CPCD Project-Srimant Jha

Performance & Competency Development
In ESB LIMITED Submitted in partial fulfillment of the requirements for Certified Performance & Competency Developer (CPCD) By Srimant Jha (Batch of 23-24th March, 2013)
CPCD- Project report
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INDEX
S. No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 18 Content About ESB Limited Project Summary Competency- An Introduction Competency Mapping Job Description for Manager- HR JEA table for Manager- HRD Behavioral anchored rating for Manager- HR Job Description for Manager- Administration JEA table for Manager- Administration Behavioral anchored rating for Manager- Administration Job Description for Manager- Sales JEA table for Manager- Sales Behavioral anchored rating for Manager- Sales Job Description for Manager- Training & Development JEA table for Manager- Training & Development Behavioral anchored rating for Manager- Training & Development References Page No. 3 12 13 24 46 46 47 53 54 55 59 61 62 66 67 67 72
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1. ESB Limited- An Introduction

1.1 HISTORY OF ESB The genesis of ESB dates back to the 1940s when two brothers, Mr. H.P Nanda and Mr. Y. Nanda launched a small agency house, ESB Agents Ltd. in Lahore. Over the years, ESB has moved ahead of those times and has evolved into one of Indias largest conglomerates. In this journey of over six decades, ESB has had the privilege of being associated with some of worlds leading engineering and manufacturing spaces like Minneapolis Moline, Massey Ferguson, Goetze, Mahle, URSUS, CEKOP, Ford Motor Company, J.C. Bamford Excavators, Yamaha, Carraro, First Pacific Company, Hughes Communications, Jeumont Schneider, Dynapac etc. These valued relationships, be it technological, marketing, are one of ESB highly cherished experiences treasures, which have helped it inculcate best in class manufacturing practices and also enabled it to emerge as a technologically independent world class engineering organization. The ESB Group is among Indias leading engineering conglomerates operating in the high growth sectors of agri-machinery, construction and material handling equipment, railway equipment and auto components. Having pioneered farm mechanization in the country, ESB has played a pivotal role in the agricultural growth of India for over five decades. One of the leading tractor manufacturers of the country, ESB offers a comprehensive range of tractors, more than 45 variants starting from 25 to 80HP. Escort, Farmtrac and Powertrac are the widely accepted and preferred brands of tractors from the house of ESB. A leading material handling and construction manufacturer, they manufacture and market a diverse range of equipments like cranes, loaders, vibratory rollers and forklifts. ESB today is the worlds largest Pick n carry Hydraulic Mobile Crane manufacturer.
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ESB have been a major player in the railway equipment business in India for nearly five decades. Our product offering includes brakes, couplers, shock absorbers, rail fastening systems, composite brake blocks and vulcanized rubber parts. In the auto components segment, ESB is a leading manufacturer of auto suspension products including shock absorbers and telescopic front forks. Over the years, with continuous development and improvement in manufacturing technology and design, new reliable products have been introduced. Throughout the evolution of ESB, technology has always been its greatest ally for growth. In the over six decades of our inception, ESB has been much more than just being one of Indias largest engineering companies. It has been a harbinger of new technology, a prime mover on the industrial front, at every stage introducing products and technologies that helped take the country forward in key growth areas. Over a million tractors and over 16,000 construction and material handling equipment that have rolled out from the facilities of ESB, complemented by a highly satisfied customer base, are testimony to the manufacturing excellence of ESB. Following the globally accepted best manufacturing practices with relentless focus on research and development, ESB is today in the league of premier corporate entities in India. Technological and business collaboration with world leaders over the years, globally competitive indigenous engineering capabilities, over 1600 sales and service outlets and footprints in over 40 countries have been instrumental in making ESB the Indian Multinational. At a time when the world is looking at India as an outsourcing destination, ESB is rightly placed to be the dependable outsourcing partner of worlds leading engineering corporations looking at outsourcing manufacture of engines, transmissions, gears, hydraulics, implements and attachments to tractors and shock absorbers for heavy trailers and armored tanks. In todays Global Market Place, ESB is fast on the path of an internal transformation, which will help it to be a key driver of manufacturing excellence in the global arena. For this, it is going beyond just adhering to the prevailing norms of today, but instead setting its own standards and is relentlessly pursuing them to achieve their desired benchmarks of excellence.
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The chronological events that took place over the years are highlighted as follows: 1944- The launch of ESB (Agents) Limited. 1948- Pioneered farm mechanization in the country by launching ESB Agricultural Machines Limited, with a franchise from the U.S. based Minneapolis Moline, for marketing tractors, implements, engines and other farm equipment. The launch of ESB (Agriculture and Machines) Limited. 1949- Franchise of Massey Ferguson tractors for Northern India. 1951- ESB established Indias first private Institute of Farm Mechanization at Delhi. 1953- ESB (Agents) Limited and ESB Agriculture and Machines Limited merged to form ESB Agents Private Limited. 1954- First industrial venture of ESB to manufacture piston rings in collaboration with Goetze of Germany, in an era when joint ventures of Indian firms with foreign companies were virtually unheard of. 1958- Started importing Massey Ferguson tractors from Yugoslavia for marketing them in India. 1959- Collaboration with Mahle, of Germany, to manufacture pistons. Soon ESB became the largest producer of Piston assemblies in India. 1960- Setting up of manufacturing base at Faridabad for manufacture of tractors in collaboration with URSUS of Poland and 50% indigenous components. Launch of Escort brand of tractors. Collaboration with CEKOP of Poland, for manufacture of motorcycles and scooters. ESB move into high gear by nurturing the two wheeler culture. The first Rajdoot motorcycle rolls off the assembly line. 1969-ESB Tractors Limited was instituted. A technical and financial joint venture with the global giant Ford Motor Company, USA, to manufacture Ford tractors in India. The years ahead saw ESB grow as the largest tractor manufacturer in India. ESB institute of Farm Mechanization
(EIFM) established at Bangalore. ESB Employees Ancillaries Ltd. (EEAL), a unique venture in Industrial democracy comes into being. 1971- 1st February, the first tractor FORD 3000 rolled out of the ESB factory. ESB diversify and start manufacturing construction equipment. 1974- Crossing national boundaries, ESB exports for the first time. After winning a global tender, 400 tractors were exported to Afghanistan, which was perhaps the worlds largest ever airlift of tractors. 1976- Ford 3600, advancement in Farm Mechanization launched. Trial production of in-plant manufacturing of engine parts (Block and head). 1977- ESB entered the domain of self-developed technology by setting up its first independent R&D center. ESB Scientific Research Centre marked its beginning at Faridabad by developing its own engines for E-27 and E-37. Due to constant technology absorption, indigenization level touched 72% for FORD tractors. Second plant set up at Bangalore for manufacturing piston assemblies. 1979- Collaboration with JCB excavators Ltd., UK, for manufacture of excavators. 1980- Forays into healthcare, ESB Hospital and Research Center set up in Faridabad. 1983- ESB Tractors Limited (ETL) established a state-of-the-art research and development center to spearhead newer breakthroughs in Farm Mechanization. Line concept introduced for engine block machining. 11,000 ton floating dry-dock ESB I launched. 1984- Signing of agreement with the Japanese bike giant Yamaha to manufacture motorcycles with Yamaha technology. Collaboration with Jeumont Schneider, France, to manufacture EPBAX systems. Collaboration with Dynapac of Sweden to manufacture vibratory road compactors. 1985- ESB Tractors Ltd. offered its first bonus issue. (1:1) 1988- Joint Venture with Class of Germany to manufacture harvester combines
1990-91- First public issue in February 1991, oversubscribed four times. Shares listed on Delhi and Bombay Stock Exchanges. 1993-FORD 3620 tractor launched. 1996- Disengagement of joint venture collaboration with New Holland and launch of FARMTRAC Tractor. 1997- Joint Venture with Carraro of Italy for manufacturing and marketing of transmission and axles. Joint venture with First Pacific Company of Hong Kong Escotel Mobile Communications. 1998- POWERTRAC series of tractors launched. Memorandum of Understanding was signed with Long Manufacturing Company, USA for setting up a joint venture in USA. 1999- MOU for Joint Venture with a Polish Company POL-MOT was signed for assembly, manufacturing and marketing of Farm Machinery. 2004- Divested Escotel Mobile Telecommunications to Idea Cellular. TS16949 certification for the Agri Machinery tractor industries largest ever order, awarded US$40 million order by Tanzania. To open two offices and set up service support in African market. 2005- Divested ESB Heart Institute and Research Centre (EHIRC) to Fortis Healthcare. 2006- Divested in Carraro India Limited. Set up new manufacturing facility in Rudrapur for manufacture of new range of railway equipment. 2010- ESB Limited joins hands with the government of the United Republic of Tanzania Delivery of First lot of Farmtrac Tractors under the national 'Food Sufficiency Program' aimed at making Tanzania a Food Surplus Country. 2012- ESB collaborated with Ferrari to design new range of Tractors which are far more comfortable & fuel-efficient than existing range.
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1.2 KEY PLAYERS IN THE INDUSTRY Mahindra & Mahindra TAFE ESB Limited New Holland Sonalika John Deere ACE Tractors Preet Tractors 1.3 ESB-AMG OVERVIEW 1.3.1Background In 1960, the parent company, ESB, set up the strategic Agri Machinery Group (AMG) to venture into tractors. In 1965, first batch of tractors was rolled out under the brand name of Escort. In 1969, a separate company, ESB tractors ltd. was established with equity participation of Ford Motor Co., Basildon, UK, for the manufacture of Ford Agricultural tractors in India. In the year 1996, ESB tractors ltd was formally merged with the parent company, ESB Ltd. Since inception, they have manufactured over 1 million tractors.
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1.3.2 Technologies ESB AMG has three recognized and well-accepted tractor brands, which are on distinct and separate technology platforms. Farmtrac: World Class Premium tractors, with single reduction and epicyclic reduction transmissions from 34 to 75 HP. Powertrac: Utility and Value-for-money tractors, offering straight-axle and hubreduction tractors from 34 to 55 HP. India's No.1 economy range - engineered to give spectacular diesel economy. Escort: Economy tractors having hub-reduction transmission and twin-cylinder engines from 27 to 35 HP. Pioneering brand of tractors introduced by ESB with unbeatable advantages. 1.3.3 International Subsidiaries ESB AMG has two international subsidiaries. Farmtrac Tractors Europe Sp.z o.o.in Poland. now cater to 41 countries
1.4 PRODUCT AND MARKET 1.4.1 FARMTRAC Farmtrac brand are the most powerful premium range of tractors that give maximum productivity to the farmers. Premium range- Powerful premium brand, 35-75 HP range. Exported to the most advanced markets in the world.
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Well accepted internationally for its versatility. Designed for the demanding requirements of progressive farmers. Machine with powerful features for maximum efficiency. 1.4.2 POWERTRAC Powertrac brand of tractors are the most fuel-efficient tractors in their respective categories that offer excellent value for money and have helped the farmers improve their quality of life. Value range- Value for money, fuel efficient, 30-55 HP range Indias no. 1 economy range- Diesel Savers Engineered to give spectacular diesel economy. 1.4.3 RAILWAY EQUIPMENT An ISO 9001-20000 certified company, ESB manufacturers railway equipments as per international standards specified by UIC, AAR and Indian Railways. Asias largest manufacturer of air brake systems, the conversion of vacuum brake stocks to air brakes and installation and commissioning of complete brake systems on new builds are also undertaken by ESB. 1.4.4 DIVERSE PRODUCT RANGE Shock Absorbers (Oil Dampers) for coaches, locomotives, EMUs, MEMUs, DMUs, Metro and Rail Cars. Air brakes for coaches, Freight cars, DMU and OHE cars. Automatic/ Semi Permanent Couplers for EMUs, DEMUs, MEMUs
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Electro Pneumatic Brake Systems for EMUs and MEMUs Composition brake blocks for coaches, locomotives, freight cars and EMUs Rail fastening systems for wooden, steel and concrete sleepers Direct Admission Valves for vacuum braked coaches. Testing equipment for brake systems and shock absorbers Air brake accessories for passenger coaches, freight cars, locomotives and selfpropelled. Metal to rubber bonded vulcanized components Automatic twist locks for container freight cars.
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Section I
2.PROJECT SUMMARY
2.1. Objectives of the project:

1. To understand about Competence & Competency Mapping. 2. To design job elements & understand the Knowledge, skills & traits required to perform job effectively. Job elements & required attributed are strictly based on organisational context & it differs from organisation to organisation. 3. To anchored the desirable behaviours on rating scale via. Critical incident Technique & BEI. 4. A systems approach to cascade organization-wide goal alignment.
2.2. Scope of the project:

This project will be done on one of the leading & oldest tractor manufacturing organization of India. It has 7 manufacturing locations in Faridabad (Haryana). This project was carried out in HR, Administration, sales & Training department of one of their manufacturing facility where Components of Tractor parts are manufactured. This plant belongs to Agri Machinery division. Other divisions of ESB are Railway Equipment division & Auto parts division.
2.3. Summary of the project:

By analyzing the job, its elements & competency profiling, it was observed that few competencies are applicable in most of the jobs. These competencies can be called as Core competency or generic competency in organizational context. Some of them are: Critical Thinking Analytical Reasoning Creativity & Innovation Business Acumen Impact & Influence
These competencied reflects that industry has cut throat competition & innovative measures need to be taken to gain competitive advantage in the market.
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3. Competency
3.1 Definition A combination of knowledge, skills, attitude and personality of an individual as applied to a role or job in the context of the present and future environment that accounts for sustained success within the framework of Organizational Values. Competencies include the collection of success factors necessary for achieving important results in a specific job or work role in a particular organization. Success factors are combinations of knowledge, skills, and attributes (more historically called KSAs) that are described in terms of specific behaviors, and are demonstrated by superior performers in those jobs or work roles. Attributes include: personal characteristics, traits, motives, values or ways of thinking that impact an individuals behavior.
3.2 History A team of Educationists lead by Benjamin Bloom in the USA in mid-fifties laid the foundation for identifying educational objectives and thereby defining the knowledge, attitudes and skills needed to be developed in education. David McClelland the famous Harvard Psychologist has pioneered the competency movement across the world. His classic books on "Talent and Society", "Achievement Motive", "The Achieving Society", "Motivating Economic Achievement" and "Power the Inner Experience" brought out several new dimensions of the competencies. These competencies exposed by McClelland dealt with the affective domain in Bloom's terminology. The turning point for competency movement is the article published in American Psychologist in 1973 by McClelland, wherein he presented that traditional achievement and intelligence scores may not be able to predict job success and what is required is to profile the exact competencies required to perform a given job effectively and measure them using a variety of tests. Latter Mac Baer a Consulting Firm founded by David McClelland and his associate Berlew have specialized in mapping the competencies of entrepreneurs and managers across the world.
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They even developed a new and yet simple methodology called the Behavior Event Interviewing (BEI) to map the competencies. 3.3. Components of Competency Competency has three major components which are as follows:
Knowledge Skills Attitude
Surface Competencies Most easily Skill
Self-Concept
Value
Traits & Motives
Attitude Knowledge
Core Competencies
Most difficult to develop
Figure 3.1: Components of Competency
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3.3.1 Knowledge: It refers to the information a person possesses about specific areas, knowledge comprises many factors like memory, numerical ability, linguistic ability, and is, therefore, a complex competency. It can be either: Scientific Knowledge Technical Knowledge Job Knowledge
3.3.2 Skill: It represents intelligent application of knowledge, experience, and tools. This is the procedural "know how" knowledge (what one can do), either covert (e.g., deductive or inductive reasoning) or observable e.g. "active listening" skill in an interview. They are demonstrated abilities or proficiencies, which are developed and learned from past work and life experience.
3.3.3 Attitudes: Attitudes are predispositions to other individuals, groups, objects, situations, events, issues, etc. For example attitude to a particular occupation or type of machine or a particular technology all influence our behavior. If a person does not have a positive attitude to computers or IT, he is not likely to use a computer. If he is not positive about the uses of ERP or SAP, he is not likely to use the ERP or SAP. Attitudes determine the kind of things we choose and whether we are likely to approach a particular situation or not or whether we are open to try out the technology or meet the customer or sell a particular product with high motivation, etc.
Attitudes decide our approach or avoidance behavior. They are normally conceptualized as positive or negative. A positive attitude makes us to treat that object, technology, method, situation, and person or group more positively and therefore we appreciate it and promote the same.
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Knowledge and skills tend to be visible and relatively surface, characteristics of people. But attitude, trait and motive competencies are more hidden deeper and central to personality. Surface knowledge and skills are relatively easy to develop. But core motive and trait competencies are at the base of the personality and are more difficult to assess and develop. This has been depicted below in the form of an iceberg model.
Figure 3.2: Iceberg Model of components of competency
3.3.4 Who Identifies competencies? Competencies can be identified by one of more of the following category of people: Experts HR Specialists Job analysts Psychologists Industrial Engineers etc.
In consultation with: Line Managers, Current & Past Role holders, Supervising Seniors, Reporting and Reviewing Officers, Internal Customers, Subordinates of the role holders and other role set members of the role.
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3.3.5 Behavior Indicators A Competency is described in terms of key behaviors that enable recognition of that competency at the work place. These behaviors are demonstrated by excellent performers on-the-job much more consistently than average or poor performers. These characteristics generally follow the 80-20 rule in that they include the key behaviors that primarily drive excellent performance. Following are some key behavior indicators in an employee: Independently researches for information and solutions to issues Ability to know what needs to be done or find out (research) and take steps to get it done Ask questions when not sure of what the problem is or to gain more information. Able to identify the underlying or main problem. Shows willingness to experiment with new things. Develops a list of decision making guidelines to help arrive at logical solutions.
3.4. Classification of Competencies
Competencies can broadly be classified into two categories Basic Competencies Professional Competencies.
Basic competencies are inherent in all individuals. Only their degree of existence differs. For example, problem solving is a competency that exists in every individual but in varying degrees. Professional competencies are over and above the basic competencies, and are job related. For example, handling a sales call effectively is a competency that a sales personnel would be required to have. Hence, it can be simply said that,
Competencies = Basic Competencies + Professional Competencies
3.4.1 Types of Basic Competencies The basic competencies encompass the following: 1. Intellectual Competencies: Those which determine the intellectual ability of a person. 2. Motivational Competencies: Those which determine the level of motivation in an individual. 3. Emotional Competencies: Those which determine an individual's emotional quotient. 4. Social Competencies: Those that determine the level of social ability in a person.
It has been proved by various scholars that all individuals have competencies. Only the combination and degree of these competencies differ from individual to individual. Hence, organizations have to identify the critical basic competencies required for individual employees to deliver their best in their organization. The importance of mapping the competencies proves critical for organizational success.
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These competencies have been presented below in the form of a grid. Motivational Competencies: o Continuous Learning o Perseverance o Achievement Orientation o Time Management Intellectual Competencies: o Communication o Creativity o Analytical Ability o Planning and Organizing
Social Competencies: o Team Work o Inter-personal Skills o Responsibility o Customer Satisfaction
Emotional Competencies: o Initiative o Optimism o Self Confidence o Leadership o Managing Stress o Managing Change
Table 4.1: Basic Competencies
3.4.2 Types of Professional Competencies: The professional competencies encompass the Knowledge Experience Expertise gained by an individual employee.
3.5. Types of Organizational Competencies
The previous section classified competency as basic competencies and professional competencies. This section analyses the types of competencies in an organization. Competencies in organizations tend to fall into following broad categories: Generic Competencies Managerial Competencies Functional/Technical Competencies
We now delve into greater depths of each of these. 3.5.1 Generic Competencies Competencies which are considered essential for all staff, regardless of their function or level, i.e. Communication, program execution, processing tools, linguistic, etc. These competencies include broad success factors not tied to a specific work function or industry (often focusing on leadership or emotional intelligence behaviors).
They can be represented as below, followed by a brief explanation of each of them: Human Communication Team Working & Interpersonal Effectiveness Influencing Ability Achievement Orientation Networking Ability
Communication: Competency of Communication is defined as the set of human attributes required to communicate ideas, thoughts and feelings clearly and correctly using oral or written means.
Team Working & Interpersonal Effectiveness: Competency of Interpersonal Effectiveness and Team working is defined as the set of human attributes required to impact team or group working to achieve the team objectives. Influencing Ability: Competency of Influencing ability is defined as the set of human attributes required to Impact the outcome of an interaction. Achievement Orientation: Competency of Achievement orientation is defined as the set of human attributes required to continuously seek and achieve higher goals. Networking Ability: Competency of Networking Ability is defined as the set of human attributes required to maintain contact and relationship with different people from different fields Conceptual Creative Thinking Strategic Thinking Tolerance to non-compliance, non-congruence, non-conformance
Creative Thinking: Competency of Creative thinking is defined as the set of human attributes required to generate solutions. Strategic Thinking: Competency of Strategic thinking is defined as the set of human attributes required to visualize near and distant future conditions and develop appropriate organizational response. Tolerance to non-compliance, non-congruence, non-conformance: Competency of Tolerance to non-compliance, non-congruence, non-conformance is defined as the set of human attributes required to remain unfazed when encountered with unfamiliar and unacceptable situations. 3.5.2 Managerial Competencies Competencies which are considered essential for staff with managerial or supervisory responsibility in any service or program.
They are as presented below: Customer Orientation Organizing Skills Cross functional Perspective Planning Skills Execution Skills Analytical Skills Decision Making Delegation: Leadership Developing and supporting subordinates for effectiveness
Customer Orientation: Competency of customer orientation is defined as the set of human attributes required to understand and satisfy customers needs and requirements. Organizing Skills: Competency of organizing is defined as the set of human attributes required to establish, nurture and troubleshoot organizational processes and relationships for effective delivery of objectives. Cross functional Perspective: Competency of Cross functional perspective is defined as the set of human attributes required to understand ones own job in relation with other functions within the organization. Planning Skills: Competency of Planning is defined as the set of human attributes required to understand inter relationships and requirements of different activities to be performed to achieve the desired objectives. Execution Skills: Competency of Job execution is defined as the set of human attributes required to carry out the assigned activities to the satisfaction of the customer cost effectively.
Analytical Skills: Competency of Analytical skills is defined as the set of human attributes required to understand and interpret the data and information. Decision Making: Competency of decision making is defined as the set of human attributes required to decide the course of action under any situation. Delegation: Competency of delegation is defined as the set of human attributes required to empower the subordinates for effective operations. Leadership: Competency of Leadership is defined as the set of human attributes required to take responsibility for accomplishing the desired objectives. Developing and supporting subordinates for effectiveness: Competency of Developing and supporting subordinates is defined as the set of human attributes required to enable the subordinates to be effective in the assigned job and contribute to the organization.
3.5.3 Functional/Technical Competencies Specific competencies which are considered essential to perform any job in the organization within a defined technical or functional area of work. Business Awareness: Competency of Business Awareness is defined as the set of human attributes required to take business decisions for achieving business objectives. Business Skills: Competency of Business Skills is defined as the set of human attributes required to effectively perform the functional business processes. Technical Skills: Competency of Technical Skills is defined as the set of human attributes required to effectively perform the technical responsibilities of the job position. The technical skills have to be primarily assessed through technical interview or written test.
4.Competency Mapping
4.1 Definition Competency mapping is the process of identification of the competencies required to perform successfully a given job or role or a set of tasks at a given point of time. It generally examines two areas: emotional intelligence or emotional quotient (EQ), and strengths of the individual in areas like team structure, leadership, and decision-making. It consists of breaking a given role or job into its constituent tasks or activities and identifying the competencies (technical, managerial, behavioral, conceptual knowledge, an attitudes, skills, etc.) needed to perform the same successfully.
4.2 Process Competency mapping process is designed to consistently measure and assess individual and group performance as it relates to the expectations of the organization and its customers. It is used to identify key attributes (knowledge, skills, and behavior attributes) that are required to perform effectively in a job or an identified process. Competency Mapping juxtaposes two sets of data. One set is based on organizational workflow and processes. It starts with the clear articulation of workflow and processes, including all quality and quantity requirements, inputs and outputs, decision criteria, and most important, internal and external customer requirements. The other set of data is based on individual and group performance capabilities. It is collected through the utilization of a variety of assessment tools and procedures (which may include a robust 360- degree feedback process) to assess the extent to which individuals and groups can consistently demonstrate over time the competencies required to meet the expectations. Where the output from the organizational maps meet the individual and group performance capabilities, an overall trend line is created that identified where in the process specific developmental opportunities exists, and with what specific population. Competency Mapping process can be the foundation for aligning workflow and process outputs with critical customer requirements with a foundation of required employee attributes and competencies. It is further covered in greater details in section.
4.3. Need for Competency Mapping
With global economy and the world becoming a global village, firms have become more aware of the need for having competent employees and developing distinguished competencies for every organization. This need arose due to the following reasons:
Increased cost of manpower Need for ensuring that competent people are available for performing various critical roles.
Downsizing adds to the consequent need to get a lot of thing done with fewer people and thus reduce manpower costs and pass on the advantage to the customer. Recognition that technology, finances, customers and markets, systems and processes can all be set right or managed effectively if we have the right kind of human resources. The need for focus in performing roles-need for time management, nurturing of competence, increased emphasis on performance management systems. And recognition of the strategic advantage given by employee competencies in building the core competencies of the organization.
Several organizations have realized the importance of this in the last one decade and hence the rush for competency mapping.
In good organizations with competent HR managers, competency mapping should already be in existence. Traditionally HR directors and their top management have always paid attention to competencies and incorporated them in their appraisal system. For example when L&T, LIC or NDDB, HLL, Bharat Petroleum, etc. revised their performance appraisal systems, they focused on the assessment of competencies The following figure summarizes the need for competency mapping
Figure : Need for Competency Mapping
Competency mapping therefore is important and is an essential exercise. Every well managed firm should have well defined roles and list of competencies required for performing each role effectively. Such list should be used for recruitment, performance management, promotions, placement and training needs identification. 4.4. Areas of Implementation
The competency mapping can be applied to the areas depicted in the following diagram:
Figure: Areas of Implementation of Competency Mapping
4.5.
Recruitment and selection
Competencies can be used to construct a template for use in recruitment and selection. Information on the level of a competency required for effective performance would be used to determine the competency levels that new hires should possess. Depending upon the accepted definition, competency data may take the form of behaviors, skills, abilities and other characteristics. Competency based selection can be a way to gain competitive advantage. Some of these advantages are listed below: A firm that knows how to assess competencies can effectively hire the best at a reasonable price, for example hire under priced but highly entrepreneurial MBAs from lesser-known business schools. There is high turnover due to high failure rate among new hires. The organization needs to identify new hires with the potential to become future managers or leaders. A gap between the competencies needed and what the organization can hire for indicates the training new hires will need.
A lengthy training period may transpire before new hires become productive. New hires with the competencies to do a job become fully productive faster.
4.6.
Training and Development
It involves identifying gaps and helping employees develop in the right direction. Knowing the competency profile for a position allows individuals to compare their own competencies to those required by the position or the career path. Training or development plans could focus on those competencies needing improvement. If the training programs can be aligned to the development needs emerging out of the appraisal system and to the market led training needs they can contribute better to both individual and business objectives. This can be achieved in the following manner: Firstly determine the competencies for a particular position Secondly identify the competencies of the person holding that position By mapping the competencies, identify gaps in terms of the competencies for that role and the competencies of the person doing that role to diagnose the training and development needs. Identify the most appropriate training and development methodology for each trainable competency Accordingly, the person can be trained on those competencies only. Competency based training programs clearly tell what should be the competency level of the person entering the program. This would drastically reduce the training cost for the organization.
4.7.
Career and succession planning
It involves assessing employees readiness or potential to take on new challenges. Determining a person job fit can be based on matching the competency profile of an individual to the set of competencies required for excellence within a profession. Individuals would know the Competencies required for a particular position and therefore would have an opportunity to decide if they have the potential to pursue that position or not.
4.8.
Rewards and Recognition
Competency based pay is compensation for individual characteristics for skills and competencies over and above the pay a job or organizational role itself commands. One way of improving employee performance is by recognizing and rewarding effort. Competency pay is the best way to do so. Rewarding employees for their ability to make the best use of their skills and competencies in accordance with the organizations needs was the logic behind this once popular HR tool. Various elements are considered for arriving at compensation increase. Enhancement in competencies has to be one of them. There is a need for competency based compensation system To attract more competent than average employees To reward for results and competencies developed To motivate employees to maintain and enhance their skills and competencies regularly
By rewarding employees who develop relevant competencies the organization can benefit by improving its own capability to face the future
4.9. Performance Management System Performance has two dimensions Achieving business results Developing individual competencies
These days performance appraisal is seen by managers and employees as a bureaucratic paperwork exercises that they do not take seriously because it has little impact on employee development. Performance appraisals do not address the employees questions about skill development or career advancement. Competency based performance management would: Focus on HOW of performance and not on WHAT of performance i.e. not on results but how the results are achieved Link to development of the individual and not just rewards
Competency based PMS shift the emphasis of appraisal from organization results to employee behaviors and competencies demonstrated and hence help identify development gaps. 4.10. Advantages of Competency Mapping
There are several advantages of competency mapping over traditional job analysis. The following section analyzes each of them in relation to the company, the managers and the individual employees. The section also gives a comparative view of the competency based approach and the job analysis approach.
4.11. For the company The advantages of competency mapping for the companies or organizations are as follows: Establishes expectations for performance excellence Improved job satisfaction and better employee retention Increase in the effectiveness of training and professional development programs because of their link to success criteria. Provides a common understanding of scope and requirements of a specific role Provides a common, organization wide standard for career levels that enable employees to move across business boundaries Help companies raise the bar of performance expectations Help teams and individuals align their behaviors with key organizational strategies
4.12 For Managers The competency mapping provides following advantages to the managers: Identify performance criteria to improve the accuracy and ease of the selection process Provide more objective performance standards Easier communication of performance expectations Provide a clear foundation for dialogue to occur between the managers and employees and performance, development and career-oriented issues
4.13 For employees The employees in an organization get the following advantages by competency mapping: Identify the behavioral standards of performance excellence Provide a more specific and objective assessment of their strengths and the tools required to enhance their skills Enhances clarity on career related issues Helps each understand how to achieve expectations
4.14 Traditional Job Analysis versus Competency Approach
Job Analysis leads to. Long list of tasks and skills / knowledge required to perform each of those tasks. Data generation from subject matter experts; job incumbents. Effective performance.
Competency model leads to.
distilled
set
of
underlying
characteristics. Data generation from outstanding
performers in addition to subject matter experts and other job
incumbents. Outstanding performance.
Table 9.1: Job Analysis versus Competency Approach
4.15. Disadvantages of Competency Mapping
In spite of the several advantages offered by competency mapping, there are few drawbacks to the approach. Some of these are discussed below:
1. A problem with competency mapping, especially when conducted by an organization is that there may be no room for an individual to work in a field that would best make use of his or her competencies. 2. If the company does not respond to competency mapping by reorganizing its employees, then it can be of little short-term benefit and may actually result in greater unhappiness on the part of individual employees. 3. If too much emphasis is placed on 'inputs' at the expense of 'outputs', there is a risk that it will favor employees who are good in theory but not in practice and will fail to achieve the results that make a business successful. 4. They can become out of date very quickly due to the fast pace of change in organizations and it can therefore be expensive and time consuming to keep them upto-date. .
4.16. Model of Competency Mapping
4.16.1 Definition A competency mapping model is an organizing framework that lists the competencies required for effective performance in a specific job, job family (e.g., group of related jobs), organization, function, or process. Individual competencies are organized into competency models to enable people in an organization or profession to understand, discuss, and apply the competencies to workforce performance.
The competencies in a model may be organized in a variety of formats. No one approach is inherently best; organizational needs will determine the optimal framework. A common approach is to identify several competencies that are essential for all employees and then identify several additional categories of competencies that apply only to specific subgroups. Some competency models are organized according to the type of competency, such as leadership, personal effectiveness, or technical capacity. Other models may employ a framework based on job level, with a basic set of competencies for a given job family and additional competencies added cumulatively for each higher job level within the job family.
4.16.2 Developing the model The following are the steps involved in designing and developing the competency mapping model: Strategize assess business needs, evaluate contextual drivers, engage stakeholders and set goals. Initiate identify methodologies, develop project plans, review existing data, benchmark competencies, and collect competency data. Model analyze and synthesize data, identify competencies and develop models, and validate models.
Pilot develop implementation and evaluation plans, develop and initiate competency applications, and continuously communicate activities. Link link to all human resources system components, and phase in implementation of other competency' based applications. Evaluate establish and evaluate measures, and continuously improve the system.
Stage 1 Data Gathering & Preparation Study Identified Jobs Identify major categories of skills Identify Probable competencies
Stage 2 Data Analysis Review list of probable Competencies Construct Competency Definitions Assign proficiency levels
Stage 3 Validation Content Validation session Reinforce proficiency of critical competencies Refine competency definitions, if necessary
Figure: Stages in Developing an Organization Wide Competency Model
These steps have been segregated in view of implementing the model and are depicted in the following figure:
Identify Departments and Organization Hierarchy
Obtain Job Description
Conduct Semi Structured Interview
Preparation of List of Skills
Generate List of Competencies
Indicate Proficiency Levels
Validate competencies & Proficiency levels
Prepare competency matrix
Mapping of Competency
Figure: Steps for implementing the Competency Mapping model
Following is a brief description of each of these steps: Step 1: Identify departments for competency mapping Decide and select the departments within the organization which we would like to include into our study. The departments should be chosen based on their criticality and importance to the organization.
Step 2: Identifying hierarchy within the organization and selection of levels Study the organization hierarchy across each of the selected departments.
Step 3: Obtain the job descriptions. For all the levels at every department obtain each roles job description. Job descriptions are a basic human resources management tool that can help to increase individual and organizational effectiveness. For each employee, a good, up-to-date job description helps the incumbent to understand: their duties and responsibilities; the relative importance of the duties; and, how their position contributes to the mission, goals, and objectives of the organization. For the organization, good job descriptions contribute to organizational effectiveness by: ensuring that the work carried out by staff is aligned with the organizations mission; and, Helping management clearly identify the most appropriate employee for new duties and realigning workloads. Step 4: Preparation of semi structured interview In structured interviews, carefully planned questions are asked individually of job incumbents, their managers, or others familiar with the job. Benchmarking interviews with other organizations are especially useful in achieving a broader view of the job or determining which competencies are more universally deemed necessary for a particular job. However, it is important to be cautious in applying the information collected from other organizations as there are many variables such as work environment, culture, and differences in job responsibilities that may limit the relevance of the information.
CPCD- Project Report Srimant Jha Page 36
Step 5: Scheduling of interviews Obtain a list of employees from respective department heads and accordingly schedule interviews. A minimum of 5 candidates are to be interviewed at each level in each department.
Step 6: Recording of interview details The candidates answers and opinions have to be recorded in as much detail as possible for further reference during the project.
Step 7: Preparation of a list of Skills As per the interview and the details that were generated from the candidate, generate a list of skills observed for the job. Thereon a list of identified competencies should be drawn for each interviewed candidate.
Step 8: Repeat for next levels and functions. The interviews and appropriate recording of answers should be done at all remaining levels and other departments within the Torrent Research Center.
Step 9: Make the list of the competencies required for the department for each level and each function giving behavioral indicators. For each position at each department a list of competencies observed from both the job description and the semi structured interview (list of skills) should be drawn up. Each competency should be given a name and an appropriate definition that clearly indicates its meaning and essence.
Step 10: Validate identified competencies and proficiency levels with Head of Departments. Confirm competency definitions with respective Head of Departments and obtain from the required proficiency levels of each competency that is ideal for each role. Also locate any missing competencies.
Step 11: Preparation of competency matrix Prepare a matrix defining competencies required and corresponding proficiency levels for each level across all departments.
Step 12: Mapping of competencies Map the competencies of selected employees against the competency matrix as per their employee level and department. Here an employees actual proficiency level of a particular competency would be mapped against the target proficiency level.
4.16.3 Data Collection Methods One of the major steps in developing the model for competency mapping is to collect the data. This sub-section discusses some of these methods in detail.
4.16.4 Literature Review A preliminary approach to defining job content and identifying required competencies is to conduct a review of the literature to learn about previous studies of the job or similar jobs. Quite often, no previous studies have been conducted. However, if they do exist, they can be extremely helpful in providing an introduction to the job and a preliminary list of competencies to consider. Sources of published literature include books, professional journals, association magazines, theses, and dissertations. Unpublished studies may be available from professional associations, consulting firms, colleges and universities that offer training programs for your target job, and through the Internet. The quality of these studies will vary widely and they need to be critically evaluated before use.
4.16.5 Focus Groups In focus groups, a facilitator works with a small group of job incumbents, their managers, supervisees, clients, or others to define the job content or to identify the competencies they believe are essential for performance. A series of focus groups is often conducted to allow many people in the organization to provide input. There are different approaches to conducting
focus groups. Typically, the facilitator will use a prepared protocol of questions to guide a structured discussion. Expert panels are a special type of focus group in which persons who are considered highly knowledgeable about the job and its requirements meet to develop a list of competencies required for success.
4.16.6 Behavioral Event Interviews In behavioral event interviews (BEI), top performers are interviewed individually about what they did, thought, said, and felt in challenging or difficult situations. The competencies that were instrumental in their success are extrapolated from their stories. Often, average and low performers are also interviewed to provide a comparison. The interviewer will ask questions such as: Tell me about a time when you had an extremely challenging client or Give me an example of a situation at work in which you had to make a difficult decision.
4.16.7 Surveys In surveys, job incumbents, their supervisors, and perhaps senior managers complete a questionnaire administered either in print or electronically. The survey content is based on previous data collection efforts such as interviews, focus groups, or literature reviews. The respondents are typically asked to assign ratings to each listed job element or competency. For example, respondents may be asked how critical a competency is to effective job performance, how frequently the competency is used on the job, the degree to which the competency differentiates superior from average performers, and if the competency is needed on entry to the job or can be developed over time. Survey respondents are usually asked to provide in writing any additional information that they feel is important.
4.16.8 Observations In this data collection method, the research team visits high performing incumbents and observes them at work. The more complex the job and the greater the variety in job tasks, the more time is required for an observation. For a very routine job in which the same task is repeated over and over throughout the day, an observation of a couple hours might suffice. For
very complex jobs, observation of a week or more may be required. If the job changes based on work cycles, seasons, or other factors, the observations may have to be conducted over a period of weeks or months. The observation process may include asking employees to explain what they are doing and why. Sometimes observations of average and low performers are also conducted to establish a basis for comparison. The competencies required for effective performance are then inferred from the observations by persons who are experts in competency identification.
4.16.9 Work Logs In the work log method of data collection, job incumbents enter into logs or diaries their daily work activities with stop and start times for each activity. Depending on the complexity and variety of the job, incumbents may be asked to make log entries for several days, weeks, or months.
4.16.20 360 degree feedback Its a process whereby an individual (the recipient) is rated on their performance by people who know something about their work (the raters). This can include direct reports, peers and managers and in some cases customers or clients, in fact anybody who is credible to the individual and is familiar with their work can be included in the feedback process. This is usually in addition to completing a self-assessment on performance. The resulting information is presented to the individual with the aim of helping them to gain a better understanding of their skills and development areas. Each source can provide a different perspective on the individuals skills, attributes and other job relevant characteristics and thus help to build up a richer, more complete and accurate picture than could be obtained from any one source.
4.17. Process of Competency Mapping Competency mapping requires a lot of planning and efforts of the HR department as its a lengthy and a time consuming process. It is essential to lay down the entire plan first, and then take it forward.
Preparation of Questionnaire
Collection of Responses
Analysis
Findings
Figure: Process of Competency Mapping
CPCD- Project Report
Srimant Jha
Page 41
The diagram explains the flow of the Competency Mapping Methodology. Each of the stages is explained in detail below:
4.17.1 Laying Down Of Objectives Before conducting any research it is very essential to understand the reason or the objectives one is planning to establish through the research. Therefore it is vital to list down the objectives which will help to plan the exercise in accordance with the objectives and ultimately establish what we desire to arrive at. The objectives of Competency Mapping are as follows: To establish a Competency Model, which will create a benchmark for all the employees in the organization and will help in performing all HR functions more efficiently. To map the competencies of the existing employees and understand where they fall low or average in comparison to the competencies essential for their job/role. This will help in identifying training and development needs for the employees.
4.17.2 Preparation of the Questionnaire The data required for competency mapping for the middle management is collected by undertaking JOB EVALUATION which includes the preparation of a Role Profile Questionnaire. This questionnaire is designed keeping in mind the objectives of the project. The questions are framed in such a way so as to derive accurate and appropriate responses relevant to the project.
There are various tools of Competency Mapping for the employees as discussed earlier in the report. The application of these tools is visible in the questionnaire. These tools include:
Rank Order Rating Behavioral Event Interview
Rank Order Rating is used to find out which competencies are required for each job/role and their order of importance to each profile. The Behavioral Event Interview is a set of open ended questions to find out the STARs (Situation, Task, Action and Results). Once the questionnaire is prepared, the responses are collected from the employees belonging to the middle level management by a one on one interaction with each respondent.
4.17.3 Collection of Responses This stage consumes the maximum time. As the employees to be interviewed belong to the middle management, they are usually pre-occupied with their work and therefore it becomes difficult for them to spare time for the questionnaire. Hence this stage takes almost a month to complete.
4.17.4 Analysis Once the data is collected from all the employees belonging to the middle level management, the data is then analyzed manually.
To establish the Competency Model, the analysis is based on the ratings provided by each employee to the different competencies. The highest rated competencies form the critical competencies in the model and the others follow in the other categories.
Another technique used is called the Opportunity Algorithm which is used to map the current competencies of the employees in relation to the competencies rated by the employees in question 2. The Opportunity Algorithm was introduced by the Harvard School of Business and is one of the most successful formulae used by many big organizations. The Opportunity Algorithm is explained in brief below:
4.17.4 The Opportunity Algorithm How can a company discover and prioritize the most promising skills and opportunities in their Human Resources to achieve their desired goals/objectives.
Executives struggle with this question every day and an outcome based on research offers a surprisingly simple answer. The best outcomes spring from those skills that are important to the job/role but are not satisfied entirely or that are partially satisfied by the existing job/role holders. Selecting the richest areas of opportunity from a long list of outcomes is critical since chasing the less promising ones is a drain on ones resources. Fortunately, a simple mathematical formula known as Opportunity calculation makes it possible to discover the most promising areas. The formula [Importance + (Importance Satisfaction) = Opportunity] yields highly accurate results. The companies ask the job/role holders to quantify on a scale, the importance of each desired outcome (skill) and the degree to which it is currently satisfied (how they assess themselves on each of the desired outcome). Those rankings are inserted into the formula, resulting in an overall opportunity score.
After the application of the formula one arrives at various opportunity scores for each of the job/role holders. The highest score depicts the skills which the job/role holder should give his immediate attention and look for improvement in those areas. The job/role holder then looks at the second highest score and sharpens those skills later, after successful improvement in the first area where he scored the highest score. These scores will differ from individual to individual and from job/role to job/role. 4.17.5 Findings With the help of the Opportunity Algorithm and the ratings provided by the employees, the Competency Model and the Competency Scorecard for each employee can be established.
Section-2 5. Job Description Job Element Analysis & BARS for each role
5.1 Job Description of Manager- HR

Job Title: Manager- HR Reporting to: GM- HRD, Admin. & Finance Primary Responsibilities: Manage the operational and fiscal activities of the department to include: staffing levels, budgets, and financial goals. Plan and develop systems and procedures to improve the operating quality and efficiency of the department. Analyze and document business processes and problems. Develop solutions to enhance efficiencies. Coordinate and implement solutions from process analysis and general department projects. Direct staff in the development, analysis, and preparation of reports. Supervise staff in accordance with company policies and procedures. Conduct interviews, hire new staff, and provide employee orientation. Coach and provide career development advice to staff. Establish employee goals and conduct employee performance reviews. Responsible for staff scheduling to include: work assignments/rotations, employee training, employee vacations, employee breaks, overtime assignment, back-up for absent employees, and shift rotations. Assist staff to resolve complex or out of policy operation problems. Coordinate with Human Resources for appropriate staffing levels. Schedule and conduct department meetings. Responsible to meet department productivity and quality goals. Communicate with Supervisors, Managers, and Vice Presidents on Department operations. Complete human resource paperwork. Other duties as assigned.
5.2 Job element analysis table for Manager- HR

Job Elements Recruitment & Selection Knowledge Knowledge about job analysis, recruitment process, psychometric Skills Interviewing Skills Behavioral Traits Impact & Influence
Compensation & Benefits management
Performance appraisal of employees To initiate Organizational development & change activities To ensure legal compliance under various labour laws
tests, selection methods, human psychology. Knowledge about Job, compensation and benefits as per industry average, market situation, PF, Gratuity acts etc. Awareness about various appraisal rating methods & financial implications. Knowledge about Business situation, vision, mission, core values, OD Models, change process. Knowledge about labour laws
Communication skills, Negotiation skills
Result orientation Social awareness
Analytical skills, IT Skills
Analytical Reasoning
People management skills, Convincing & Influencing skills Interpersonal skills
Business acumen, Leadership ability
Networking, Relationship Building
5.3 Behavioral Anchored Rating Scale (BARS) for Manager- HR
Competency Impact & Influence (Gaining support from and convincing others to advance the objectives of the organization)
Level A (Threshold) Uses appeals to reason, data, facts and figures. Uses concrete examples, visual aids and demonstrations to make a point. Describes the potential impact of own actions on
Level B Anticipates the effect of ones approach or chosen rationale on the emotions and sensitivities of others. Adapts discussions and presentations to appeal to the needs or interests of others. Uses the
Level C Assembles coalitions, builds behind-the-scenes support for ideas and initiatives. Develops an extensive network of contacts. Uses group process skills to lead or direct a group.
Level D (Differentiator) Designs strategies that position and promote ideas and concepts to stakeholders. Uses indirect strategies to persuade, such as establishing alliances, using experts or third parties. Gains support by
others and how it will affect their perception of self.
process of giveand-take to gain support. Builds relationships through fair, honest and consistent behavior.
capitalizing on understanding of political forces affecting the organization.
Social Awareness
Awareness about industry trend
Understands business situation, external environment & human needs
Understands basic human psychology, changing trends of human needs & industry trend.
Analytical Reasoning
Breaks down concrete issues into parts and (Interpreting, synthesizes linking, and succinctly. analyzing Collects and information in analyses order to information understand issues) from a variety of appropriate sources. Identifies the links between situations and information.
Analyses complex situations, breaking each into its constituent parts. Recognizes and assesses several likely causal factors or ways of interpreting the information available. Identifies connections between situations that are not obviously related.
Integrates information from diverse sources, often involving large amounts of information. Thinks several steps ahead in deciding on best course of action, anticipating likely outcomes. Develops and recommends policy framework based on analysis of emerging trends. Gathers information from many sources, including experts, in order to completely understand a
Understands different phases of basic, selfesteem & meta needs. Able to blend those needs with its capability & external environment Identifies multiple relationships and disconnects in processes in order to identify options and reach conclusions. Adopts a systems perspective, assessing and balancing vast amounts of diverse information on the varied systems and sub-systems that comprise and affect the working
problem/situation. environment. Thinks beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions (e.g., social, economic, partner, stakeholder interests, shortand long-term benefits, national and global implications).
Result orientation (Commits to delivering results on time and to the agreed standards through effective objective setting and monitoring and by taking personal responsibility for achieving them)
Understands the broad business direction and links this to daily activities.
Understands the broad business direction and links this to daily activities. Has some understanding of the factors impacting the business and where the business is heading.
Understands the key economic drivers affecting the business. Remains alert to political, economic, technological and other developments that may impact the business. Pushes for changes in the business to take advantage of opportunities. Understands where the business is
Understands the economic drivers in industry and how value is created at all levels in the organization. Pro-actively scans the market place for information on political, economic, and technological and other developments outside the normal boundaries of
Team Building (Actively participating as a member of a team to move the team toward the completion of goals)
Participates willingly with the team by doing his/her share of the teams' work. Works well within the team environment to establish constructive ideas or solutions that meet organizational objectives. Assists in establishing a strong commitment amongst work group members. Makes positive comments about the abilities and potential of individual team members. Seeks
Networking &
Communicates information about the business to management and employees. Actively organizes activities aimed at building team spirit. Encourages others to see themselves as part of the team. Genuinely values others' input and expertise. Selfdirected and takes the initiative in achieving team goals. Identifies the information and operational resources required for the team to work effectively. Seeks out the Seeks
heading and how the business. it is positioned. Understands how the organization is positioned for the future relative to its environment. Drives to take advantage of opportunities. Takes action Uses strategies outside daily work to promote routine to build team commitment to effectiveness the team as a across the focus. Models business such as teamwork in own providing behavior. information to Facilitates a other areas of beneficial the organization resolution of to help make conflicts. decisions Promotes the collaboratively team's and sharing achievement in resources to the larger solve mutual organization. problems.
Builds networks
Relationship Management (Building and actively maintaining working relationships and/or networks of contacts to further the organizations goals)
information from others (e.g., colleagues, customers). Maintains personal contacts in other parts of the organization with those who can provide work-related information.
expertise of others and develops links with experts and information sources. Develops and nurtures key contacts as a source of information. Participates in networking and social events internal and external to the organization.
Business acumen (Understanding and utilizing economic, financial, and industry data to accurately diagnose business strengths and weaknesses, identifying key issues, and developing strategies and plans )
opportunities to partner and transfer knowledge (e.g., by actively participating in trade shows, conferences, meetings, committees, multi-stakeholder groups and/or seminars). Cultivates personal networks in different parts of the organization and effectively uses contacts to achieve results. Initiates and develops diverse relationships. Understands the key economic drivers affecting the business. Remains alert to political, economic, technological and other developments that may impact the business. Pushes for changes in the business to take advantage of opportunities. Understands where the business is
with parties that can enable the achievement of the organizations strategy. Brings informal teams of experts together to address issues/needs, share information and resolve differences, as required. Uses knowledge of the formal or informal structure and the culture to further strategic objectives. Understands the economic drivers in industry and how value is created at all levels in the organization. Pro-actively scans the market place for information on political, economic, and technological and other developments outside the normal boundaries of
Leadership ability (Leadership is an interpersonal influence directed towards the achievement of a goal or goals)
Recognizes conflicts and acts accordingly. Senses the need to assign duties to people and delegating. Takes advantage of most opportunities, could do more to leverage them through others. Encourages a participative approach and initiative
In case of conflict, remains calm and thinks of logical ways to solve the problem Clear about who should be given which tasks Coaches people when required and open to give advice when asked. Inspires trust and credibility among others
heading and how the business. it is positioned. Understands how the organization is positioned for the future relative to its environment. Drives to take advantage of opportunities. Finds the root Foresee the cause of the conflicts and problem and tries to minimize informs his the same before superiors of the it arises, thus same and takes necessary generates steps alternatives Gives them Assigns freedom to work responsibility to within the different people framework. according to their Monitors that capability and sets correct decisions deadlines for the are made and same time lines are Recognizes the adhered areas that require Can spot talent improvement in in individuals. subordinates, Gives excellent gives them feedback. suggestions, which Highly sought they implement. after as a Maximizes self mentor and other's One of the most contribution for proactive at the organization recognizing by creating value business opportunities and creating a vision that excites and motivates others.
5.4 Job Description of Manager- Administration

Job Title: Manager- Administration Reporting to: GM- HRD, Admin. & Finance Primary Responsibilities To be responsible for the day to day running of the office including supply management, liasing with property management Carry out general administrative and office managerial word processing creating and maintaining filing systems dealing with telephone and email enquiries keeping diaries and making appointments for staff arranging meetings and taking minutes invoicing Type and word-process various documents and electronic information. Create financial and statistical tools and reports using spread sheets. Manage, organise, and update relevant data using database applications. Communicate and provide information by relevant methods internally and externally to assist and enable organizational operations and effective service to connecting groups. Analyse and interpret financial statistics and other data and produce relevant reports. Interpret instructions and issues arising, and then implement actions according to administrative policies and procedures. Research and investigate information to enable strategic decision-making by others. Arrange and participate in meetings, conferences, and project team activities. Approve decisions, requests, expenditure and recommendations on behalf of senior people in their absence, according to agreed guidelines and policies. Adhere to stated policies and procedures relating to health and safety, and quality management. Adhere to procedures relating to the proper use and care of equipment and materials for which the role has responsibility.
This job description sets out the duties of the post at the time it was drawn up. Such duties may vary from time to time without changing the general character of the duties or the level or responsibility entailed. Essential skills and knowledge required The ability and confidence to communicate effectively both verbally and in writing Possess good interpersonal skills, e.g. tact, sensitivity, ability to listen, to be assertive at times.
Ability to work to deadlines and targets can prioritise tasks under pressure. The ability to work quickly, flexibly, effectively and positively in response to requests made at short notice. Flexible and adaptable, comfortable with juggling a range of tasks in a fast-moving, dynamic start-up environment Pro-active, ability to work under own initiative without direction The ability to prioritise and organise own workload in an effective and accurate manner, whilst working within broad guidelines. Reliable and trustworthy Good organisational skills and able to pay attention to detail Minimum three years of experience of working in an office environment. The ability to contribute to and work effectively within a team environment. Excellent IT skills i.e. competent in the use of Microsoft Office applications especially Word, PowerPoint, Explorer and Excel. Previous experience of using a database, including the production of reports, or the ability to learn these skills Willing to take on additional tasks as required and learn new skills Willingness and ability to undertake training needed in order to fulfil the changing requirements of the job. Ability to be discrete and maintain high levels of confidentiality.
5.5 Job element analysis table for Manager- Administration

Job Elements To manage day to day office activities To be able to troubleshoot in case of office emergency Knowledge Knowledge about office management Knowledge about operations management, effective coordination & problem anticipation Knowledge about staffing, organizing, work cycle. Knowledge about costing, Inventory Skills Planning & organizing skills Problem solving skills Behavioral Traits Interpersonal effectiveness Creativity & innovation
Manpower planning in administrative for proper utilization of resources Budgeting of office administration & its
Analytical skills
Critical Thinking, stewardship of resources Business acumen, Impact & influence
Negotiation skills
monitoring of inventory & control Organize and participate in meetings related to project management activities
management, vendor management Knowledge about project management
Communication skills
Team work
5.6 Behavioral Anchored Rating Scale (BARS) for Manager- Administration
Competency Interpersonal Effectiveness
Level A (Threshold) Demonstrates trust in team colleagues. Helps other team members to achieve targets. Supports team decisions. Builds open and honest relationships with others. Understands impacts of their actions on others and on organization and displays a positive approach. Gives open and constructive feedback to others in team and managers. Takes ownership of and find ways to meet personal development needs and takes
Level B Adopts an open participative communication style. Coaches individuals and teams to meet organizational and personal objectives. Provides opportunities for individuals to learn and develop. Provides and seeks constructive and consistent feedback and gives people the freedom to do their work
Level C Demonstrates leadership credibility by being visible and living the values. Facilitates individual learning and development within the process area. Actively seeks and gives feedback. Builds effective relationships with others and presents ideas persuasively and confidently
Level D (Differentiator) Acts in a manner consistent with the values of the organization and influences others to adopt them. Demonstrates approachability at all times. Seeks feedback from and gives feedback to others. Actively facilitates the acquisition and sharing of knowledge and skills throughout the organization. Builds effective relationships with others and presents ideas persuasively and confidently
responsibility for own actions Creativity & Seeks innovation opportunities to (Is willing to try achieve better new ways of outcomes. Uses working and turn common sense ideas into action to create so that the solutions. organization is Makes capable of improvements in adapting to the own area changing business environment)
Creates opportunities and minimizes potential problems by introducing something new or different. Applies known solutions and concepts in novel ways. Has a continuous improvement focus
Actively encourages employee innovations, improvement initiatives and value-added activities. Publicly acclaims successful innovations. Anticipates and prepares for a specific opportunity that is not obvious to others. Advocates and supports a continuous improvement culture.
Critical thinking (It is used to describe thinking that is purposeful, reasoned, and goal directed-the kind of thinking involved in solving problems)
Is aware of the simple cause and effect relationships, but unaware of larger, complex and multi dependency systems
Probes for deeper understanding of non obvious issues, relationships. Challenges and uses other team members for input to see processes in new ways. Tries to think forward in a series of ifs/ then scenarios.
Personal vision, focus, energy, patience and commitment to creative development of new solutions/ processes build upon thorough multi dependency system analysis
Breaks new ground, creates new concepts that are not obvious to others so as to explain situations or resolve problems. Takes calculated entrepreneurial risks and exploits challenging opportunities, including anticipating situations 2 to 5 years ahead so as to create opportunities and avoid problems. Develops a continuous improvement culture. Can identify and recognize patterns in the surrounding environment. Utilizes solution from traditional frames of reference in providing leadership and action for the patterns observed.
Business acumen (Understanding and utilizing economic, financial, and industry data to accurately diagnose business strengths and weaknesses, identifying key issues, and developing strategies and plans)
Understands the key economic drivers affecting the business. Remains alert to political, economic, technological and other developments that may impact the business. Pushes for changes in the business to take advantage of opportunities. Understands where the business is heading and how it is positioned.
Impact & influence (Gaining support from and convincing others to advance the objectives of the organization)
Uses appeals to reason, data, facts and figures. Uses concrete examples, visual aids and demonstrations to make a point. Describes the potential impact of own actions on others and how it will affect
Anticipates the effect of ones approach or chosen rationale on the emotions and sensitivities of others. Adapts discussions and presentations to appeal to the needs or interests of others. Uses the
Assembles coalitions, builds behind-thescenes support for ideas and initiatives. Develops an extensive network of contacts. Uses group process skills to lead or
Understands the economic drivers in industry and how value is created at all levels in the organization. Pro-actively scans the market place for information on political, economic, and technological and other developments outside the normal boundaries of the business. Understands how the organization is positioned for the future relative to its environment. Drives to take advantage of opportunities. Designs strategies that position and promote ideas and concepts to stakeholders. Uses indirect strategies to persuade, such as establishing alliances, using experts or third parties. Gains
their perception of self.
Team work (Definition: Actively participating as a member of a team to move the team toward the completion of goals)
Participates willingly with the team by doing his/her share of the teams' work. Works well within the team environment to establish constructive ideas or solutions that meet organizational objectives. Assists in establishing a strong commitment amongst work group members. Makes positive comments about the abilities and potential of individual team members.
Stewardship of resources (Ensures the effective, efficient and sustainable use
Protects and uses resources and assets in a conscientious and effective manner.
process of giveand-take to gain support. Builds relationships through fair, honest and consistent behavior. Communicates information about the business to management and employees. Actively organizes activities aimed at building team spirit. Encourages others to see themselves as part of the team. Genuinely values others' input and expertise. Selfdirected and takes the initiative in achieving team goals. Identifies the information and operational resources required for the team to work effectively. Monitors and ensures the efficient and appropriate use of resources and assets. Allocates
direct a group.
support by capitalizing on understanding of political forces affecting the organization.
Takes action outside daily work routine to build commitment to the team as a focus. Models teamwork in own behavior. Facilitates a beneficial resolution of conflicts. Promotes the team's achievement in the larger organization.
Uses strategies to promote team effectiveness across the business such as providing information to other areas of the organization to help make decisions collaboratively and sharing resources to solve mutual problems.
Identifies gaps in resources that impact on the organizations effectiveness. Develops
Directs resources to those areas where they will most effectively contribute to long-term goals.
of companys resources and assets: human and financial resources, real property and business information)
Identifies wasteful practices and opportunities for optimizing resource use.
and controls resources and assets within own area. Implements ways of more effectively utilizing resources and assets
strategies to address resource gaps/issues. Ensures alignment of authority, responsibility and accountability with organizational objectives. Ensures that information and knowledge sharing is integrated into all programs and processes. Acts on audit, evaluation and other objective project team performance information.
Sets overall direction for how resources and assets are to be used in order to achieve the vision and values. Institutes organizationwide mechanisms and processes to promote and support resource management.
5.7 Job Description of Manager- Sales

Job Title: Manager- Sales Reporting to: National Sales Manager Primary Responsibilities:1. Set objectives. Plan, organize, direct and control your sales staff to meet these objectives. Use these to help your salespeople maximize their potential. At the beginning of each month, counsel with each salesperson to establish realistic sales objectives for the month and action plan.
Establish a sales objective for the department each month and submit it to the dealer. Achieve forecasted sales by following (and, if necessary, adjusting) your written plan of action. Monitor each salesperson's daily performance and compare it with that month's objective. Understand departmental financial data to determine what is happening in your department. Review financial data that affects your department's profit centers.
2. Coaching sales people. Meet daily with salesman. Offer them the coaching, counseling, advice, support, motivation or information they need in order to help them meet their sales objectives.
3. Manager sales department Making every effort to maximize both present and long term sales and gross profits. Keeping face-to-face contact with your sales people and you must stay current on financial data and inventory.
4. Maintain inventory control. Review the entire inventory daily. Be sure that each unit that is available for immediate delivery as soon as possible, and select units for special displays Maximize your merchandising efforts by seeing that units are attractive and attention getting. Use effective displays, and select appropriate options and accessories.
5. Supervise the sales floor. Make sure your salespeople are doing everything they should be doing to successfully sell your dealership's products. Ensure that the sales floor operations functions smoothly.
6. Develop sales forces Recruiting, hiring and training your people. Developing the most well trained, professional sales force possible.
7. Handle complaints from customer, sales agents. Constructively handle (or supervise the handling of) all customer complaints related to your department.
8. Conduct sales meetings. Prepare in advance and conduct regular sales meetings. Review the performance of your salespeople and to motivate and stimulate them to even greater achievements.
9. Maintain a self-development program. Constantly strive toward continuing professional growth. Work to improve your sales skills, managerial skills, business skills and product knowledge.
10. Involve in customer follow up. Supervise the proper use of the Customer Log by each salesperson. Also review the Customer Log for trends that indicate where additional assistance might be needed.
11. Assist salesman in the selling operation. Assist your salespeople in selling by stimulating floor traffic. Motivate them to perform well. Assist them in the selling process whenever needed.
5.8 Job element analysis table for Manager- Sales Job Elements To identify business opportunities & sales prospect Data mining of prospective customers. Extract relevant information from master data Knowledge Knowledge about business, product & job Knowledge about MSExcel, Database management Skills Strategic orientation skills Analytical skills Behavioral Traits Business acumen & critical thinking Analysis and Judgment
Optimum utilization of resources to achieve highest sales conversion ratio
To provide best solution to customers for their problem to win trust To enhance revenue by customer acquisition
Knowledge about segregating job into various tasks. Planning, organizing & prioritizing task for maximum benefit. Knowledge about product & solutions
Planning & organizing skills
Interpersonal effectiveness
Communication skills Probing skills Influencing skills
Creativity & innovation
Knowledge about making effective proposals & basis for creating win-win situation.
Impact & influence
5.9 Behavioral Anchored Rating Scale (BARS) for Manager- Sales
Level A (Threshold) Business Understands the acumen broad business (Understanding direction and and utilizing links this to daily economic, activities. financial, and industry data to accurately diagnose business strengths and weaknesses, identifying key issues, and developing strategies and plans)
Competency
Level B Understands the broad business direction and links this to daily activities. Has some understanding of the factors impacting the business and where the business is heading.
Level C Understands the key economic drivers affecting the business. Remains alert to political, economic, technological and other developments that may impact the business. Pushes for changes in the business to take advantage of opportunities. Understands where the business is
Level D (Differentiator) Understands the economic drivers in industry and how value is created at all levels in the organization. Pro-actively scans the market place for information on political, economic, and technological and other developments outside the normal boundaries of the business.
Analysis & judgment (Able to analyze the data and exhibits effective decision making)
Breaks down concrete issues into parts and synthesizes succinctly. Collects and analyses information from a variety of appropriate sources. Identifies the links between situations and information.
Applies data to build decision tree and uses experience to choose the best option among them.
heading and how Understands it is positioned. how the organization is positioned for the future relative to its environment. Drives to take advantage of opportunities. Applies Simplifies guidelines and complex procedures that information from leave multiple sources considerable to resolve issues. room for Makes complex discretion and decisions for interpretation. which there are Makes decisions no set by weighing procedures. several factors, Considers a some of which multiplicity of are partially interrelated defined and factors for which entail missing there is pieces of critical incomplete and information. As contradictory needed, involves information. the right people Balances in the decisioncompeting making process. priorities in Balances the reaching risks and decisions. implications of Develops decisions across solutions to multiple issues. problems, Develops balancing the solutions that risks and address the root implications cause of the across multiple problem and projects. prevent Recommends recurrence. solutions in an Recognizes, environment of
Interpersonal Effectiveness (Develop effective relationships with others)
Demonstrates trust in team colleagues. Helps other team members to achieve targets. Supports team decisions. Builds open and honest relationships with others. Understands impacts of their actions on others and on organization and displays a positive approach. Gives open and constructive feedback to others in team and managers. Takes ownership of and find ways to meet personal development needs and takes responsibility for own actions Creativity & Seeks Innovation opportunities to (Is willing to try achieve better new ways of outcomes. Uses working and turn common sense ideas into action to create so that the solutions. organization is Makes
Adopts an open participative communication style. Coaches individuals and teams to meet organizational and personal objectives. Provides opportunities for individuals to learn and develop. Provides and seeks constructive and consistent feedback and gives people the freedom to do their work
analyzes and solves problems across projects and in complex situations. Demonstrates leadership credibility by being visible and living the values. Facilitates individual learning and development within the process area. Actively seeks and gives feedback. Builds effective relationships with others and presents ideas persuasively and confidently
risk and ambiguity.
Acts in a manner consistent with the values of the organization and influences others to adopt them. Demonstrates approachability at all times. Seeks feedback from and gives feedback to others. Actively facilitates the acquisition and sharing of knowledge and skills throughout the organization. Builds effective relationships with others and presents ideas persuasively and confidently
Creates opportunities and minimizes potential problems by introducing something new or different.
Actively encourages employee innovations, improvement initiatives and value-added activities.
Breaks new ground, creates new concepts that are not obvious to others so as to explain situations or
capable of adapting to the changing business environment)
improvements in Applies known own area solutions and concepts in novel ways. Has a continuous improvement focus
Publicly acclaims successful innovations. Anticipates and prepares for a specific opportunity that is not obvious to others. Advocates and supports a continuous improvement culture.
Impact & influence (Gaining support from and convincing others to advance the objectives of the organization)
Uses appeals to reason, data, facts and figures. Uses concrete examples, visual aids and demonstrations to make a point. Describes the potential impact of own actions on others and how it will affect their perception of self.
Critical thinking (It is used to describe thinking that is
Anticipates the effect of ones approach or chosen rationale on the emotions and sensitivities of others. Adapts discussions and presentations to appeal to the needs or interests of others. Uses the process of giveand-take to gain support. Builds relationships through fair, honest and consistent behavior. Is aware of the Probes for simple cause and deeper effect understanding of relationships, non obvious
Assembles coalitions, builds behind-thescenes support for ideas and initiatives. Develops an extensive network of contacts. Uses group process skills to lead or direct a group.
resolve problems. Takes calculated entrepreneurial risks and exploits challenging opportunities, including anticipating situations 2 to 5 years ahead so as to create opportunities and avoid problems. Develops a continuous improvement culture. Designs strategies that position and promote ideas and concepts to stakeholders. Uses indirect strategies to persuade, such as establishing alliances, using experts or third parties. Gains support by capitalizing on understanding of political forces affecting the organization.
Personal vision, focus, energy, patience and commitment to
Can identify and recognize patterns in the surrounding
purposeful, reasoned, and goal directed-the kind of thinking involved in solving problems)
but unaware of larger, complex and multi dependency systems
issues, relationships. Challenges and uses other team members for input to see processes in new ways. Tries to think forward in a series of ifs/ then scenarios.
creative development of new solutions/ processes build upon thorough multi dependency system analysis
environment. Utilizes solution from traditional frames of reference in providing leadership and action for the patterns observed.
5.10 Job Description of Manager- Training & Development

Job Title: Manager- Training & Development Reporting to: GM- HRD, Admin. & Finance Primary Responsibilities: Manages the training delivery within his/her geographical area in conjunction with TCoE Training Consultants. Ensuring training meets high standard and process guideline. Covering technical, soft skills, and functional training both for global and regional programs. Identifies, trains and coaches individuals to enable them to contribute to training delivery in the region. Advises local management to build training and development plans for their teams and provides business consulting. Works closely with Training Consultants, Management School, Services Business School, Marketing Academy, Sales School, skills & competencies teams and Head of Regional Human Resources. Manages and negotiates with local and regional training vendors. Manages a team of trainers. Ensures high quality and cost effective training is delivered in the region or geographic. Delivers certain company specific workshops to dedicated managers. Ensures ongoing skill development of the regional trainers, in order to ensure internal customers always receive up-to-date and high quality support and advice. Gathers the training requirements of managers and staff in the region and implements a training schedule to meet the core processes requirements. Be involved in conducting the training and skills analysis requirements, defining the regional training strategy and its implementation for the region, seeking support from Regional Human Resources Head under the Local model governance. Maintain the company Learning Management System (LMS) data content for Training Delivery (course schedule, session reports).
Champions e-learning in the region and supports staff to get best benefit from distance learning Monitors the quality of the training delivered in the region. Ensures optimized utilization of the training center(s).
5.11 Job element analysis table of Manager- Training & Development
Job Elements Assessment of Training needs
Knowledge
Skills Interviewing and probing skills Strategic orientation skills Transferability skills, Communication skills Comparative analysis Analytical skills
Behavioral Traits Critical Thinking
Awareness about all the methods of training needs assessment Designing of Training Business awareness, process training strategy Delivery of Training Knowledge about training program by suitable methodologies, bloom methodologies taxonomy, blended learning Evaluation of Knowledge about Training program Kirkpatricks model for evaluation Determining ROI on Knowledge about training intervention financials, opportunity cost, algebra, Measurability of performance Coordination with Liasioning with departmental heads departmental heads for for training understanding their intervention training requirements vis-vis organizational objectives.
Learning ability Creativity and innovation
Performance orientation/result orientation Analytical Reasoning
Interpersonal skills
Impact & influence
5.12 Behavioral Anchored Rating Scale (BARS) for Manager- Training & Development
Competency Critical Thinking (It is used to describe Level A (Threshold) Is aware of the simple cause and effect Level B Probes for deeper understanding Level C Personal vision, focus, energy, patience and Level D (Differentiator) Can identify and recognize patterns in the
thinking that is purposeful, reasoned, and goal directedthe kind of thinking involved in solving problems)
relationships, but unaware of larger, complex and multi dependency systems
Learning ability (Identifying and addressing own strengths and weaknesses, developmental needs and changing circumstances to enhance selfpersonal and organizational performance)
Continually selfassesses and seeks feedback from others to identify strengths and weaknesses and ways of improving. Pursues learning opportunities and ongoing development.
of non obvious issues, relationships. Challenges and uses other team members for input to see processes in new ways. Tries to think forward in a series of ifs/ then scenarios. Tries new approaches to maximize learning in current situation. Takes advantage of learning opportunities (e.g., courses, observation of others, assignments, etc.).Integrates new learning into work methods.
commitment to creative development of new solutions/ processes build upon thorough multi dependency system analysis
surrounding environment. Utilizes solution from traditional frames of reference in providing leadership and action for the patterns observed. Identifies future competencies and expertise required by the organization and develops and pursues learning plans accordingly. Continuously scans the environment to keep abreast of emerging developments in the broader work context.
Sets challenging goals and standards of excellence for self in view of growth beyond current job. Actively pursues selfdevelopment on an ongoing basis (technically and personally). Pursues assignments designed to challenge abilities
Creativity & Innovation (Is willing to try new ways of working and turn ideas into action so that the organization is capable of adapting to the changing business environment )
Seeks opportunities to achieve better outcomes. Uses common sense to create solutions. Makes improvements in own area
Creates opportunities and minimizes potential problems by introducing something new or different. Applies known solutions and concepts in novel ways. Has a
Actively encourages employee innovations, improvement initiatives and value-added activities. Publicly acclaims successful innovations. Anticipates and prepares for a
Breaks new ground, creates new concepts that are not obvious to others so as to explain situations or resolve problems. Takes calculated entrepreneurial risks and
continuous improvement focus
specific opportunity that is not obvious to others. Advocates and supports a continuous improvement culture.
Performance/ Result orientation (Commits to delivering results on time and to the agreed standards through effective objective setting and monitoring and by taking personal responsibility for achieving them)
Works to meet standards set by others (management or customers). Asks questions to clarify immediate requirements of a situation. Acts responsively to ensure desired results are achieved whilst ensuring they are of quality nature.
Demonstrates a firm focus on results and the pursuit of excellence by identifying opportunities for specific improvement. Goes beyond immediate or at hand sources and taps own network of contacts to gather additional information which will enhance the provision of service or will resolve a problem more satisfactorily. Able to delegate tasks in order to maximize the utilization of
Sets challenging goals (for self and team), which are demanding, realistic and attainable. Addresses performance problems in a timely manner by assessing performance against standards, providing honest, constructive feedback and communicating expectations for performance improvement. Empowers own team
exploits challenging opportunities, including anticipating situations 2 to 5 years ahead so as to create opportunities and avoid problems. Develops a continuous improvement culture. Makes strategic decisions, which commit significant resources to enable the achievement of results. Maintains a focus on results and the pursuit of excellence across diverse and complex tasks. Develops an empowering culture
Analytical Reasoning (Interpreting, linking, and analyzing information in order to understand issues)
Breaks down concrete issues into parts and synthesizes succinctly. Collects and analyses information from a variety of appropriate sources. Identifies the links between situations and information.
resources. Analyses complex situations, breaking each into its constituent parts. Recognizes and assesses several likely causal factors or ways of interpreting the information available. Identifies connections between situations that are not obviously related.
Integrates information from diverse sources, often involving large amounts of information. Thinks several steps ahead in deciding on best course of action, anticipating likely outcomes. Develops and recommends policy framework based on analysis of emerging trends. Gathers information from many sources, including experts, in order to completely understand a problem/situation.
Identifies multiple relationships and disconnects in processes in order to identify options and reach conclusions. Adopts a systems perspective, assessing and balancing vast amounts of diverse information on the varied systems and sub-systems that comprise and affect the working environment. Thinks beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions (e.g., social, economic, partner, stakeholder interests, shortand long-term benefits, national and
Impact & Influence (Gaining support from and convincing others to advance the objectives of the organization)
Uses appeals to reason, data, facts and figures. Uses concrete examples, visual aids and demonstrations to make a point. Describes the potential impact of own actions on others and how it will affect their perception of self.
Anticipates the effect of ones approach or chosen rationale on the emotions and sensitivities of others. Adapts discussions and presentations to appeal to the needs or interests of others. Uses the process of giveand-take to gain support. Builds relationships through fair, honest and consistent behavior.
Assembles coalitions, builds behind-the-scenes support for ideas and initiatives. Develops an extensive network of contacts. Uses group process skills to lead or direct a group.
global implications). Designs strategies that position and promote ideas and concepts to stakeholders. Uses indirect strategies to persuade, such as establishing alliances, using experts or third parties. Gains support by capitalizing on understanding of political forces affecting the organization.
References 1. www.mindtools.com 2. www.citehr.com 3. www.shrm.com 4. www.onet.com 5. HRM by T V Rao 6. British Competency Dictionary 7. Handbook of Competency Mapping by Seema Sanghi

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Performance & Competency Development

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1. ESB Limited- An Introduction

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CPCD- Project report

CPCD- Project report

CPCD- Project report

2.1. Objectives of the project:

2.2. Scope of the project:

2.3. Summary of the project:

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CPCD- Project report

Knowledge Skills Attitude

Surface Competencies Most easily Skill

Traits & Motives

Figure 3.1: Components of Competency

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Figure 3.2: Iceberg Model of components of competency

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3.4. Classification of Competencies

Competencies = Basic Competencies + Professional Competencies

CPCD- Project report

Social Competencies: o Team Work o Inter-personal Skills o Responsibility o Customer Satisfaction

Table 4.1: Basic Competencies

3.5. Types of Organizational Competencies

4.3. Need for Competency Mapping

Figure : Need for Competency Mapping

Figure: Areas of Implementation of Competency Mapping

Recruitment and selection

Training and Development

Career and succession planning

Rewards and Recognition

4.14 Traditional Job Analysis versus Competency Approach

Competency model leads to.

characteristics. Data generation from outstanding

performers in addition to subject matter experts and other job

incumbents. Outstanding performance.

Table 9.1: Job Analysis versus Competency Approach

4.15. Disadvantages of Competency Mapping

4.16. Model of Competency Mapping

Figure: Stages in Developing an Organization Wide Competency Model

Identify Departments and Organization Hierarchy

Obtain Job Description

Conduct Semi Structured Interview

Preparation of List of Skills

Generate List of Competencies

Indicate Proficiency Levels

Validate competencies & Proficiency levels

Prepare competency matrix

Figure: Steps for implementing the Competency Mapping model

Figure: Process of Competency Mapping

CPCD- Project Report

Rank Order Rating Behavioral Event Interview

5.1 Job Description of Manager- HR

5.2 Job element analysis table for Manager- HR

Compensation & Benefits management

Communication skills, Negotiation skills

Result orientation Social awareness

Analytical skills, IT Skills

People management skills, Convincing & Influencing skills Interpersonal skills