Competency mapping

-Sonia Verma

(#31) TYBMS 5

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Table of Contents:

Sr. no Topic Page no

1. Competency Based Management (CBM):

2. Gaining Competitive Advantage

3. The Need for a New Perspective on

Competency Analysis

4. Mapping Competencies into a Competitive

Advantage in an HR Context

5. Competency Mapping

6. Competency Profile or Competency Model

7. Three Milestones In Competency Mapping

Process:

8. Methods Involved In Competency Mapping,

Classification Of Competencies

9. The Competency Development Process,

Application of Competencies

10. Benefits of Using a Competency-based

Selection System, Training and Development

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System

11. Benefits of a Competency-based

Performance Appraisal System and

Succession Planning

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

Limited

13. Enabling Challenges

Conclusion

QUESTIONNAIRES

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Executive Summary:

“Right Person For The Right Job.” This proverb is a dream for every

manager of the company. The head of the company always desires to have a Mr.

Right for the particular job, so that he does his task in an efficient way. But is this

possible?

The answer is ‘Yes’. In today’s competitive global business environment,

complex and sensitive business processes and fast moving technology systems can

compromise overall quality integrity. The solution to the problem is Competency

Mapping. The rising interest in competency mapping is direct fallout of the

dynamic changes that the corporate world is witnessing today. Some insights into

how far the concept has traveled and the reason for its current popularity has been

explained.

This project gives the complete theoretical knowledge about the subject

Competency Mapping which includes detailed meaning, its origin, benefits and its

importance. But only theoretical knowledge is not sufficient. Therefore to give a

better understanding about the topic, light has been focused on the practicality part.

The case study gives a brief idea about the mapping of competencies done in its

company. This is basically done to improve the employees’ performance, which

will result in more and better productivity. In short one can say it’s the “RIGHT

MATCH” of the job and the people.

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Chapter 1:

Competency Based Management

Competency Based Management (CBM) is the application of a set of

competencies to the management of human resources to achieve both excellence in

performance and results that are relevant to the organization's business strategies. It

means identifying how performance links to business results and mapping out

strategies to export the techniques throughout the work force. It also means giving

employees a systematic approach to expanding and using their full capabilities.

There are, however, many approaches to CBM and different organizations define it

and use it in different ways.

Competencies are measurable human capabilities that are required for

effective work performance. Competency analysis and modeling is the process of

identifying and documenting those capabilities. The competency approach to

human resources management is based on identifying, defining and measuring

individual differences in terms of the abilities that are critical to successful job

performance. The concept of competency lies at the heart of human resources

management, enabling a coherent approach to the management of people by

integrating key HR activities such as selection and assessment, performance

management, training, development, and reward management.

The models created are applied to a wide range of people-management

systems, such as workforce planning, selection, employee development,

performance management, and compensation. Competency modeling and its

application in a people-management system is a continuously evolving discipline.

Thus, competency practitioners may offer diverse explanations of what

competencies are and how they are identified and used. This process uses

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competence in all processes linked to personnel management, such as selection,

work organization and flows, training and development, working conditions,

establishing salaries, evaluation, and promotions. Competence-based selection, for

example, focuses on a job candidate’s adaptability and his or her capacity for

continuous learning. But a competence-based selection is only the starting point for

competent performance. In order to perform, a person must know how

(competence-based education and training), and must also want (motivation) and

have the necessary external conditions to perform well.

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Chapter-2

Gaining Competitive Advantage

2.1 Business Knowledge.

2.2 Deliverable HR Knowledge.

2.3 Change Agent Skills.

2.4 Credibility and Influence.

2.5 Corporate strategy derives from competencies.

The strategic goals of the organization and consequently its

competencies have to align with people competencies. For effective articulation or

implementation of strategy, competencies form a crucial linking pin as it binds

business objectives with that of people objectives. Articulating business strategy

and its drivers would also entail specifying critical success factors, acquisition of

assets and usage of current assets. Both the business and HR strategy straddle to

work with one another in defining competency model and capability enhancement

statement of an organization. An organization's competencies can be broadly

classified into following categories:

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2.1 Business Knowledge:

If HR professionals have to be value-adding service providers to their customer

within the company, understanding customer's priorities and context become

imperative. Thus, understanding business and business process- i.e., the market,

technologies, financial, etc. are essential (or HR to remain relevant)

2.2 Deliverable HR Knowledge:

These are the basic competencies of HR staffing, appraisal,

compensation and rewards, development, etc. However, the focus so far has been

predominantly on what one does. Most of the HR activities are still done without

any clear measures of their effectiveness (e.g., what is the ROI on recruitment

costs). If HR has to be seen as a business partner, this would need to shift to what

on delivers. That is, the HR processes will need to be designed in such a manner

that clear measures are possible.

2.3 Change Agent Skills:

Business needs to continuously change in order to remain

competitively viable. In the emerging environment, that capacity to change will be

a key competency for companies. Naturally, this would also be a key area in which

HR will need to make a significant contribution.

2.4 Credibility and Influence:

Perhaps, most important of all, would be the challenge of building

professional credibility .Good HR professionals are seen as people who are willing

to listen, tolerate diversity, and are trustworthy, etc. but in order to command or

influence the organization, a professional image should also include perceptions

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such as being accurate in delivering results, meeting commitments, being

consistent in meeting targets.

2.5 Corporate strategy derives from competencies:

Corporate strategy is primarily about the choice of direction based on

its competencies for the firm as a whole. This is true whether the firm is a small, or

a single product company, or a large multinational corporation. In a large multi-

business company, however, corporate strategy is also about managing various

product lines and business units for its maximum value. Corporate strategy,

therefore, includes decisions, regarding the flow of financial and resources through

a company's product lines and business units but is constructed on the basis

assembling together capabilities required to deliver value. Through a series of co-

coordinating devices, a company transfers its skills and capabilities, developed in

the unit to other units that need such resources. In this way, it attempts to obtain

synergies among numerous product lines and business units so that the corporate

whole is greater than the sum of its individual business

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Chapter-3

New Perspective on Competency Analysis

The need for a forward-looking and proactive approach to competency

analysis (Competency modeling, mapping and formulation of competency matrix)

is driven by the increasing pace of change in the business environment. In this

context, competencies can be used for translating strategy into job-related and

individual skills and behaviors that people easily can understand and therefore

implement. The challenge is not only to be able to define the organizational core

competencies required for a business to compete successfully, and then define the

right mix of skills and behaviors that the individuals would need to possess in

order to produce and support those core competencies. Still more important is to be

able to use these definitions in order to communicate and implement strategy and

planning organizational change.

A central issue of concern is that the competencies defined most often

end up as being backward-looking rather than future-oriented with respect to

strategy and organizational change. Competencies are defined according to the

skills needed to continue doing what the organization already does, instead of

focusing on what is needed to perform effectively in the future. As a result, the

organization rewards behaviors that already from the outset may be obsolete and

constitute obstacles to strategy implementation. In this sense, competency models

hardly differ from the traditional approach of selecting and retaining employees

who can perform a set of well-defined tasks, usually focusing on technical

knowledge and skills. In dynamically changing, or in project-oriented business

environments, such a view of competencies seriously limits the organization’s

potential for dynamically adapting to an evolving strategy.

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Based on the limitation in current practice discussed above, a number

of issues need to be addressed with respect to the development and implementation

of competency-based HRM. First, there is a need to shift towards a forward-

looking and proactive approach to competency modeling. The proposed model

starts by grounding competencies in the current trends in the industry where the

organization operates. Second, traditional approaches to competency modeling

have been described as being poorly aligned to the key performance drivers of

industries and for being expensive and time-consuming to implement. They will

therefore be of little use for organizations with rapidly changing structures,

processes and performance requirements. The model we develop generates

competencies based on the core capabilities of the industry leaders, and

competencies are structured in a way that makes it easy to delete outdated

competencies, and integrate new on.

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Chapter-4

Mapping Competencies into a Competitive Advantage in

an HR Context

4.1 Challenges for the HR professionals.

4.1.1 Managing Talent.

4.1.2 Managing Performance.

4.1.3 Managing Change.

4.1.4 Managing Knowledge.

The recent years have seen the emergence of a new business environment, which

has been variously described as "New Economy", "Knowledge-Based Economy",

"hyper-competitive environment", etc. There is also an emerging consensus among

both the academicians and Practitioners that certain, key factors differentiate this

new paradigm from the earlier one. Organizations, for instance, are endeavoring to

become high-performance workplaces by implementing measures such as:

Implementing radical changes (e.g., downsizing, strategic transformations/

Reorientation, global forays, etc.)

Flatter, team-based structure.

Greater focus on knowledge management and intellectual capital.

More focused performance management systems, etc.

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4.1 Challenges for the HR professionals:

Challenges for the HR professionals can be classified under four broad heads

Managing talent.

Managing performance.

Managing change.

Managing knowledge.

4.1.1 Managing Talent:

Across industries, the ability to attract, retain and develop skilled people was

emerging as the basis of competitive edge. But managing talent is not just

managing the skill scarcity .The technological and business discontinuities also

increase skill obsolescence at a phenomenal rate. The increasing pace of

change is not only making many past competencies obsolete, but is also

throwing up skill requirements which are too new to be taught in the finishing

professional institutes.

4.1.2 Managing Performance:

Designing such performance-based HR systems will be the second emerging

challenge for the HR professionals. The issue to address would be-how to

design HR systems, processes and activities which improve performance, help

the organizations in some tangible way to serve their customer better, and

increase shareholder value. While the performance appraisal (PA) system has

always been a tool in the HR professional's basket, its glaring inadequacies in

actually improving/ managing/ monitoring performance have also been largely

ignored. In fact, in many companies, it is still implemented as an annual ritual,

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without any reflection on its impact on the actual performance. Moreover, in

order to work as an effective performance tool, the PA system needs to be

integrated with the other organizational systems, such as:

Business Plan Development Process.

Work-Systems and Processes,

Compensation and Rewards.

Career and Competency Development Systems, etc.

4.1.3 Managing Change:

The emerging business environment also places another demand on the HR

professional's -that of managing change. In the conventional setup, the role of HR

has been more of maintaining the status quo rather than of initiating and managing

change. When the HR professionals act as the change agent, it is/ has been in

response to certain decisions or processes that have been initiated elsewhere -HR

would pitch in when "change happened." Moreover, the very focus of these change

efforts has been on "incremental" changes

4.1.4 Managing Knowledge:

In the emerging business environment, an organization's capacity to create, absorb

and utilize knowledge is becoming the key differentiator for competitive success.

All these new competitive requirements demand creating an organization that can

effectively create process and codify its knowledge into its offerings and processes.

While managing knowledge may not be entirely an HR function, HR does have a

major role in designing and implementing many processes and systems

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Competency Mapping

General Overview:

Introduction and meaning:

What are competencies?

Competencies are the human capabilities and work-related behaviors that provide a competitive advantage to an organization.

What is competency mapping?

Competency Mapping is a process of identify key competencies for an organization and/or a job and incorporating those competencies throughout the various processes (i.e. job evaluation, training, recruitment) of the organization.Competencies are characteristics which drive outstanding performance in a given job, role or function. 

Methods of conducting competency mapping:

• In basket interviews

• Stress Interviews

• Structured Group Discussion

• Psychometric Tests

• Case Studies

• Peer Coaching & Counseling Exercises

• Focused Behavioral Event Interview

• Presentation Vision / Strategy Speeches etc

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Competency Dictionary:

Competency dictionary is the collection of these behaviors in a structure and format that can be used for:1. Specifying job and person requirements for selection processes;2. Identifying training and development needs of individuals;3. Providing feedback through the performance management process; and4. Identifying individuals for promotion or succession planning.

Types of competency

1. Employee core competenciesCompetency that relate to organization’s values, mission and strategy; these are competencies that reflect organizational core capabilities.Examples: Customer satisfaction; quality orientation or some “employee core competencies of 3M, Google…”.

2. Managerial competencyCompetencies that relate to skills needed to perform managerial work and process; it deals with the interaction process either with individual or group of people.In typical organizations, managerial competencies will play greater emphasis as the position progresses within the organization.

3. Technical/Functional competencyCompetencies that pertains to specific bodies of knowledge and skills required. It include the abilities to use the procedures, techniques and knowledge of a specialized field.

4. Personal attributeCompetencies that relate to inherent personal characteristics (e.g. motives, self image, self concept, etc.) and potentially affect work attitude and performance.

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Benefits Of Competency Model:

1. Benefits for the company

• Provide a common framework and language for discussing how to implement and communicate key strategies.• Provide a common understanding of the scope and requirements of a specific role.• Provide common, organization-wide standards for career levels that enable employees to move across business boundaries.• Reinforce corporate strategy, culture, and vision.• Establish expectations for performance excellence, resulting in a systematic approach to professional development, improved job satisfaction, and better employee retention.• Increase the effectiveness of training and professional development programs by linking them to the success criteria (i.e., behavioral standards of excellence).

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

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

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Process Of Competency Mapping:

Step 1: Identify customer valueActivities of any organization have to result into economic value to the customer. Organizations are interested only in the products and services required by the customers. So that organizations have to define their outcomes.

Step 2: Identify strategy and objectives• Understand business strategy and objective of organization.• What is objective behind doing competency mapping in organization?

Step 3: Build business processThen organizations have to define their business process to enable them to deliver outcomes to customer requirements in a brief time at an economical cost with out sacrificing quality.

Step 4: Identify value of business processThen companies have to define the time, cost and quality standards of each task of the business process.

Step 5: Job analysisWe can use 18 method of job analysis to analyze jobs.

Step 6: Identify competencies

• Then define the competencies required for each task in terms of knowledge, skills

and attitudes to complete the task within the quality standards defined.

• Connect the competency mapping with your any of above mentioned system.

• Discuss with line managers about the project.

• Find out the competencies required to perform each Job.

• Rate the competencies according to importance to performed job.

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Chapter-5

Competency Mapping

5.1 Concept of competencies.

5.2 Difference between Competency and Competence.

It is about identifying preferred behaviors and personal skills which distinguish

excellent and outstanding performance from the average. A Competency is

something that describes how a job might be done, excellently; a Competence only

describes what has to be done, not how. So the Competences might describe the

duties of a Sales Manager for example, such as manage the sales office and its

staff, prepare quotations and sales order processing, manage Key Accounts and

supervise and motivate the field sales force. The Competencies which might

determine excellence in this role could include Problem Solving and Judgment;

Drive and Determination; Commercial Awareness; Inter-personal skills etc, all of

which might be described further by Behavioral Indicators relating specifically to

that post in that organization. The broad concept might be said to be based on the

frequently quoted adage:’ people get hired for what they know but fired for how

they behave.’

It is about identifying preferred behaviors and personal skills which

distinguish excellent and outstanding performance from the average. It involves:

Identification of major job functions.

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

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Generation of several drafts to be reviewed by employers and employees and

modified to accurately reflect the skills performed on the job.

Development of an occupational analysis chart. The chart is a two-

dimensional spreadsheet chart displaying the major job functions and skills.

5.1 Concept of competencies:

"Competencies" are the knowledge, skills, abilities and behaviors that

an employee applies in performing his/her work and that are the key employee-

related levers for achieving results that are relevant to the organization's business

strategies. A competency is an underlying characteristic of a person, which enables

him to deliver superior performance in a given job, role or a situation. This

characteristic may be called an "attribute bundle", consisting of knowledge, skills,

traits, social role, self-image and motive. The "underlying characteristic",

manifests itself in the form of behavior, which helps identification and

measurement of the competency. Competencies are the combination of

Knowledge, Abilities, Personal Attributes and Skills that contribute to individual

and organizational performance.

Knowledge: Information that is organized learned and applied

through experience, study, or investigation.

Ability: Innate potential to perform mental and physical actions or

tasks

Personal attributes: Individual traits, values, motives and attitudes

that indicate an employee's probable behavior.

Skills: Result of repeatedly applying knowledge or ability

Competency profiling aims to identify all of these KAPS in order to

help create a real and sustainable change in behavior.

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Skills

Self concept

Attitudes and values

Trait & Motive

Knowledge

Figure 5 .1

Competency mapping aims to identify all of these KAPS in order to help create a

real and sustainable change in behavior.

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In Between

Focus of development

Surface

Most easily developed

Core personality

Most difficult to develop

5.2 Difference between Competency and Competence:

It is here that we come up against a major anomaly-the difference

between competence and competency. These terms though quite distinct are

sometimes used interchangeably. There is, however a general convention in the

differences between the two. Accordingly, the difference between them is as

follows:

Competence refers to abilities based on work tasks or job responsibilities.

Competence is akin to role definitions as they specify the contents of the job.

For example, a competence of relevance to a position in the marketing

department could be Market Planning. This would include the various

actions that are required to be taken in market planning like 'makes pricing

decisions'.

Competency refers to abilities based on behavior. These are the

characteristics of the persons who are doing the job. For example, a

competency that would be relevant to any managerial function in any

organization could be Decision Making. The associated behaviors for this

competency could be 'uses all available information in making decisions'.

In effect, competence concerns the job and competency concerns the

person. Competency has a huge and bewildering number of definitions, but a large

number of these actually refer to competence. A very relevant definition of

competency is:

“Competencies are the characteristics of a manager that lead to the

demonstration of skills and abilities, which result in effective performance within

an occupational area. Competency also embodies the capacity to transfer skills

and abilities from one area to another. "Competencies", aim at linking the

human resource systems of an organization to its purpose.

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Chapter-6

Competency Profile or Competency Model

Competency Profile or Competency Model

Competency Profiling forms a part of mapping process .A

"competency profile" or "competency model" is a set of competencies and includes

associated behaviors that link directly to the work to be performed, and levels of

proficiency for each behavior. A stand-alone profile without any application

purpose is meaningless for achieving results. Although "profile" and "model" are

virtually synonymous, the Public Service uses the term "competency profile" for a

description of proficiency levels and behaviors required for a specific job or jobs.

Basically competency modeling is the process of determining what

competencies are necessary for a job or job family. There are two major

differences between our traditional KAPS and a competency. First, competencies

may be defined more broadly than our traditional KAPS. For example, Office of

Personnel Management included "self-esteem" as a competency while self-esteem

would not be included as a KAPS. Second, competencies are viewed as being

similar to "roles”. For example, a competency under this approach might be

"information conduit." Competency modeling is a systematic process of

determining the competencies needed to be successful in an organization.

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A competency profile applies to a specific employee or population of

employees. It can cover employees in a group of positions/jobs within a

department, or employees belonging to a functional community. The more

homogenous the work of an organization, the greater the chances that a single

competency profile can be applied within that organization. The more

heterogeneous an organization or the more varied the business results, the greater

the likelihood that there will be a variety of competency profiles and applications.

Still, even if an organization requires the exact same competencies for all jobs,

"how" they are translated in terms of behaviors and proficiency levels may be very

different.

6.1 Essential Steps in Building a Competency Model

6.2 Features Of Good Competency Model

6.1 Essential Steps in Building a Competency Model:

Competency is a composite of Knowledge, Skill, Attitude and

Motivation to do a task. A simple model to look at is as follows:

1. Define the Task. (What is the task to be performed?)

2. Check what is the person supposed to know to perform the task well -

Knowledge Component.

3. Check the Skills required executing the task.

4. Attitude and Motivation of the person to do the task.

5. These can be further broken down to identifiable behaviors which can be

measured to find gaps if any.

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6.2 Features Of Good Competency Model:

The following checklist is not meant to be exhaustive, but to be

ultimately useful, a set of competencies should be:

Manageable: Too many competencies will become confusing and inefficient,

clouding rather than clarifying an organization's priorities.

Defined Behaviorally: Competencies should be described in terms of

specific, observable behaviors.

Independent: Important behaviors should be included in just one, not

multiple, competencies.

Comprehensive: No important behaviors should be excluded.

Accessible: Competencies should be written and communicated in a way

that is clear, understandable and useful to those outside of the HR world.

Current: Competencies should be up-to-date, and reviewed regularly to keep

pace with industry and company changes.

Compatible: Competencies should "fit in" with a company's vision, values

and culture

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Chapter-7

Three Milestones In Competency Mapping Process

7.1 Identification.

7.2 Definition.

7.3 Formation of Competency Matrix.

7.4 Competence-based Training and Competence-based Human

Resources Management.

7.4.1 Competence-based Training.

7.4.2 Competence-based Human Resource Management.

Three Milestones In Competency Mapping Process

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7. 1 Identification:

The initial step towards building the competency framework is

concerned with identifying the major current and future trends in the industry.

Based on documentary analysis and interviews with industry experts, those trends

are identified and described. It’s here we perform literature review, interview and

also do BEI (Behavioral Even Interview). The process involves collection of

evidence of employee performance to judge Competence against a standard and to

identify performance areas that needs to be strengthened, modified, or improved.

Strategies and instruments to collect evidence include oral and written tests,

execution tests, and observation of performance, simulations, examination of work

products, portfolios, and testimonies from third parties.

This process establishes or defines the competencies needed to

perform a work activity satisfactorily. Three principal methods are used to identify

Competencies:

Occupational Analysis , in which the task is the object of analysis.

Occupational analysis was developed and is widely used in the United

States;

Constructivist Analysis , in which a typical job studied in its dynamic which

is the object of analysis and is a construct built out of different related jobs.

Constructivist analysis was developed and is used mostly in France.

Functional Analysis, in which the function (defined as a meaningful set of

tasks interrelated to attain an objective) is the object of analysis. Functional

analysis was developed and is used in the United Kingdom, as well as by

many other European and Latin American countries. Functional analysis is

the most widely used mainly because it is a more holistic approach than

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occupational analysis and is less time-consuming to develop than

constructivist analysis.

7.2 Definition:

The industry analysis continues in a second step that is an in-depth

analysis of the core capabilities, the process ends with formation of Competency

cluster where each and every competency is defined and then Competency

Dictionary is formed. Once major core capabilities are defined, focus groups are

again held with similar participants as in the first phase. The objective is to validate

previously generated competencies and develop new ones essential for aligning to

the core capabilities required in the industry. The process involves generalizing a

competence which will be turned into a Competence standard in next phase.

7.3 Formation of Competency Matrix:

Finally a Competence standard is established in this phase. A standard

is a competence that as a valid reference for a given group of workers and

organizations. In order to develop more specific competencies framework for the

particular organization, an in-depth analysis is conducted that differentiate the best

from average or low performers in the industry in which the organization operates.

In this phase a suitable framework for competency analysis is employed (e.g.,

SWOT analysis, Five Forces, Value Chain) and scale is developed, after which

categorization of competencies is done into essential, required and desired. After

categorization Competency Matrix is formulated across the levels of the

department in order to standardize competencies. Here in the process of formal

recognition of competence demonstrating the worker can perform a standardized

labor activity. Experts in competency judge whether mastery was attained.

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7.4 Competence-based Training and Competence-based Human

Resources Management:

Two other important processes are Competence-based Training and

Competence-based Human Resources Management, as follows:

7.4.1 Competence -based Training:

The process of designing and developing training based on a

competency. Competency-based training was developed to fill gaps identified

during competency assessments. This process has progressively become an

accepted strategy for curriculum development due to its clear link to real work. It is

also possible to speak of Competence-based Education, which includes formal

education and training.

7.4.2 Competence-based Human Resource Management:

This process uses competence in all processes linked to

personnel management, such as selection, work organization and flows, training

and development, working conditions, establishing salaries, evaluation, and

promotions. Competence-based selection, for example, focuses on a job

candidate’s adaptability and his or her capacity for continuous learning. But a

Competence-based selection is only the starting point for competent performance.

In Order to perform, a person must know how (competence-based education and

Training), and must also want (motivation) and have the necessary external

conditions to perform well. In other words, when a person does not perform up to

the standard, three questions may be pertinent: Does he or she know? Does he or

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she want? Can him or she do? In this respect, competence-based human resources

management encompasses all these aspects of performance.

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Chapter-8

Steps Involved In Competency Mapping and

Classification of Competencies.

8.1. Core or generic competencies.

8.2. Managerial competencies.

8.3 Technical or specific competencies.

Steps Involved In Competency Mapping and Classification of

Competencies

Competency mapping is an approach that has the objective of helping

an organization aligns individual development with the strategic objectives of the

company. Steps involved in the process of competency mapping are as follows:

Step 1- Development of Core Competencies

In this step, the leadership of the organization meets to brainstorm which core

competencies the organization requires in order to achieve its objectives, goals,

and vision. Examples of core competencies that are usually essential in

organizations are problem solving, teambuilding, decision-making, and

communication skills.

Step 2 Assessing Competency Levels Required Across Positions

After the leadership decides which competencies are essential, it’s necessary to

determine the degree to which, and manner in which, these competencies are

required in each type of position (i.e., Sales Manager, Receptionist, and CEO).

This assessment can be made through interviews with incumbents of sample

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positions, using a Position Information Questionnaire (PIQ). A sample is

attached.

Step 3. Developing Competency-Based Job Descriptions /competency profiling

Following the interview process, job descriptions can be developed that include

not only duties and reporting relationships but the core competency

descriptions that are tailored to each position. The same competencies are

included in each employee’s performance appraisal instrument so that he/she is

evaluated on the same criteria that are specified in the job description.

Step 4. Competency-Based Matrix

For career development purposes, new employees (or potential employees) will

be interested in career progression options available once they master different

competency levels. As career options become more complex and sophisticated,

the core competencies are elevated in terms of sophistication as well.

Step 5. Individual Development Planning

Using the job descriptions and the performance appraisal process as a

foundation, Human Resources can provide coaching for individuals based on

their unique developmental needs. For example, if a sales representative is

interested in a position as Sales Manager, Human Resources professional can

counsel this person about current strengths and areas for improvement and point

out the competency levels required for the higher level position. Then the

employee and the HR person can jointly map out a plan for the employee’s

development (courses, workshops, mentoring, etc.)

32

Business StrategyVision, Mission, Values

Table 8.1 Typical Competency Framework

33

HR StrategyCulture People Organization Process

Technology

Competency Modeling

Organization Team/Process Role/Job

Competency Based HR Programs

Assessment Recruiting, Selection, Deployment

Development & Training

Performance Management

Reward

Classification of Competencies

Competencies are classified in three categories:

8.1. Core or generic competencies for all staff (e.g., communication, teamwork)

8.2. Managerial competencies (e.g., empowering others, decision-making)

Applicable to building institutions

Organizational Vision, Values and strategy

What are the organizational values we stand for?

What are organizational Core Competencies reflected in the strategy

What is organizational Core Competencies we want to build/develop as part of our

strategy?

What are defined core competencies?

8.3 Technical or specific competencies

Specific to Roles

Education, certification and technical certification can be used as baseline

makers of knowledge and technical skills.

Specific technical skill requirements particular to individual jobs must be

detailed in job profiles

Technical skills are typically more important differentiators at lower levels

in the organization. (e.g., receive, identify, register and distribute letters,

documents and/or other objects).

34

Many organizations are identifying a set of corporate or organizational

competencies that are common to all staff and which give, in a certain sense, the

corporate seal. When seeking to create a new culture and build human resources

capacity. The future, it is important to define organizational competencies—the

combination of new competencies is not created in each case. Instead, what is new

is how each organization chooses to prioritize certain competencies according to its

mission. The choice of competencies marks the corporate environment and

organizational behavior: An organization with the primary corporate competencies

of Communication, Team Work, and Problem-solving will have a very different

corporate environment and organizational behavior than one with competencies of

Planning and Organizing, Client Orientation, and Quality Orientation.

35

Table 8.2: The 45 Competencies

Intellectual Personal Communicatio

n

Interpersonal Leadership

Result

Oriented

Information

Collection Adaptability Reading Impact Organizing Risk Taking

Problem

Analysis Independence

Written

communication Persuasivenes

s

Empowerin

g

Decisivenes

s

Numerical

Interpretatio

n

Integrity Listening Sensitivity Appraising

Business

Sense

Judgment

Stress

Tolerance Oral Expression Flexibility

Motivating

Others Energy

Critical

Faculty Resilience Oral

Presentation

Ascendancy

Developing

Others

Concern for

excellence

Creativity

Detail

Consciousnes

s

Negotiating Leading Tenacity

Planning

Self

Management Initiative

36

Chapter-10

The Competency Development Process, Application of

Competencies.

The competency development processes are now quite well known

and industries have begun to show considerable interest in the field. Unfortunately,

there a few guidelines for practitioners who wish to apply these concepts in their

natural setting. This shows the need for practitioners to continue to be focused on

how competencies can be translated into practice and what kind of competencies

do managers want. This includes what type of the developmental activities is most

appropriate to a manager in the industry, and who has faced business pressure on

the time and resources. The issue of relating managers to organizations and their

performance concerns addresses the competency development process. This is

fundamental because of a belief in one simple basic premise. That any effective

system for competency development must increase the manager's capacity and

willingness to take control over, and be responsible for events and influence

actions particularly for himself and also afford learning. This brings us to the next

question of how can we reinforce competency building or capability analysis

activity of an individual with that of a group of activities that can be articulated in

a business context.

37

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

Competency Model.

38

Stage 1

Data GatheringAnd Preparation

Stage 2

Data Analysis

Stage 3 Validation

Study Identified Jobs Review the list of Probable Competencies

Content Validation Session

Identify Major Category of Skills

Reinforce Proficiency of critical Competencies

Construct Competency Definitions

Identify Probable Competencies

Assign Proficiency Level

Refine Competency definitions if necessary

Stage 1: Data Gathering and Preparation.

Step 1: Study Identified jobs

This stage deals with the start up to a competency development process

involving data gathering and preparation for an intervention. It deals

essentially with the following:

Identify an exhaustive set of job families in the organization. E.g.

Accounting, Brand Management, Production Management, Engineering and

Maintenance, Treasury, Cash Management.

Obtain Role data in regard to such identified job families

Identify job roles within each job families. E.g. Production Manager, Works

Engineer, Maintenance Mechanic, Stores in Charge, Product Manager, Sales

Force Trainer, Benefits Administrator.

Obtain Role data in regard to each of the jobs.

Review the job roles for its clarity in regard to Job Purpose, Objectives, Key

responsibilities, and critical success factors.

Review for inadequacies, if any, and improve upon the Role Profile form, to

prepare it to be reviewed for competency mapping requirement.

Conduct a peer review exercise from one role incumbent to another.

39

Step 2: Identify major categories of skills.

Each job has its minimum skill requirements, to establish proficiency levels

of the incumbents, to perform their roles effectively.

Other dimensions which are critical for the role:

Determine skills required to perform a job effectively.

Assign weights to each of the skills on a 5-point scale, to establish relative c

importance.

Map the skills on an inter job family comparable basis, to enable correlated

understanding of the use of each skill in a job context.

Enable each job family and jobs within those job families to gain

consistency in skills that have been stated as required to perform a job.

These skill requirements are determined on a functional and managerial

basis and demonstrate capabilities that would enable a role incumbent to

perform his or her job. For example: Budgeting skills, transaction processing

skill or business context. Problem solving skills. It is when a role incumbent

that it becomes a competency applies these skills behaviorally.

Consequently, every job has its set of critical or major skills and a set of ...

supplementary skills. Alternatively, supplementary skills could be a sub-set

of the major skill and would be essential to make the role incumbent

performing the major skill. For example, problem solving could be a critical

skill and fact finding information gathering could be supplementary skills.

Similarly for budgeting skills, planning and forecasting could be

supplementary skills.

40

Identification of such skill sets, would establish a boundary, within which

competencies should be defined. Effectively, competencies tend to be

articulated from within the defined or pre determined skill sets.

Skills could be in some role profiles called as abilities, attributes etc.

Differentiate those and delineate skills.

Step 3: Identify Probable Competencies.

List the skills and evaluate which of them needs to be emphasized

behaviorally.

Evaluate the relative important scores that have been given to each skill or

skill sets.

Add or to eliminate skills that appears to overlap and may cause conceptual

confusion for a role incumbent when it has to be manifested behaviorally.

Clarify additional skills and the reason for placing those skills in relation to

a particular job.

Relook at a role profile, now in particular, at the Role expectation section

and evaluate whether adequate skills have been defined to enable the role

incumbent, to fulfill such expectations.

Evaluate, if any competencies have already been mentioned. To study

whether they have a behavioral dimension or only a skill without a

behavioral expectation that has been inappropriately been stated as a

competency.

Having identified the skills required for a particular role, possible

competencies that are critical for that role profile to be listed. This provides

a framework within which competencies definitions, assessment sets and

other band matrix issues are resolved.

41

Probable competency analysis would enable the evaluator to determine,

whether all the required skills have been listed and defined. This acts as a

checkpoint

Stage II: Data Analysis

Step 1: Review and finalize list of competencies.

Probable competencies that are identified from the last stage, is now

reviewed to check for any internal consistency, validity versus other jobs,

exhaustiveness of competencies to fulfill the job objectives and purposes.

The competencies are now finalized for each job role. The formalization has

several processes: -namely, top management meetings, focus groups,

position evaluation matching with role demands, demands and constraints

analysis for each job incumbent, benchmarking with similar jobs in the

industry, desired set of competencies that are futuristic etc.

Identify and list Meta competencies.

Have it agreed with the management teams. .Perform workshops to

communicate.

Each role profile in turn would now have a detailed set Meta and sub

competencies.

Step 2: Construct competency definitions

Each competency is placed in an individual and multiple boxes with both job

family and competencies listed. An appropriate matching process is

conducted to identify where similar competencies tend to be necessary. It is

important to define the skill requirements for each of the said competency in

each of the levels. It is likely that the skill emphasis may differ from one job

to another, although it is for the same competency.

Each of the competencies is now defined in the context of the role profile.

42

Utilize the competency dictionary where required to ensure internal

consistency.

Step 3: Assign Proficiency Levels

This is a long and an arduous process involving the top management, focus

groups with sample role profile holders or incumbents, benchmark

information on proficiency levels articulated by other comparable

organization.

Mandate an iterative process to compare and cross-examine on definitions,

proficiency levels and map for consistency. This is to prevent an ambitious

definition for a lower level of proficiency requirement or a simple behavioral

expectation where a higher level of proficiency is expected.

Define what proficiency means to the organization, and what use would it be

put to within the organization.

Define levels and differentiate between appraisal ranking and proficiency

levels. A higher level of proficiency is not a necessary condition for each of

the competency.

The work also involves defining proficiency levels, as it would become

applicable to that particular organization.

Defining statements for each of the competency’ and the sub competency as

illustrated below.

43

For Example: COMMUNICATION The ability to communicate is simple in

theory, but is not always easy to achieve. This is because few people have had any

formal communication training. For a receptive communication environment to

exist, it must receive full support and is a top priority within the workplace and

endorsed by the management. Whether one-on-one, on the telephone, or in a group

setting, the staff must be open and willing to really listen to one another. This same

philosophy for communication success must carry over into their relationship, with

the customer, in order to provide quality service and to ensure effective

communication-the driving force that keeps a business running efficiently. Anyone

can speak only a select few can really communicate

44

Table 10.1:- Proficiency Levels

I. Exposed Has some knowledge but little or no practical

experience

2. Development Has some practical experience and can apply with

supervision

3. Proficient Has substantial knowledge and can apply it

without supervision.

4. Mastery Has extensive knowledge, can apply it well in

complex situations and can supervise others.

5. Expert Is recognized thought-Leader whose contributions

influence knowledge in this area. .The work also

involves defining proficiency levels, as it would

become applicable to that particular organization

45

Stage III: Data Validation.

Active listening-respond respectfully to all communication styles.

Nonverbal communication-body language mirrors your verbal language.

Speak, so people will listen-improve your platform excellence.

Overcome daily communication barriers-improve working relationships.

Step 1: Content Validation Session

Bring together an appropriate focus group consisting of top management,

cross section of managers and typical role profile holders. Validate the

findings from Stages I and 2 particularly in regard to the skills identified

and, competencies profiled.

Conduct a validation exercise to check for ease of understanding,

implementation possibility, time and the process involved to roll it out

through the enterprise. .Define milestones for such an implementation work.

Tabulate the learning process.

Evaluate whether the exercise has generated adequate data and information

to progress with the competency definition and proficiency mapping

exercise.

Reestablish the business case for implementing a competency development

work process.

Run pilot workshops wherever necessary.

Step 2: Reinforce proficiency levels of critical competencies

At this stage, proficiency analysis and validation is essential to be conducted

through similar cross management focus groups. This exercise may cause a

46

considerable consternation, as there is likely to be a misunderstanding that

proficiency levels in turn demonstrate the position value, or a job value as is

understood in a Position Evaluation exercise. Lower benchmarks may mean

lower value of job, which could be an apprehension with role profile

holders.

Illustrate with examples how proficiency levels have been articulated,

valued and how they would be used. It should be remembered that

eventually proficiency levels have to be measured in an Assessment Centre

meant to assess Assesses. A meaningful usage of proficiency levels would

enable an effective way to assess.

Handle insecurities and threat perceptions in the usage of proficiency levels.

Run pilot workshops where necessary.

Step 3: Refine, Redefine competency definitions, if necessary

Focus upon the competency definitions in the light of details obtained through

the validation exercise. Refine them to absorb errors of commission or

omission including those that deal inappropriate language, inaccurate

conceptual clarity, lack of understanding, conveying an unintended meaning

etc.

Apply principles of effective writing skills in a simple way, with brevity and to

meaningfully capture the fundamental meaning and intended application of a

competency, to a job.

Freeze upon the definitions.

Conduct a top management workshop and finalize the definitions.

Run a Pilot focus group, if necessary.

47

Application of Competencies.

The early adopters were implementing competency-based HR one for

a number of potential benefits. The respondents thought that competency-based

HR applications help their organizations to focus behavior.

Competency-based HR applications focused on behavior levels. Focus

and emphasis was also increased. Yet improvements in competency, skills and

performance were still too early to tell for many respondents. What emerged is that

the focus must be on developing competency-based processes that drive

improvements.

Competency-based HR applications focused on behavior levels. Focus

and emphasis was also increased. Yet improvements in competency, skills and

performance were still too early to tell for many respondents. What emerged is that

the focus must be on developing competency-based processes that drive

improvements

The concept of competency applies to the full range of HR functions.

The role of competency is to move the employee through the organization in a

cyclical fashion, from one position to another.

48

Chapter-10

Benefits of Using a Competency-based Selection System,

Training and Development System

Using Competency-based selection system benefits in the following way:-

Provides complete picture of job requirements-A competency model

provides a complete picture of what it takes to perform the work, thus

ensuring that interviewers look for characteristics that are needed to do the

job well, in addition to required skills and knowledge. It also provides a

method to the interviewers to provide candidates with a clear and realistic

picture of what will be expected of them.

Increases the likelihood of hiring people who will succeed- It would be

worse to hire a person for a key position who fails to perform effectively.

After interviewing a candidate for a couple of minutes or even hours

depending upon the position, the employer should be able to determine

whether the candidate has the potential to succeed in the job; it should not be

based merely on how one happens to write a persuasive resume and make a

good first impression. Incorporating a validated competency model into the

selection system addresses this problem, identifying the competencies with a

strong correlation to high levels of performance on the job

Minimize investment in people who do not meet expectations- Hiring the

wrong person has a tremendous impact on the productivity and profitability

of an organization. When such a person leaves either due to poor

performance or because he was not the right fit, the time and money spent in

49

hiring and training becomes a waste. Also, replacement efforts have an

adverse impact on productivity.

Using a competency model as the basis of a training development system helps to

avoid a short-term perspective ensures that the system focuses on the right things

And also:-

Enables focus on relevant behaviors and skills-Identify strengths and

weaknesses seems to be straightforward but methods such as feedback from

others, introspection experience, some kind of testing or a combination of

these gives the basis of what an individual is good at and where needs to

improve. Competency models play an important role in keeping people and

organizations focused on the ski knowledge and characteristics that affect

job performance. These models can also help people better assess their

current capabilities and determine the behavior they need to develop to

improve their effectiveness.

Ensures alignment of training and development-A compete model provides

focus for training and development opportunities and ensures that they are

the ones that are essential the success of the organization. An effective

training a development system must take a long-term view of organizational

needs, and it must focus on developing the talent that currently available in

the workforce in order to meet the needs. A well-structured competency

model includes behaviors with a strong correlation to effectiveness on the

job and also those required supporting the organization's strategic direction

and developing and maintaining the culture needed to achieve its business

objectives.

50

Chapter-11

Benefits of a Competency-based Performance Appraisal

System and Succession Planning

Benefits of a Competency-based Performance Appraisal System

A competency model can address many of the issues related to

performance appraisal. This ensures agreement on performance criteria, what is

accomplished and what is not accomplished, collecting relevant and sufficient data.

It also ensures opportunity to supervisors to observe behavior, specificity and

concreteness in discussions about performance deficiencies and handling of large

amounts of data in a structured manner.

Provides a shared understanding of what will be monitored and measured- A

competency model integrated with performance appraisal ensures a balance

between what gets done and how it gets done. The concern is not only with

results but also with the behavior and manner with which those rests are

attained. It provides a shared picture of what is considered relevant and

important to effective performance. Models aligned with the business

objectives specifically outlines the performance criteria that will be used to

measure effectiveness and success in that position.

51

Focuses and facilitates the performance appraisal discuss- Organizations

face the challenge of discussing a person behavior in a manner that is

focused and useful and does put the individual on the defensive. The skills,

knowledge and characteristics that are important to success are clearly

described. It provides a roadmap of where to begin the discussion and what

areas to focus on.

Benefits of Using a Competency-based Succession Planning System

For succession planning there is a need for a list of the posit under

consideration, agreement among the decision makers all what is required for

success in each position, who is ready and v who will be ready soon, accompanied

by the person's develops needs and recommended actions to close the gap.

Succession planning integrates the various systems of HRM with the model such

as selection (Criteria for successful performance identification of those people who

most likely to succeed), Training and ~ Development (Clarification of strengths

and weaknesses, development, planning skill, training and on-the-job experience),

Appraisal System (Monitoring progress, coaching and evaluation). All of them

together identify and develop individuals who are believed to have the potential to

fill specific and senior positions. The competency model adds value to these other

systems by contributing to the effectiveness of the succession planning system.

Clarifies required skills, knowledge and characteristics- Competency model

helps to define the abilities that are necessary to fill the role and also those

behaviors that are strong predictors of success. However, it cannot guarantee

that the right decision will be made.

52

Provides a method to assess candidates' readiness-Determining if and when

candidates are ready for a role requires a method to assess their strengths and

weakness. A competency model along with the 360-degree feedback process

serves to create an agreed-upon list of the criteria required by the job.

Focuses training and development plans to address missing competencies-A

competency model and the 360-degree feedback process create a powerful

pairing to pinpoint the areas that require improvement before a candidate can

advance in an organization. The competency model describes the

competencies needed in the role and the feedback provides a method of

assessing a candidate's current competencies.

Allows an organization to measure its bench strength-A competency model

allows an organization to assess its bench strength. Individual and aggregate

assessment of competency levels and relevant behavior can help identify the

presence and absence of key capabilities at the organizational level.

1. Benefits for the company:

• Provide a common framework and language for discussing how to implement

and communicate key strategies.

• Provide a common understanding of the scope and requirements of a specific

role.

• Provide common, organization-wide standards for career levels that enable

employees to move across business boundaries.

• Reinforce corporate strategy, culture, and vision.

• Establish expectations for performance excellence, resulting in a systematic

approach to professional development, improved job satisfaction, and better

employee retention.

53

• Increase the effectiveness of training and professional development programs

by linking them to the success criteria (i.e., behavioral standards of excellence).

2. Benefits for Managers / Supervisors

• Clarify standards of excellence for easier communication of performance

expectations to direct reports.

• Provide a clear foundation for dialogue to occur between the manager and

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

• Identify performance criteria to improve the accuracy and ease of the hiring

and selection process.

• Provide more objective performance standards.

3. Benefits for employees:

• Provide development tools and methods for enhancing their skills.

• Provide the basis for a more objective dialogue with their manager or team

about performance, development, and career related issues.

• Identify the success criteria (i.e., behavioral standards of performance

excellence) required to be successful in their role.

• Support a more specific and objective assessment of their strengths and

specify targeted areas for professional development.

54

Chapter-12

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

12.1 Need for competency framework.

12.2 An overall Project Developed by I.T.C. For Competency

Mapping.

12.2.1- Stage I. Competency Identification.

12.2.2- Stage II Dictionary Formulation.

12.2.3- Stage III. Matrix Formation.

55

Vision:-

“Sustain ITC’s position as India’s most valuable corporation through

world class performance, creating growing value for Indian economy and the

Company’s stakeholders”

Mission Statement:-

“To enhance wealth generating capability of the enterprise in a

globalizing environment, delivering superior and sustainable stakeholder value”

Company Background:-

ITC was incorporated on August 24, 1910 under the name of 'Imperial

Tobacco Company of India Limited'. Its beginnings were humble. The Company's

ownership progressively Indianized, and the name of the Company was changed to

I.T.C. Limited in 1974. In recognition of the Company's multi-business portfolio

encompassing a wide range of businesses - Cigarettes & Tobacco, Hotels,

Information Technology, Packaging, Paperboards & Specialty Papers, Agri-

Exports, Foods, Lifestyle Retailing and Greeting Gifting & Stationery - the full

stops in the Company's name were removed effective September 18, 2001. The

Company now stands rechristened 'ITC Limited'.

Though the first six decades of the Company's existence were

primarily devoted to the growth and consolidation of the Cigarettes and Leaf

Tobacco businesses, the Seventies witnessed the beginnings of a corporate

transformation that would usher in momentous changes in the life of the Company.

ITC's Packaging & Printing Business Division was set up in 1925 as

a strategic backward integration for ITC's Cigarettes business. It is today India's

most sophisticated packaging house.

56

In 1975 the Company launched its Hotels business with the

acquisition of a hotel in Chennai which was rechristened 'ITC-Welcome group

Hotel Chola'. The objective of ITC's entry into the hotels business was rooted in

the concept of creating value for the nation. ITC chose the hotels business for its

potential to earn high levels of foreign exchange, create tourism infrastructure and

generate large scale direct and indirect employment. In 1979, ITC entered the

Paperboards business by promoting ITC Bhadrachalam Paperboards Limited,

which today has become the market leader in India. Bhadrachalam Paperboards

amalgamated with the Company effective March 13, 2002 and became a Division

of the Company, Bhadrachalam Paperboards Division. In 2004, ITC acquired the

paperboard manufacturing facility of BILT Industrial Packaging Co. Ltd (BIPCO),

near Coimbatore, Tamil Nadu. This KOVAI Unit allows ITC to improve customer

service with reduced lead time and a wider product range. In 1985, ITC set up

Surya Tobacco Co. in Nepal as an Indo-Nepal and British joint venture. Since

inception, its shares have been held by ITC, British American Tobacco and various

independent shareholders in Nepal. In August 2002, Surya Tobacco became a

subsidiary of ITC Limited and its name was changed to Surya Nepal Private

Limited (Surya Nepal).

In 1990, ITC acquired Tribeni Tissues Limited, a Specialty paper

manufacturing company and a major supplier of tissue paper to the cigarette

industry. The merged entity was named the Tribeni Tissues Division (TTD). To

harness strategic and operational synergies, TTD was merged with the

Bhadrachalam Paperboards Division to form the Paperboards & Specialty

Papers Division in November 2002.

57

Also in 1990, leveraging its agri-sourcing competency, ITC set up the

International Business Division (IBD) for export of agri-commodities. The

Division is today one of India's largest exporters. ITC's unique and now widely

acknowledged e-Choupal initiative began in 2000 with soya farmers in Madhya

Pradesh. Now it extends to 7 states covering over 3.5 million farmers. ITC's first

rural mall, christened 'Choupal Sagar' was inaugurated in August 2004 at Sehore.

Two more have commenced operations at MHOW and Vidisha (M.P.)

In 2000, ITC's Packaging & Printing business launched a line of high

quality greeting cards under the brand name 'Expressions'. In 2002, the product

range was enlarged with the introduction of Gift wrappers, Autograph books

and Slam books. In the same year, ITC also launched 'Expressions

Matrubhasha', a vernacular range of greeting cards in eight languages and

'Expressions Paperkraft', a range of premium stationery products. In 2003, the

company rolled out 'Classmates', a range of notebooks in the school stationery

segment.

ITC also entered the Lifestyle Retailing business with the Wills

Sport range of international quality relaxed wear for men and women in 2000. The

Wills Lifestyle chain of exclusive stores later expanded its range to include Wills

Classic formal wear (2002) and Wills Club life evening wear (2003). ITC also

initiated a foray into the popular segment with its men's wear brand, John Players,

in 2002. In December 2005, ITC introduced Essenza Di Wills, an exclusive line of

prestige fragrance products, to select 'Wills Lifestyle' stores

58

In 2000, ITC spun off its information technology business into a

wholly owned subsidiary, ITC InfoTech India Limited, to more aggressively

pursue emerging opportunities in this area. ITC made its entry into the branded &

packaged Foods business in August 2001 with the launch of the Kitchens of India

brand. A more broad-based entry has been made since June 2002 with brand

launches in the Confectionery, Staples and Snack Foods segments. In 2002, the

'mint-o' trademark was acquired and relaunched in orange and mint flavors. In the

same year 'Candyman' was added to the confectionery range and 'Aashirvaad'

atta was rolled out. The 'Aashirvaad' brand now extends to ready-to-eat foods,

ready-to-cook pastes, salt and spices. In 2003 the 'Candyman' range was

expanded to include deposited candies and éclairs. In 2003 'Sunfeast' biscuits

were launched and 'mint-o' lemon mint flavor was introduced. In 2004 the

'Kitchens of India' brand was extended to cooking pastes. The range was further

strengthened with the launch of a number of variants in the packaged desserts

segment. The business also launched 'Cofitino', during December 2005 in select

markets marking its foray into the Toffees segment. In 2002, ITC's philosophy of

contributing to enhancing the competitiveness of the entire value chain found yet

another expression in the Safety Matches initiative. ITC now markets popular

safety matches brands like iKno, Mangaldeep, VaxLit, Delite and Aim. ITC's

foray into the marketing of Agarbattis (incense sticks) in 2003 marked the

manifestation of its partnership with the cottage sector. ITC's popular agarbattis

brands include Spriha and Mangaldeep across a range of fragrances like Rose,

Jasmine, Bouquet, Sandalwood, Madhur, Sambrani and Nagchampa.

59

12.1 Need for competency framework:-

If a leading organization like ITC seeks to create an efficient and

effective competency management, what would they typically cover? Let us

look at their priority list .Translate agency vision into clear measurable

outcomes that define success and that are shared throughout the agency and

with customers and stakeholders. .Provide a tool for assessing, managing and

improving the overall health and success of business systems. .Continue to shift

from prescriptive, audit and compliance-based oversight, to an ongoing,

forward-looking strategic partnership, involving agency headquarters and field

components. .Identify core capabilities in the business and in the individual to

help connect work with behavior, consequently influencing the performance

and results. .Include measures of quality, cost, speed, customer service and

employee alignment, motivation and skills to provide an in-depth, predictive

performance management system. Replace existing assessment models with a

consistent approach to competency management. And Implement efficiency.

60

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

Competency Mapping

Competency mapping in ITC:

61

Identification

Literature Review

Competency profiling

Interview BEI (Behavioral Event Interview)

Dictionary Formulation

Matrix Formation

Scale Development & Scoring

Competency Categorization

Competency Matrix Preparation

Competency Cluster Formation

Competency Definition

Competency Formation

Stage I Competency Identification:-

First and foremost step is Competency identification which also

involves Competency Profiling. It involves following steps

Step 1 Literature review:-

It involves reviewing entire literature about how competency

mapping is done generally and how is it practiced in ITC. Person concerned can

also refer to the competency dictionary formulated by organization.

Competency mapping in ITC is done only for 5 positions in marketing

department; these positions are of Divisional Manager, area Business Manager,

Regional Manager, Area Manager, and Area Executive. There are 17 competencies

listed down and all the positions across the level are mapped on those 17

competencies.

Step 2 Competency Profiling:-

Competency profile development can be handled in a number of

ways, two of which are the top-down and bottom-up approaches. The top-down

approach generally involves picking, based on a strategic analysis of the

organization's performance objectives, an array of competencies from a dictionary

of competencies and assessing those for a particular position or class of positions.

The shortcoming associated with this approach is that the competencies survey is

carried out as an additional step separate from the creation of the profile. The top-

down process has the potential to reduce the applied face validity of the profile

and, subsequently, reduce employee buy-in. The bottom-up approach on the other

62

hand involves exploratory checklist surveys and subsequent confirmatory

interviews to derive the competencies from employees, thereby increasing the face-

validity and simultaneously developing the assessment questions to tap into them.

In addition to these potential benefits, bottom-up approaches may result in

employees being directly involved in the development of competency profiles that

will describe behaviors that are relevant to their tasks.

In ITC Bottom-up approach is practiced. A competency profile is

generally composed of five to ten competencies but in ITC it includes 17

competencies which are required to accurately reflect performance variations in the

position.

Step 3 Interview:-

Prior to interview the person in-charge is required to develop a

questionnaire. An example of the interview of an area executive, in such case

questionnaire will include following questions:

An example of type of questionnaire prepared for the interview of Area

executive.

Q1. How do you perceive this job?

Q 2. What type of Technical know-how an area executive should have to carry-out

the job effectively? Or what sort of marketing Knowledge is required for the area

executive’s Post?

Q 3. What are the different concepts you need to know to perform the job

effectively? What do you mean by those concepts in a fresher’s language i.e.

Elaborate them in few lines.

Q 4. What are different types of important or critical aspects or knowledge you

need to know to perform the job correctly?

63

Q 5. Which are the different areas where you concentrate the most?

Q 6. How do you seek a help from other departments?

Q 7. How an area executive can help other Departments?

Q 8. What is A-Z ownership means to you as an area executive?

Q 9. What is your role in improving a sales and formulating strategies?

Q 10. What qualities should a process engineer have for statistical control of

manufacturing processes?

Q 11. How do you Motivate and train the sales force?

Q 12. How do you work on the problem solving tools? What is 8-D?

Q 13. How your communication skills are important to perform this job?

Q 14. Are you involved in sales forecast?

Q 15. What do you do to generate orders? Are you sometime required to

participate in market forecast and formulate strategies?

Q 16. How do you look at the customer complaints?

Q 17. How do you manage distribution channels and coordinate with distributors?

Q 18. What sort of Qualities an area executive should posses for Business

Acumen?

Once you are through with interview session we get an overall picture

of the technical competencies required to perform this job.

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Step 4 BEI (Behavioral Event Interview):-

This is the most important step in competency mapping as a process

because here interviewer is required to put himself in the shoes of interviewee

and judge what behavioral competencies are required for that particular position

Competence profiling ad interview only describes what is expected to

be done by the person holding that post. So they might describe the duties of a

Sales Manager for example, such as manage the sales office and its staff, prepare

quotations and sales order processing, manage Key Accounts and supervise and

motivate the field sales force. While after doing BEI we will come know what is

required to perform with excellence in this role. Considering same example of the

sales person after BEI competencies come in picture could include Problem

Solving and Judgment; Drive and Determination; Commercial Awareness; Inter-

personal skills etc. The broad concept might be said to be based on the frequently

quoted adage:” people get hired for what they know but fired for how they behave”

Stage II Dictionary Formulation

Step 1 Competency definition:-

Here we define all listed competencies. These are not formal

definitions, these are supposed to be described by superiors e.g. for an area

executive it will be area manager who will provide a fruitful insight in describing

competency levels for area executive.

In ITC Competencies are broadly classified in two i.e. Managerial and

Functional Competencies. These are:-

Managerial Competencies – Functional Competencies –

65

Organizational and business focus.

Innovation and continuous

improvement.

People Leadership.

Result Orientation.

Developing self and others

Market Knowledge

Competitive intelligence

Sales forecast

Portfolio management

Wholesale distribution and finance

Work process and system

Step 2 Competency Cluster formation:-

66

Managerial Competencies

Organizational and business focus Leadership Quality

Innovation and continuous improvementPeople leadershipResult orientationDeveloping self and others

Here competency which are common are listed under common

heading e.g. listening ,writing report, oral instruction, Communicating strategy are

all counted under a common name i.e. Communication. Thus forming clusters of

competencies around the central themes.

E.g. in case of above listed managerial competencies there are two

clusters as shown below in figure 12.3:-

Figure 12.3 Competency Cluster formation

Step 3 Competency Dictionary:-

67

A Competency dictionary is formed where against each competency

that particular competency is defined.

Following is an example of dictionary formulation where

competencies of Area executive are listed and dictionary is formed (refer table

12.1)

Table 12.4

68

COMPETENCIES DEFINITIONS

Functional Skills  

Market Knowledge.

Updated knowledge of market, competitors,

complete know-how is required, Current

Product position in PLC

Competitive intelligence

 

Knowledge of the Competitors, anticipating

competitor’s next move and Knowledge

about New Product Development as well as

market demand for it is necessary.

Sales Forecast

 

Complete Knowledge about statistics of

market demand of the product so as to do

efficient forecast. Position requires the

person to be able to generate, analyze and

evaluate statistical data available.

Logistics managementEntire knowledge of logistics and its

application to Product market

Wholesale Distribution pricingAn AE is required to formulate competitive

pricing strategy

69

Managerial skills  

Leadership

 

 

A.E. can Negotiate with Distributor through

on the issue of Cost. He needs to provide

quality assurance.

Innovation and continuous

improvement.

 

An AE must be efficient enough to come up

with innovative ideas while dealing with

customers and get business in volume, should

be able to formulate new strategies and

implement tools like Kaizen. He is required

to handle customer complains wherein he

drives the 8D team by taking the initiative to

solve the customer complaint as he is the

owner of the particular line.

People Leadership

 

An AE is required to deal with customers, so

he is required to be very good at people

skills. For which he should be owner of an

excellent personality with good

communication skills, should be empathetic

and approachable.

70

Result Orientation

A.E.'s Approach should be result oriented.

He should be able to set SMART targets for

himself and his team, and besides result

oriented he should be good at problem

solving too. While looking after the process,

try to improve the sales. Also While solving

the Customer Complaint he should target the

things according to the 8D requirements to

meet the final Customer Requirements

Developing Self and Others

 

AE should be a self motivating person and

should be able to motivate others to achieve

their targets. At times he is required to play

the role of a mentor for his subordinates.

Stage III Matrix Formation

Step 1 Scale development and scoring:-

In matrix formation we first of all develop a scale on which

competencies are mapped. This scale could be any attitude scale like Likert scale,

Semantic differential scale, Thurston scale, cumulative, Guttmann scale or we can

71

also do multi-dimensional scaling. Thus a proficiency scale is developed on which

competencies are mapped. An example of scale used for competency mapping:

Figure 12.5 Scale Development

Step 2 Competency categorization:-

Here competencies are categorized into Essential, Required and

desired. There are organizations which use color symbols to categorize

competencies. Competencies differ from post to post e.g. in case of an operator

minimum communication skills required because he is not supposed to interact a

lot with client while in case of a sales representative he essentially require to have

excellent communication skills in order to make sales. Thus communication skills

are at “desired” level for operators working in factory while it is at “essential

level” in case of a sales representative. Thus competencies are categorized.

Step 3 Competency Matrix Preparation:-

In this step entire data gathered in interview and BEI will be analyzed

and levels to be mapped will be judged against all the 17 competencies listed

above, the process will end up with the generation of table called competency

matrix. (Refer table 12.6)

72

Essential Required Desired

1 3 5

Competencies Divisional

Manager

Branch

Manager

Regional

Manager

Area

Manager

Area

Executive

Ratings

(1 to 5)

Managerial

Organization

and business

focus

Innovation and

Continuous

Improvement

People

Leadership

Result

Orientation

Developing

Self and others

Functional

Competencies

Market

Knowledge

Competitive

Intelligence

Sales forecast

Portfolio

Management

Wholesale

73

Distribution,

finance,

trading,

pricing

Work Process

and System

Stock Control

Category

Management

Logistics

Management

Merchandizin

g Promotion

Management

Distribution

Management

Trade account

Relationship

Management

Chapter-13

74

Enabling Challenges

13.1 One of the major challenges is Participation

13.2 The next challenge is measurement

13.3 Negative feedback

13.4 Another challenges the job-person suitability analysis

Enabling Challenges

Competency Models comprise of groups of competencies. Some

models are generic lists of individual characteristics that can be used in HR-

Systems. Other competency models are specifically designed for a particular

organization. The primary reason for constructing a competency model was to link

the processes like interviews, appraisals, training and compensation to vision,

mission, values and culture. Some other reasons were planning to grow newer

skills within the organization, communicating the behaviors that are desired in the

organization and clarifying the leadership focus. The gist of the matter is

competencies help managers and other employees to link, plan, communicate and

clarify.

There are some challenges involved with the development and

installation of the model. These challenges can be listed as participation,

measurement, negative feedback, job-relatedness and expense.

13.1 One of the major challenges is Participation:-

75

Organizations need time and commitment of its management, top

through to the participating management to involve all drive the mapping process.

For the model to persist in the organization there should be broader participation in

terms of multiple opinions and the ability to think and argue. Participation becomes

a huge factor in the successful implementation of the competency system.

Competencies thus become tools for direction and change. Assimilation of the

competencies into everyday communications helps specific and explicit expression

of feelings and opinions.

13.2 The next challenge is measurement:-

Measurement is very crucial since the progress of project or the

Performance of an employee can be tracked only when it is measured.

13.3 Negative feedback:-

Negative feedback and the way it is taken is another big challenge

that any organization may face. Some employee may not take a negative feedback

constructively and cause harm to the organizational goals. Therefore the

organization should have the courage to face the conflict that would arise when

negative feedback is given. It is extremely important to have accurate performance

measures when it influences compensation, promotion and career opportunities.

13.4 Another challenges the job-person suitability analysis:-

Individual competencies help map the characteristics of a person and

therefore decide the suitability of that person for a particular job. Individual

competencies can be used to structure specific questions that can be used in

76

constructing the interviews that would help objectively choose the right kind of a

person for the job under consideration. This task is becoming tougher and tougher

by the day because in today’s dynamic environment the job descriptions are

exchanging very fast. Nonetheless, competency systems should be job-related

The one other challenge that the competency system must face is that

of the expense incurred in designing and implementing the system: Developing of

the competency systems that may function as performance management systems

and their implementations is an expensive option and should be exercise only after

taking consideration

Conclusion

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A competency development initiative must floe from the core

business competencies and our work approach therefore cascades the identification

of then people competencies from an understanding of the critical success factors

that differentiate the organization from its competition. Managerial and Technical

competencies then get demonstrated through the individual’s performance of his

role. The collective performance of his role The Competency Based Position

Analysis is a not an assessment of a person - but an in-depth analysis of a specific

position. Therefore, when you match a person who brings those unique talents to a

specific job, which requires the corresponding competencies, then you are on your

way to optimum performance. The Collective Performance of the individuals and

teams in their denned roles thus enable the intended organizational performance.

Sustained performance gives the business its unique competencies. The capacity to

build up competence and get to the future first without taking undue risk is an

important aspect and path breaking.

Good Competency drivers are capable of identifying directions,

choosing paths, initiating actions, and carrying employees together. A good

competency driver must have the integrity and quality of being honest with

oneself.

Annexure IV

78

Questionnaire

Name……………………………………….

Designation…………………………………

Department………………………………..

Objective: This is sent to you as a part of my MBA project I am undertaking in this

organization on the topic ‘competency mapping’ from Human Resource perspective.

From the organizational point of view this questionnaire is a part of development exercise to know the strength and the areas needing improvements (possible blind spots) in terms of various competencies at various levels of the Manufacturing department, namely top level, managerial level, executive level, and staff level.

(Please return the completed questionnaire to me on or before…………………)

Please rate each competency using the 5-point rating scale

Exercises outstanding performance on this competency far exceeds acceptable standards 5Exercises very good performances on this competency better than acceptable standards 4Exercises quite acceptable performance on this competency and meets requirements 3Performance on this competency is not quite up to acceptable standards. A development is needed 2Performance on this competency fails to meet acceptable standards. A major development is needed 1

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(Questionnaire used for both self and others rating)

Competencies at Top Level:

Please tick ‘’ what you feel most appropriate

1. Vision and Purpose1 Sees new possibilities to take the organization to a

higher realm5 4 3 2 1

2 Optimistic. Sees everything with a positive outlook

5 4 3 2 1

3 Creates and communicates compelling vision or direction

5 4 3 2 1

4 Inspires and motivates others with enlightened insights

5 4 3 2 1

2. Developing people1 Assembles strong teams 5 4 3 2 12 Empowers and trains people 5 4 3 2 13 Provides rewards, feedback and recognition 5 4 3 2 14 Communicates effectively with people 5 4 3 2 1

3. Values and ethics1 Aligns with company values 5 4 3 2 12 Adheres to code of conduct 5 4 3 2 13 Ensures that the standards and specifications are

kept5 4 3 2 1

4 Rewards right behaviors 5 4 3 2 14. Commitment

1 Widely trusted 5 4 3 2 12 Takes ownership on the assigned responsibilities 5 4 3 2 13 Impartial and fair in exercising the responsibilities 5 4 3 2 14 Delivers results on commitment 5 4 3 2 1

5. Performance1 Sets and achieves ambitious goals 5 4 3 2 12 Drives for continuous improvement 5 4 3 2 13 Ensures that health, safety and social objectives

are integrated into business activities5 4 3 2 1

4 Gets results consistently 5 4 3 2 1

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Competencies at Managerial level”

Please tick ‘’ what you feel most appropriate

1. Basic knowledge and information1 Command of basic facts: Understand the

business and have sound knowledge of basic facts surrounding the business such as short and long term goals, product knowledge and the roles and relationships between various departments.

5 4 3 2 1

2 Relevant professional knowledge: Know the background of management principles including planning, organizing controlling and directing

5 4 3 2 1

2. Skills and attributes1 Continuing sensitivity to events: Aware of what

is going on and is perceptive and open to information; hard information such as figures and facts, and soft information such as feeling of other people

5 4 3 2 1

2 Analytical, problem solving and decision-making skill: Weigh the pros and cons in an uncertain and ambiguous situation, calling for a high level of judgment or taking appropriate decision without much delay

5 4 3 2 1

3 Social skills and abilities: Develop, negotiate, resolve conflict, persuade, use and respond to authority and power so as to get things done

5 4 3 2 1

4 Emotional resilience: Deal with emotional stress and strain that arises as consequence of working situations of authority, leadership, power, targets and deadlines

5 4 3 2 1

5 Pro-activity: Respond to the needs of the instant situation, but while making such a response consider the long-term aims and goals and the impact of immediate decision

5 4 3 2 1

3. Meta Qualities1 Creativity: Come up with unique ideas or

solutions – either one’s own ideas or ideas from another source

5 4 3 2 1

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2 Mental agility: Grasp problems quickly, think about several things at once, understand the whole situation quickly and ‘think on ones feet’

5 4 3 2 1

3 Balanced learning habits and skills: Use a range of learning process including use of inputs like teaching, discovery from one’s own personal experiences and reflection

5 4 3 2 1

4 Self-knowledge: Aware of one’s own beliefs, goals, values, feeling, behavior and the part they play in influencing their actions

5 4 3 2 1

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

Please tick ‘’ what you feel most appropriate.

1. Personal competencies1 Assertiveness: Able to state one’s opinion firmly

and positively5 4 3 2 1

2 Integrity: Gain trust and confidence by interacting with fairness, honesty and truthfulness

5 4 3 2 1

3 Self- sufficiency: Exercises the professional duties without assistance

5 4 3 2 1

4 High emotional stamina: Relaxed & poised. Maintain effectiveness even under pressure

5 4 3 2 1

2. Knowledge level competencies1 Command of basic facts: Understand the

business holistically and have a sound knowledge of the basic facts of Millipore business

5 4 3 2 1

2 Quality consciousness: Work always with quality awareness

5 4 3 2 1

3 Organizational awareness: Have wide knowledge about the organization, its departments and functions

5 4 3 2 1

4Knowledge on standards and specifications

5 4 3 2 1

3. Job related skills/competencies1 Presentation skill: Able to present ideas,

concepts, plan and procedures clearly to the target group

5 4 3 2 1

2 Analytical and problem solving skill: Weigh the pros and cons in an ambiguous situation and takes appropriate decision without delay

5 4 3 2 1

3 Concern for excellence: Work with burning desire to perform outstandingly

5 4 3 2 1

4 Negotiation skill: Discuss and share opinions so as to arrive at a constructive agreement.

5 4 3 2 1

4. Communication and interpersonal competencies1 Listening skills: Listen to others views with

patience5 4 3 2 1

2 Precision in communication: Listen to others 5 4 3 2 1

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and express the idea with clarity and precision3 Persuasiveness: Able to move others in getting

things done5 4 3 2 1

4 Sensitivity: Aware of what is going on in the work place and responds in a suitable manner to situations as they arise

5 4 3 2 1

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Competencies at Engineers Level (Production Engineers)

Please tick ‘’ what you feel most appropriate

1. Personal competencies1 Stress tolerance: Cope up with work strains that

arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors

5 4 3 2 1

2 Self starting and proactive: Respond to the needs of the instant situations voluntarily

5 4 3 2 1

3 Detail consciousness: Explore into the necessary details, so as to get the exact information needed

5 4 3 2 1

4 High energy level: Operate and maintain fast pace and tempo at the work place

5 4 3 2 1

2. Knowledge level competencies1 Operational knowledge: Know each and every

details of production process5 4 3 2 1

2 Numerical interpretation: Comfortable with numerical facts and exercises quantitative reasoning effectively to derive solution

5 4 3 2 1

3 Identifying bottlenecks and rectifying them: Recognize situations that retards wok progress and gives immediate attention and rectification to the problem

5 4 3 2 1

4Knowledge on production concepts, standards and specification

5 4 3 2 1

3. Job related skills/ competencies1 Information collection: Gather relevant data

from different sources that are needed to perform the job

5 4 3 2 1

2 Analytical skill: Use relevant facts, data and analytical tools to draw accurate and meaningful conclusion

5 4 3 2 1

3 Creativity: Come up with unique ideas, insights and solutions

5 4 3 2 1

4 Technical expertise: Know in detail about the technology used in production

5 4 3 2 1

85

4. Interpersonal and leadership skills/competencies1 Precision in communication: Express the ideas

with clarity and precision5 4 3 2 1

2 Motivating: Encourage the technicians and operators to work towards the organizational goal

5 4 3 2 1

3 Appraising and developing: Evaluate the performance of technician and operators and provide corrective steps whenever required

5 4 3 2 1

4 Organizing: Arrange works systematically and provides structure and order to works

5 4 3 2 1

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87

Competencies of Design Engineers

Please tick ‘’ what you feel most appropriate.

1. Personal competencies1 Stress tolerance: Cope up with work strains that

arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors

5 4 3 2 1

2 Self starting and proactive: Respond to the needs of the instant situations voluntarily

5 4 3 2 1

3 Detail consciousness: Explore into the necessary details, so as to get the exact information needed

5 4 3 2 1

4 High energy level: Operate and maintain fast pace and tempo at the work place

5 4 3 2 1

2. Knowledge level Competencies1 Knowledge on accuracy: Able to check the

correctness of the drawing5 4 3 2 1

2 Product knowledge: Know the physical structure of each product and its parts

5 4 3 2 1

3Knowledge on the latest design packages

5 4 3 2 1

4 Identifying bottlenecks and rectifying them 5 4 3 2 13. Job related competencies/skills1 IT Skills: Have excellent IT knowledge and able

to apply this knowledge to the work for the effective performance of the job

5 4 3 2 1

2Time management: timely plan the works and complete them as scheduled.

5 4 3 2 1

3 Self management: Exercise the expected professional duties without repeated guidance and monitoring

5 4 3 2 1

4 Creativity: Come up with unique ideas, insights and solutions

5 4 3 2 1

4. Interpersonal and communication skills/competencies1 Team spirit: Work with the spirit unity and

shares knowledge with one another5 4 3 2 1

2 Flexibility: Alter and deviate individual work plan to suite to the changing needs of the

5 4 3 2 1

88

organization and the department3

Precision in communication5 4 3 2 1

4 Receptive to corrections: Accept corrections and advices from the superiors and experts

5 4 3 2 1

89

Competencies of Technicians and Operators

Please tick ‘’ what you feel most appropriate.

1. Personal competencies1 Adaptability: Conform and adjust to changing

circumstances and work environments5 4 3 2 1

2 Stress tolerance: Cope up with work strains that arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors

5 4 3 2 1

3 Self motivated: Able to work with limited supervision

5 4 3 2 1

4Honesty: Honest and sincere towards the work and responsibility

5 4 3 2 1

2. Knowledge level competencies1 Detailed knowledge of materials and tools used

for assembling5 4 3 2 1

2 Operational knowledge of machines and tools 5 4 3 2 13 Knowledge on product standard and specification 5 4 3 2 14 Knowledge on product testing 5 4 3 2 1

3. Job related skills/competencies1 Technical skills 5 4 3 2 12 Learning oriented: Work with an attitude to

learn new things5 4 3 2 1

3 Concern for excellence: Always work with positive attitude to produce qualitative result

5 4 3 2 1

4 Initiative: Take voluntary steps to address existing and potential problems at the work place

5 4 3 2 1

4. Interpersonal and communication skills1 Team oriented: Enjoy working in groups and

able to contribute to and learn from the group5 4 3 2 1

2 Clarity in oral expression: Communicate clearly with other

5 4 3 2 1

3 Receptive to corrections 5 4 3 2 14 Committed to responsibilities: Exercise the

responsibilities with trust, sincerity and commitment

5 4 3 2 1

90

Questionnaire to assess the importance of each competency in the overall performance of the job at Top Level

Please rate the importance of each competency using the 5-point rating scaleThis competency is of vital importance to a successful performance of my job

5

This competency is definitely important to the successful performance of my job

4

This competency is relevant but not important to the successful performance of my job

3

This competency is of highly marginal relevance to the successful performance of my job

2

This competency is not relevant to the successful performance of my job

1

Please tick ‘’ what you feel most appropriate6. Vision and Purpose

1 Sees new possibilities to take the organization to a higher realm

5 4 3 2 1

2 Optimistic. Sees everything with a positive outlook

5 4 3 2 1

3 Creates and communicates compelling vision or direction

5 4 3 2 1

4 Inspires and motivates others with enlightened insights

5 4 3 2 1

7. Developing people1 Assembles strong teams 5 4 3 2 12 Empowers and trains people 5 4 3 2 13 Provides rewards, feedback and recognition 5 4 3 2 14 Communicates effectively with people 5 4 3 2 1

8. Values and ethics1 Aligns with company values 5 4 3 2 12 Adheres to code of conduct 5 4 3 2 13 Ensures that the standards and specifications are

kept5 4 3 2 1

4 Rewards right behaviors 5 4 3 2 19. Commitment

1 Widely trusted 5 4 3 2 1

91

2 Takes ownership on the assigned responsibilities 5 4 3 2 13 Impartial and fair in exercising the responsibilities 5 4 3 2 14 Delivers results on commitment 5 4 3 2 1

10.Performance1 Sets and achieves ambitious goals 5 4 3 2 12 Drives for continuous improvement 5 4 3 2 13 Ensures that health, safety and social objectives

are integrated into business activities5 4 3 2 1

4 Gets results consistently 5 4 3 2 1

92

Questionnaire to assess the importance of each competency in the overall performance of the job at Managerial level

Please rate the importance of each competency using the 5-point rating scaleThis competency is of vital importance to a successful performance of my job

5

This competency is definitely important to the successful performance of my job

4

This competency is relevant but not important to the successful performance of my job

3

This competency is of highly marginal relevance to the successful performance of my job

2

This competency is not relevant to the successful performance of my job

1

Please tick ‘’ what you feel most appropriate

1. Basic knowledge and information1 Command of basic facts: Understand the

business and have sound knowledge of basic facts surrounding the business such as short and long term goals, product knowledge and the roles and relationships between various departments.

5 4 3 2 1

2 Relevant professional knowledge: Know the background of management principles including planning, organizing controlling and directing

5 4 3 2 1

2. Skills and attributes1 Continuing sensitivity to events: Aware of what

is going on and is perceptive and open to information; hard information such as figures and facts, and soft information such as feeling of other people

5 4 3 2 1

2 Analytical, problem solving and decision-making skill: Weigh the pros and cons in an uncertain and ambiguous situation, calling for a high level of judgment or taking appropriate decision without much delay

5 4 3 2 1

3 Social skills and abilities: Develop, negotiate, resolve conflict, persuade, use and respond to

5 4 3 2 1

93

authority and power so as to get things done4 Emotional resilience: Deal with emotional stress

and strain that arises as consequence of working situations of authority, leadership, power, targets and deadlines

5 4 3 2 1

5 Pro-activity: Respond to the needs of the instant situation, but while making such a response consider the long-term aims and goals and the impact of immediate decision

5 4 3 2 1

3. Meta Qualities1 Creativity: Come up with unique ideas or

solutions – either one’s own ideas or ideas from another source

5 4 3 2 1

2 Mental agility: Grasp problems quickly, think about several things at once, understand the whole situation quickly and ‘think on ones feet’

5 4 3 2 1

3 Balanced learning habits and skills: Use a range of learning process including use of inputs like teaching, discovery from one’s own personal experiences and reflection

5 4 3 2 1

4 Self-knowledge: Aware of one’s own beliefs, goals, values, feeling, behavior and the part they play in influencing their actions

5 4 3 2 1

94

Questionnaire to assess the importance of each competency in the overall performance of the job Executive level

Please rate the importance of each competency using the 5-point rating scaleThis competency is of vital importance to a successful performance of my job

5

This competency is definitely important to the successful performance of my job

4

This competency is relevant but not important to the successful performance of my job

3

This competency is of highly marginal relevance to the successful performance of my job

2

This competency is not relevant to the successful performance of my job

1

Please tick ‘’ what you feel most appropriate

1. Personal competencies1 Assertiveness: Able to state one’s opinion firmly

and positively5 4 3 2 1

2 Integrity: Gain trust and confidence by interacting with fairness, honesty and truthfulness

5 4 3 2 1

3 Self- sufficiency: Exercises the professional duties without assistance

5 4 3 2 1

4 High emotional stamina: Relaxed & poised. Maintain effectiveness even under pressure

5 4 3 2 1

5. Knowledge level competencies1 Command of basic facts: Understand the

business holistically and have a sound knowledge of the basic facts of Millipore business

5 4 3 2 1

2 Quality consciousness: Work always with quality awareness

5 4 3 2 1

3 Organizational awareness: Have wide knowledge about the organization, its departments and functions

5 4 3 2 1

4Knowledge on standards and specifications

5 4 3 2 1

6. Job related skills/competencies1 Presentation skill: Able to present ideas, 5 4 3 2 1

95

concepts, plan and procedures clearly to the target group

2 Analytical and problem solving skill: Weigh the pros and cons in an ambiguous situation and takes appropriate decision without delay

5 4 3 2 1

3 Concern for excellence: Work with burning desire to perform outstandingly

5 4 3 2 1

4 Negotiation skill: Discuss and share opinions so as to arrive at a constructive agreement.

5 4 3 2 1

7. Communication and interpersonal competencies1 Listening skills: Listen to others views with

patience5 4 3 2 1

2 Precision in communication: Listen to others and express the idea with clarity and precision

5 4 3 2 1

3 Persuasiveness: Able to move others in getting things done

5 4 3 2 1

4 Sensitivity: Aware of what is going on in the work place and responds in a suitable manner to situations as they arise

5 4 3 2 1

96

Questionnaire to assess the importance of each competency in the overall performance of the job at the Engineers level

Please rate the importance of each competency using the 5-point rating scale

This competency is of vital importance to a successful performance of my job

5

This competency is definitely important to the successful performance of my job

4

This competency is relevant but not important to the successful performance of my job

3

This competency is of highly marginal relevance to the successful performance of my job

2

This competency is not relevant to the successful performance of my job

1

Please tick ‘’ what you feel most appropriate

1. Personal competencies1 Stress tolerance: Cope up with work strains that

arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors

5 4 3 2 1

2 Self starting and proactive: Respond to the needs of the instant situations voluntarily

5 4 3 2 1

3 Detail consciousness: Explore into the necessary details, so as to get the exact information needed

5 4 3 2 1

4 High energy level: Operate and maintain fast pace and tempo at the work place

5 4 3 2 1

2. Knowledge level competencies1 Operational knowledge: Know each and every

details of production process5 4 3 2 1

2 Numerical interpretation: Comfortable with numerical facts and exercises quantitative reasoning effectively to derive solution

5 4 3 2 1

3 Identifying bottlenecks and rectifying them: Recognize situations that retards wok progress and gives immediate attention and rectification to

5 4 3 2 1

97

the problem4

Knowledge on production concepts, standards and specification

5 4 3 2 1

3. Job related skills/ competencies1 Information collection: Gather relevant data

from different sources that are needed to perform the job

5 4 3 2 1

2 Analytical skill: Use relevant facts, data and analytical tools to draw accurate and meaningful conclusion

5 4 3 2 1

3 Creativity: Come up with unique ideas, insights and solutions

5 4 3 2 1

4 Technical expertise: Know in detail about the technology used in production

5 4 3 2 1

8. Interpersonal and leadership skills/competencies1 Precision in communication: Express the ideas

with clarity and precision5 4 3 2 1

2 Motivating: Encourage the technicians and operators to work towards the organizational goal

5 4 3 2 1

3 Appraising and developing: Evaluate the performance of technician and operators and provide corrective steps whenever required

5 4 3 2 1

4 Organizing: Arrange works systematically and provides structure and order to works

5 4 3 2 1

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Questionnaire to assess the importance of each competency in the overall performance of the job at Design Engineers level

Please rate the importance of each competency using the 5-point rating scale

This competency is of vital importance to a successful performance of my job

5

This competency is definitely important to the successful performance of my job

4

This competency is relevant but not important to the successful performance of my job

3

This competency is of highly marginal relevance to the successful performance of my job

2

This competency is not relevant to the successful performance of my job

1

Please tick ‘’ what you feel most appropriate

1. Personal competencies1 Stress tolerance: Cope up with work strains that

arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors

5 4 3 2 1

2 Self starting and proactive: Respond to the needs of the instant situations voluntarily

5 4 3 2 1

3 Detail consciousness: Explore into the necessary details, so as to get the exact information needed

5 4 3 2 1

4 High energy level: Operate and maintain fast pace and tempo at the work place

5 4 3 2 1

2. Knowledge level Competencies1 Knowledge on accuracy: Able to check the

correctness of the drawing5 4 3 2 1

2 Product knowledge: Know the physical structure of each product and its parts

5 4 3 2 1

3Knowledge on the latest design packages

5 4 3 2 1

4 Identifying bottlenecks and rectifying them 5 4 3 2 13. Job related competencies/skills

99

1 IT Skills: Have excellent IT knowledge and able to apply this knowledge to the work for the effective performance of the job

5 4 3 2 1

2Time management: timely plan the works and complete them as scheduled.

5 4 3 2 1

3 Self management: Exercise the expected professional duties without repeated guidance and monitoring

5 4 3 2 1

4 Creativity: Come up with unique ideas, insights and solutions

5 4 3 2 1

5. Interpersonal and communication skills/competencies1 Team spirit: Work with the spirit of unity and

shares knowledge with one another5 4 3 2 1

2 Flexibility: Alter and deviate individual work plan to suite to the changing needs of the organization and the department

5 4 3 2 1

3Precision in communication

5 4 3 2 1

4 Receptive to corrections: Accept corrections and advices from the superiors and experts

5 4 3 2 1

100

Questionnaire to assess the importance of each competency in the overall performance of the job at technicians and operators level

Please rate the importance of each competency using the 5-point rating scale

This competency is of vital importance to a successful performance of my job

5

This competency is definitely important to the successful performance of my job

4

This competency is relevant but not important to the successful performance of my job

3

This competency is of highly marginal relevance to the successful performance of my job

2

This competency is not relevant to the successful performance of my job

1

Please tick ‘’ what you feel most appropriate1. Personal competencies1 Adaptability: Conform and adjust to changing

circumstances and work environments5 4 3 2 1

2 Stress tolerance: Cope up with work strains that arises as a consequence of working situations of targets, deadlines, work load and pressure from superiors

5 4 3 2 1

3 Self motivated: Able to work with limited supervision

5 4 3 2 1

4Honesty and sincerity

5 4 3 2 1

2. Knowledge level competencies1 Detailed knowledge of materials and tools used

for assembling5 4 3 2 1

2 Operational knowledge of machines and tools 5 4 3 2 13 Knowledge on product standard and specification 5 4 3 2 14 Knowledge on product testing 5 4 3 2 1

3. Job related skills/competencies1 Technical skills 5 4 3 2 12 Learning oriented: Work with an attitude to

learn new things5 4 3 2 1

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3 Concern for excellence: Always work with positive attitude to produce qualitative result

5 4 3 2 1

4 Initiative: Take voluntary steps to address existing and potential problems at the work place

5 4 3 2 1

5. Interpersonal and communication skills1 Team oriented: Enjoy working in groups and

able to contribute to and learn from the group5 4 3 2 1

2 Clarity in oral expression: Communicate clearly with other

5 4 3 2 1

3 Receptive to corrections 5 4 3 2 14 Committed to responsibilities: Exercise the

responsibilities with trust, sincerity and commitment

5 4 3 2 1

102