession.

+. Se,ectin" a &osition and a "ro%& o em&,o(ees

( small group of employees #ere selected initially so that if the results

#ere positive it could be replicated for the entire organi$ation.

he )/ process #as carried out for the above mentioned positions from the

senior /iddle and Hunior /anagement cadres #hich included Narious

+epartments.

8:


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D>'$%4%

P"6*%*" H

R

FIN

A

N

CE

OPER

ATIO

NS

E

N

G

I

N

E

ER

I

N

G

S

U

P

P

L

Y

CH

A

I

N

S

E

C

UR

I

T

Y

P

R

O

D

U

CT

I

O

N

F

&

B

LI

NE

N

AU

DI

T

UALTY

ASSU

RANC

E

SA

LE

S TOTAL

,eneral /anager 1 1 1 1 !

'enior /anager 1 1 1 1 !

/anager 1 1 1 1 1 1 1 1 1 1 1

+eputy /anager 1 1 1 1 1

senior e9ecutive 1 1 1 1 !

9ecutive 1 1 1 3

TOTAL 0 0 0 2 2 1 1 1 1 2 1 1 3/3

he range of e9perience #as from 2 years to 2! years and covered allpossible functional areas both technical and non0technical.

T"%' %, 6'4> "7$( ')"#% 3 4>"6 * %,6 >"6*%*"6+

8,*, *6 ')"#% 1J "< %, EK#%*7 8"$=%I?.

Information on the individual jobs included< 0

1 %osition summary

2 Hob %urpose

3 Aey %erformance (reas

4 Ano#ledge s8ills and abilities re;uired >competencies?

%rinciple responsibilities

! (uthorities

5 Relations E internal e9ternal6 Lor8ing environment

7 %referred ;ualification e9perience

Hob analysis & job description is finalised #ith the help of *O+ & *R0

'%)I("I' >,/0*R?.

0. Dee,o&ment o Com&etenc( Frame1or2

Dased on the job description generated and secondary sources a list of

competencies #as developed. ( simple three level competency frame#or8#as generated as given belo#


48/101

he hree "evels )ompetency /odel of (/D(''(+ORB 'AQ )*

1. ,eneric /eta )ompetencies

2. unctional )ompetencies

3. echnical )ompetenciesB

C"4>% L7 S#) '%;"$*6 "< C"4>%

1. G$*/ M%' C"4>%*6

he ,eneric or /eta competencies are those #hich are "44" %" '

*(#6%$+


49/101

( )ompetency +irectory is an e9haustive list of competencies along

#ith the description of each competency. he competencies vary in

degree #ith the level and cadre of employees.

COMPETENCY DICTIONARY

1 COMMUNICATION: GENRAL-META

D


50/101

2 COORDINATION:

D


51/101

D


52/101

D


53/101

D


54/101

MANAGERIAL COMPETENCIES

1. BUSINESS AWARENESS: FUNCTIONAL

D


55/101

12 CHANGE ORIENTATION :FUNCTIONAL

D


56/101

1!. DEVELOPING OTHERS :FUNCTIONAL

D


57/101

10PLANNING AND ORGANI?ING: FUNCTIOAL

D


58/101

1 PROBLEM SOLVING: FUNCTIONAL

D


59/101

1 RECORD EEPING FUNCTIONAL

D


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21 SELECTION: FUNCTIONAL

D$%

LEVEL @ GENRAL M'';$ K%?

5. Assessment o 6ndiid%a, Com&etencies.

he )ompetency assessment ;uestionnaire consisted of the "i8ert 0

point scale and data #as obtained from the employees under t#o

series.

he t#o series of data represented the level of )ompetency present

and the level of )ompetency re;uired for the job. mployees #ere

as8ed to self assess their competencies and choose a level #hich

correctly represents their competency levels present and re;uired for

the job. he first series of data can be used to assess the competency

present in the employees as per his self0assessment.

he second series of data #ill help understand re;uirement of such

competency in the present job according the employee and the

difference #ill help analy$e the training need of the employees.

:>


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7. Assessment o Com&etencies %sin" -58 De"ree a&&roac#

(fter the employee has assessed himself the same ;uestionnaires #ere

sent to*is her boss

%eers >t#o?

'ubordinate >One?

hey gave the rating using the follo#ing Rating 'cale.

>Delo# avrage01F (varage02F ,ood03F Nery good4F 9cellent ?

U10DeginnersF 2U'eniorsF 3U9periencedF 4U 9pertF U 9cellent

(n average of the scores of all the ratters #as ta8en to give a final

score on the employeeBs competency. his constituted the complete

3!:0degree assessment of the competencies present in the employees.

9.$re&aration o Com&etenc( Matri!

DATA ANALYSIS:

SCALE:he scale is used for rating competencies.

he scale used is 10 rating scale #here 1 is the lo#est and is the

highest score.

TOOLS USED FOR ANALYSIS:- S*4> >$%'; ''6*6

It is simple analysis tool. In this method based on the opinions of the

respondents percentage and bar chart is calculated for the respective

scales of each factor.

F"$4#':

S*4> >$%'; @ N" "< R6>"(%6 S*9

:#


62/101

)ompetency /atri9

:

(DDRNI(IO-'

'R-O )) )O/%-)Q )"'R

1 R 'R(,I) ORI-(IO-

2 " "(+R'*I%

3 L (/ LORA

4 I%

I-R%R'O-(" +'IO-

/(AI-,

)O/ )O//-I)(IO-

! I/ I-OR/(IO- /(-(,/-

5 I- I-II(IN

6 D( D'I-'' (L(R-''

7 %O %"(--I-, & OR,(-I'I-,

1: D+ D+H /(-(,/-

11 )OR )OOR+I-(IO-

12 )O- )O-RO"I-,

13 HR HOD A-OL"+,


63/101

,/1

,/0%R(/O+%+-A(R *R

%O'IIO-

%R'O-

,(%

'R-O )c "N" "N"

1 R :

2 " :

3 L :

4 I% :

)O/ :

! I/ :

5 I- :

6 D( 4 3 1

7 %O 4 3 1

1: D+ 4 4 :

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12 )O- 4 4 :

13 HR 4 4 :

,/2 ,/ %OOH( /I'*R(I-(-)

%O'IIO-

%R'O- ,(%

'R-O )) "N" "N"

1 R :

2 " :

3 L :

4 I% :

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! I/ :

5 I- :

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,/3 ,/ NI-)- DR(,-M( O%R

%O'IIO-

%R'O- ,(%

'R-O )) "N" "N"

1 R :

2 " 4 1

3 L :

4 I% 4 1

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! I/ :

5 I- :

6 D( 4 4 :

7 %O 4 4 :

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12 )O- 4 4 :

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,/4 ,/ R(H'* +*(D(--,

%O'IIO-

%R'O- ,(%

'R-O )) "N" "N"

1 R :

2 " 4 1

3 L :

4 I% 4 1

)O/ :

! I/ :

5 I- :

6 D( 4 4 :

7 %O 4 4 :

1: D+ 4 4 :

11)OR 4 4 :

12)O- 4 4 :

13 HR 4 4 :

:2


64/101

'/

+O-+ H(I(%A(R *R

%O'IIO-

%R'O-

'R-O )) "N" "N" ,(%

1 R 4 4 :

2 " 4 3 1

3 L 4 4 :

4 I% 4 4 :

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! I/ 4 4 :

5 I- 4 4 :

6 D( 4 2 2

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1: D+ 4 3 1

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13 HR 4 4 :

'/!

A(R-(A(R AOI(-

I-(

%O'IIO-

%R'O-

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1 R 4 4 :

2 " 4 3 1

3 L 4 4 :

4 I% 4 4 :

)O/ 4 4 :

! I/ 4 4 :

5 I- 4 3 1

6 D( 4 2 27 %O 4 4 :

1: D+ 4 4 :

11 )OR 4 4 :

12 )O- 4 4 :

13 HR 4 4 :

'/5

/O*(- %(R+'*I O%

%O'IIO-

%R'O-

'R-O )) "N" "N" ,(%

1 R 4 3 1

2 " 4 3 1

3 L 4 4 :

4 I% 4 4 :

)O/ 4 4 :

! I/ 4 4 :

5 I- 4 3 1

6 D( 4 3 1

7 %O 4 4 :

1: D+ 4 3 1

11 )OR 4 4 :

12 )O- 4 4 :

13 HR 4 4 :

'/6

%R('(+ H(/'(-+A(R '%

%O'IIO-

%R'O-

'R-O )) "N" "N" ,(%

1 R 4 4 :

2 " 4 2 2

3 L 4 4 :

4 I% 4 4 :

)O

/ 4 4 :

! I/ 4 4 :

5 I- 4 4 :

6 D( 4 4 :

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1: D+ 4 4 :

11 )OR 4 4 :

12 )O- 4 3 1

13 HR 4 4 :

:8


65/101


66/101

/13

"(R-) /I)*"

(+I

%O'IIO-

%R'O-

'R-O )) "N" "N" ,(%

1 R 3 3 :

2 " 3 3 :

3 L 3 3 :

4 I% 3 3 :

)O/ 3 2 1

! I/ 3 3 :

5 I- 3 2 1

6 D( 4 4 :7 %O 4 2 2

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11)OR 4 4 :

12)O- 4 2 2

13 HR :

/11

'(I'*A/(R ,%( (

%O'IIO-

%R'O-

'R-O )) "N" "N"

,(%

1 R 3 2 1

2 " 3 3 :

3 L 3 3 :4 I% 3 3 :

)O/ 3 3 :

! I/ 3 3 :

5 I- 3 3 :

6 D( 4 3 1

7 %O 4 4 :

1: D+ 4 3 1

11 )OR 4 4 :

12 )O- 4 4 :13 HR 4 1

/14

)*(- HO,(+I(

'("'

%O'IIO-

%R'O-

'R-O )) "N" "N" ,(%

1 R 3 2 1

2 " 3 3 :

3 L 3 3 :

4 I% 3 3 :

)O/ 3 2 1

! I/ 3 3 :

5 I- 3 3 :

6 D( 4 4 :7 %O 4 2 2

1: D+ 4 4 :

11)OR 4 4 :

12)O- 4 4 :

13 HR :

/1!

D*%-+R( (-+Q("

&

D

%O'IIO

-

%R'O

-'R-

O )) "N" "N"

,(

%

1 R 3 3 :

2 " 3 3 :

3 L 3 3 :

4 I% 3 2 1

)O

/ 3 2 1

! I/ 3 2 1

5 I- 3 3 :

6 D( 4 4 :

7 %O 4 4 :

1: D+ 4 4 :

11)OR 4 3 1

12)O- 4 4 :

13 HR :

::


67/101

/115

%R(+% -(IA

')RIQ %O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 3 3 :

2 " 3 1 2

3 L 3 3 :

4 I% 3 2 1

)O/ 3 3 :

! I/ 3 3 :

5 I- 3 2 1

6 D( 4 2 27 %O 4 4 :

1: D+ 4 4 :

11 )OR 4 4 :

12 )O- 4 4 :

13 HR :

+/17

-(R'* '*(* *R

%O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 3 2 1

2 " 3 2 1

3 L 3 2 1

4 I% 3 1 2

)O/ 3 2 1

! I/ 3 3 :

5 I- 3 2 1

6 D( 3 2 1

7 %O 3 2 1

1: D+ 3 2 1

11 )OR 3 2 1

12 )O- 3 2 1

13 HR 4 4 :

/16

('*I'* '(RA(R

%RO %O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 3 3 :

2 " 3 3 :

3 L 3 3 :

4 I% 3 2 1

)O/ 3 2 1

! I/ 3 3 :

5 I- 3 3 :

6 D( 4 4 :7 %O 4 4 :

1: D+ 4 3 1

11 )OR 4 4 :

12 )O- 4 3 1

13 HR 4 1

+/2:

(HI H(+*(N I-

%O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 3 3 :

2 " 3 2 1

3 L 3 2 1

4 I% 3 2 1

)O/ 3 2 1

! I/ 3 2 1

5 I- 3 2 1

6 D( 3 3 :

7 %O 3 3 :

1: D+ 3 3 :

11 )OR 3 3 :

12 )O- 3 3 :

13 HR 4 4 :

:;


68/101

+/21

'()*I- %(I"

O%

%O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 3 2 1

2 " 3 2 1

3 L 3 2 1

4 I% 3 1 2

)O/ 3 3 :

! I/ 3 2 1

5 I- 3 2 1

6 D( 3 2 1

7 %O 3 2 1

1: D+ 3 3 :

11 )OR 3 2 1

12 )O- 3 3 :

13 HR 4 3 1

+/22

(* D(*(+R 'I-,*

"I-

%O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 3 2 1

2 " 3 2 1

3 L 3 2 1

4 I% 3 2 1

)O/ 3 3 :

! I/ 3 2 1

5 I- 3 2 1

6 D( 3 2 1

7 %O 3 2 1

1: D+ 3 2 1

11 )OR 3 3 :

12 )O- 3 2 1

13 HR 4 3 1

+/23

'(-H(Q A- (+I

%O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 3 2 1

2 " 3 3 :

3 L 3 3 :

4 I% 3 2 1 )O/ 3 3 :

! I/ 3 3 :

5 I- 3 2 1

6 D( 3 2 1

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1: D+ 3 2 1

11 )OR 3 2 1

12 )O- 3 3 :

13 HR 4 3 1

'24

D*(,N(- I-,(" *R

%O'IIO- %R'O-

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1 R 2 2 :

2 " 2 2 :

3 L 2 2 :

4 I% 2 2 : )O/ 2 2 :

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11 )OR 2 2 :

12 )O- 2 2 :

13 HR 2 2 :

:


69/101

'2

('*OA %("

I-

%O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 2 2 :

2 " 2 1 1

3 L 2 2 :

4 I% 2 1 1

)O/ 2 2 :

! I/ 2 2 :

5 I- 2 1 1

6 D( 2 2 :

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11 )OR 2 2 :

12 )O- 2 2 :

13 HR 2 2 :

'2!

HRRQ RO+RIV

O%

%O'IIO- %R'O-

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1 R 2 2 :

2 " 2 1 1

3 L 2 1 1

4 I% 2 2 :

)O/ 2 1 1

! I/ 2 2 :

5 I- 2 2 :

6 D( 2 2 :

7 %O 2 2 :

1: D+ 2 1 1

11 )OR 2 2 :

12 )O- 2 2 :

13 HR 2 2 :

'25

N(I'*("I '(-

'%%

%O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 2 2 :

2 " 2 2 :

3 L 2 2 :

4 I% 2 2 :

)O/ 2 2 :

! I/ 2 2 :

5 I- 2 2 :

6 D( 2 2 :

7 %O 2 2 :

1: D+ 2 1 1

11 )OR 2 2 :

12 )O- 2 2 :

13 HR 2 2 :

V26

'%RIQ( +("NI *R

%O'IIO- %R'O-

'R-O )) "N" "N" ,(%

1 R 1 1 :

2 " 1 1 :

3 L 1 1 :

4 I% 1 1 :

)O/ 1 1 :

! I/ 1 1 :

5 I- 1 1 :

6 D( 2 2 :

7 %O 2 2 :

1: D+ 2 1 1

11 )OR 2 1 1

12 )O- 2 1 1

13 HR 2 1 1

:=


70/101


71/101

,/ '/ / +/ ' V

: 1 3 4 : :

----------------------------------------

his chart sho#s that 14 employees does not meet desired level ofcompetency in "eadership that comes to 45 >14 3:? #hich includes

,/ '/ / +/ ' V

2 4 2 4 2 :

his chart sho#s that :5 employees do not meet desired level of

competency in eam#or8 that comes to 23 >:53:? #hich includes

,/ '/ / +/ ' V

: : 2 4 1 :

----------------------------------------

;#


72/101

his chart sho#s that 12 employees do not meet desired level ofcompetency in Interpersonal that comes to 4: >123:? #hichincludes

,/ '/ / +/ ' V

2 : 4 1 :

his chart sho#s that :6 employees does not meet desired level ofcompetency in )ommunication that comes to 25 >:63:? #hichincludes

,/ '/ / +/ ' V

: : 2 1 :

----------------------------------------

;


73/101

his chart sho#s that : employees does not meet desired level ofcompetency in Information /anagement that comes to 15 >:3:?#hich includes

,/ '/ / +/ ' V

: : 2 3 : :

his chart sho#s that 1: employees does not meet desired level of

competency in Imitativeness that comes to 33 >1:3:? #hichincludes

,/ '/ / +/ ' V

: 2 2 1 :

----------------------------------------

;2


74/101

his chart sho#s that 12 employees does not meet desired level ofcompetency in Dusiness (#areness that comes to 4: >123:? #hichincludes

,/ '/ / +/ ' V

1 3 3 4 1 :

his chart sho#s that :6 employees does not meet desired level ofcompetency in %lanning & Organi$ing that comes to 25 >:63:?#hich includes

,/ '/ / +/ ' V

1 : 2 4 : 1

----------------------------------------

;8


75/101

his chart sho#s that 12 employees does not meet desired level ofcompetency in Dudget /anagement comes to 4: >123:? #hich

includes

,/0 '/ / +/ ' V

: 2 3 3 3 1

his chart sho#s that :5 employees does not meet desired level ofcompetency in )oordination that comes to 23 >:53:? #hichincludes

,/ '/ / +/ ' V

: : 2 3 : 2

----------------------------------------

;9


76/101

his chart sho#s that :6 employees does not meet desired level ofcompetency in )ontrolling that comes to 25 >:63:? #hich includes

,/ '/ / +/ ' V

: 1 3 2 : 2

his chart sho#s that 1: employees does not meet desired level ofcompetency in Hob Ano#ledge that comes to 33 >1:3:? #hichincludes

,/ '/ / +/ ' V

: : 4 3 : 3

----------------------------------------

;:


77/101

R(I-I-, -+ (''''/-

'R.-O

)ompetency

mployee needed to be trained>employee code?

otal

1 'R(,I)

ORI-(IO-

'/5F/11F/14F/1F+/17F+/21F+/22F+/23 7

2 "(+R'*I%

,/4F'/F'/!F'/5F'/6F'/1:F/15F+/17F+/2:F+/21F+/22F'2F'2!

13

3 (/LORA

/7F/1:F+/17F+/2:F+/21F+/22F'2! 5

4 I-R%R'O-("+'IO-/(AI-,

,/3F,/4F/12F/1!F/15F/16F+/17F+/2:F+/21F+/22F+/23F'2 12

)O//-I)(IO-

/12F/13F/14F/1!F+/17F+/2:F'2! 5

! I-OR/(IO-/(-(,/-

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,roup sho#ing age of respondents


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I


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I


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I


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0.1 RESEARCH FINDINGS :

1? 5: employees are competent #hile 3: are not enough

competent & re;uired to be trained.2? 3!: degree feedbac8 method is self0motivating & highly

acceptable in organi$ation.3? mployee in (/D(''(+ORB'AQ )* believes that )ompetency

mapping process help them in role clarification & they are doing

the job according to their job profile.4? hey finish every #or8 assigned to them #ithin the time limit

#hich sho#s that they are competent though many of them

need guidance from their superiors sometimes also fe# believe

that they need training to perform their job .


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? (lmost all employees believe that competency mapping is

helpful in individualBs career development as #ell as company

gro#th.

!? /any believe that though environment in organi$ation is good

for competency mapping & development competency mapping is

not carried out regularly.5? he important findings of this study are

a? Identification of competency levels of employees.b? +iscovery of competency gaps.c? Identification of training needs.

0.2 CONCLUSION:

*ence #ith the given research study conducted in this

organi$ation it can be concluded that the concept of competency

mapping is in bet#een the introduction and gro#th stage that is

it is ahead of introduction stage and has not reached yet to

gro#th stage .

rom the above study it can be concluded that )ompetency

/apping is useful in economical use of the most important

resource *uman )apital by ensuring the best suitable job to the

person. It also ensures Individuals gro#th and development.

In a nutshell it can be concluded that )ompetency mapping

process helps organi$ations not only in identify gaps but also

bridge the gap.


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3!: degree method is most appropriate & accepted method .It

helps in creating healthy organi$ation culture.

It has been also concluded that there is certainly a ;uest for

)ompetency mapping in the employees and combining this factor

#ith highly established *R +epartment and Information

echnology in the organi$ation competency mapping is need to

be regularly carried out here.

RECOMMENDATION AND SUGGESTIONS


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.1 RECOMMENDATION AND SUGGESTIONS :

=>


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1. In this organi$ation regular training programs should be

conducted on various competency clusters in order to meet ne#

standards & update 8no#ledge.

2. In this organi$ation competency mapping must be done

regularly.

3. Narious monetary and non monetary benefits should be given by

the management in order to motivate them.

4. mployees those found at e9pert & e9cellent level can be

developed as rainer & used as in house rainer. his #ould cut

the trainer cost of company.

. In order to chec8 the competency level of the employees a

person can be develop his competency only after understanding

his o#n perception about his abilities 8no#ledge level and his

goals in life.

.2 R"44(( D*$%*" F"$ F#%#$

R6'$, I C"4>% M'>>*;:

It #ould be useful to direct future research on the follo#ing linesor #eights? to various impacting

behaviors of a competency based organi$ation finger 0print.2? (ttempt to create more comprehensive futuristic & cost0effective

competency model

=#


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3? (ttempt to overcome the limitations based on a Hob0Organi$ation0

nvironment.

a. o ta8e a comprehensive vie# the role of job

characteristics organi$ational finger prints and impact of

environment on the organi$ation.

b. )onsider elements of future roles of the organi$ation.

BIBLIOGRAPHY

=


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BIBLIOGRAPHY:

=2


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BOOKS

)ompetency /apping ducation Ait module 3 and 40 N Rao

*andboo8 of )ompetency /apping 0 'eema 'angi

)ompetency management practitioner guide E . %alan %h.+.

he po#er of 3!: +egree eedbac8 0Rao

W)6*%6

###.citehr.com

###.hrvillage.com

hrmba.blogspot.com

www.ambassadorindia.com

APPENDICES:

=8
http://www.citehr.com/http://www.hrvillage.com/http://www.citehr.com/http://www.hrvillage.com/


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=9


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(/D(''(+ORB' 'AQ )*HOD (-("Q'I' & HOD +')RI%IO-

HOD I"

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(/D(''(+OR' 'AQ)* //D(I

COMPETENCY FEEDBAC FORM

=:


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-ame of %erson %*"' 6%*": '((*%*"'


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%R'O-(" I-OR/(IO-

+epartment

+esignation

(ge

9perience

%lease tic8 right ans#er

SR UESTIONS YES NO CANTSAY

1 +o you feel you are doing the jobaccording to your job profileT

2 +o you finish every #or8 assigned to you#ithin the time limitT

3 +o you re;uire the guidance from yoursuperiorT

! +o you feel you need training to performyour #or8

+oes competency mapping help you to domanpo#er planningT

0 +oes an environment in organi$ationhelps in competency mapping &developmentT

+oes competency mapping helps you inidentifying gapsT

+o you thin8 training programs suggestedafter competency mapping process arerelevant & useful to youT

+oes competency mapping helpful inindividualBs career development &company gro#thT

1 +o you perform competency mappingregularly in your companyT

11 +oes 3!: degree feedbac8 method usedin competency mapping process motivateyou to identify self gaps & overcomethemT

#>>


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12 +oes feedbac80 form provided to youcompetency mapping help you tounderstand competency level T

13 (re you 'atisfied and (gree #ith receivedfeedbac8 from3!: degree feedbac8T

1! (re you no# >after competency mapping?a#are of #hat is e9pected from youT

T#an2s or (o%r a,%ab,e in&%ts.

competency mapping india

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