International Journal of Human Resource

Management and Research (IJHRMR)

ISSN(P): 2249-6874; ISSN(E): 2249-7986
Vol. 4, Issue 6, Dec 2014, 1-8
TJPRC Pvt. Ltd.

COMPETENCY MAPPING FOR TRAINING AND DEVELOPMENT MANAGER

OF AN ACADEMIC ORGANISATION
SAMBASIVA RAJU VALIVARTHI
Director (HR and Administration), M. N. R. Educational Trust, Hyderabad, Telangana, India

ABSTRACT
After breaking down the organization into a series of homogenous groups of people having similar responsibility,
Job Description (J.D), Job Element Analysis (JEA) and Behaviourly Anchored Rating Scales (BARS) become very
important to find suitable human resources to man it. Identifying the suitable human resource is a herculean task because
every organizations success always depends on the quality and competencies of the man power employed. This paper
deals with identifying competencies required for the position of Training and Development Manager for an academic
organization. JD, JEA and BARS were designed to create a competency map for the said position.

KEYWORDS: Job Description (JD), Job Element Analysis (JEA), BARS, Competency Map
INTRODUCTION
As global business competition shifts from efficiency to innovation and from enlargement to scale to creation of
value, management needs to be oriented towards the strategic use of human resource.
Under the above said circumstances the ability of companies to effectively carry out competency based human
resources management is becoming more and more crucial for their survival. A competency based human resources
management system captures the differing worth of individual contributors, facilitates multiple paths and allows flexibility
in reward related decisions, which are important to address with the changing nature of organizations.
The field of competency development is growing to popularity with administrative management in businesses and
agencies worldwide. One important reason to collect data and build competency models is that they are powerful decision
making tools.
There are number of reasons why competencies are needed

The best way to understand performance is to observe what people actually do to be successful rather than relying
on assumptions pertaining to trait and intelligence.

The best way to measure and predict performance is to access whether people have key competencies.

Competencies can be learnt and developed.

They should be made visible and measurable.

They should be linked to meaningful life outcomes that describe how people should perform in the real world.

Competencies can be classified into

www.tjprc.org

editor@tjprc.org

Sambasiva Raju Valivarthi

Core competencies;

Professional or functional competencies;

Behavioral Competencies;

Threshold Competencies

Differentiating Competencies;

OBJECTIVES
The primary objective of this paper is to identify and describe the factors which are critical to the functioning of
Training & Development Manager of a academic organization, so that a match and standard with respect to the skills
required to perform the job and the secondary objective is to hire the right kind of people for the right job by establishing
standards through JEA and also to identify the learning and development needs.

SCOPE
This project assignment for Competency Mapping includes identifying the competencies required for Training &
Development Manager of an academic organization. This paper has been written basing the needs of my organization
which is Room to Read, an international non-government organization working into education sector.

METHODOLOGY

Identify the role and design Job description for the Training & Development Manager;

Job Element Analysis in the skills, knowledge and behavioral traits required and listing competencies required for
the role.

Behaviorally Anchored Rating Scales (BARS) for Training & Development Manager.

Job Description of Training & Development Manager

Table 1

Impact Factor (JCC): 4.9135

Index Copernicus Value (ICV): 3.0

Competency Mapping for Training and Development Manager of an Academic Organization

Job Purpose
Plan, Direct or coordinate the training and development activities with respect to faculty and students of an
academic organization.
Key Responsibilities and Accountabilities

Identifying the educational and training needs, developing formal educational or training programs.

Observing, receiving and otherwise obtaining information from all relevant resources and analyzing it.

Developing specific goals to prioritize and organize.

Preparing training budget for the university.

Analyzing training needs to develop new training programs or modify and improve existing programs.

Conduct induction programs and arrange on-job training for new hires.

Evaluate instructor performance and effectiveness of training programs, providing recommendations for
improvement.

Develop and organize training manuals, ICT tools and educational materials.

Develop testing and evaluation procedures.

Establishing and maintaining interpersonal relationships.

Developing and designing new ideas, applications and systems for effective training and development.

Provide ample avenues for leadership development.

Ensure quality of training delivery as per the quality standards.

Job Element Analysis Training and Development Manager

K-Knowledge

S: Skills
Table 2

Job Element

K/S
K1
K2

Design & Delivery

S1
S2
K1
Budgeting

Education and
Training

www.tjprc.org

K2
S1
S2
K1

Threshold Competency
Knowledge of TNA, principles and
tools used.
ICT knowledge and its utilization.
Ability to assist T group will all the
support they need in pre and post
training.
Presentation Skills
Knowledge of Accounting and its
presentation.
Ability to use MS-Excel.
Analytical Skills and prioritization
Effective decision making skills
Knowledge of principles and methods
for curriculum and training design

Differential Competency
Adults are internally motivated and
self directed, therefore, familiarity with
adult learning theories and principles
of learning.

Through knowledge of statistical tools

for effective decision making. Eye of
detail
Learning and Development models and
tools used in Ivy League universities

editor@tjprc.org

Sambasiva Raju Valivarthi

K2
S1

K1

Management Skills

K2

S1
S2

Deep understanding of tools used in

measurements of training effects
Ability to select appropriate training
and instructional methods and
procedures.
Knowledge of business and
management principles involved in
strategic planning and resource
allocation.
Deep understanding of Quality
standards for services and knowledge
of tools used in evaluating the
feedback.
Adjusting actions in relation to others
actions and plans.
Motivating, developing and directing
people as they work and ability to
identify best people for the job.

and institutions.

Knowledge of group behavior and

dynamics, ethnicity and cultural
understanding

Table 3
Job Elements

K/S
K1

Language and
Communication

Technological
Skills

K2
S1
S2

Good Listening skills.

K1

Sound knowledge of MS Office.

Better understanding of CSCL (Computer
supported collaborative Learning)
Skill to search for content online.
Ability to send e-mails, Correspondence,
reports, develop forms and formats etc.
Knowledge of various kinds of cost and
expenses incurs while organizing trainings
Ability to measure the monetary benefits
obtained by organization over a specified time
period
Deep understanding of different leadership
styles and knowing which style is best suited
for the given environment.
Ability to lead the training and Development
department efficiently.
Ability to design and create a long term vision
and strategy for the department in alignment
with universities vision and mission.`

K2
S1
S2
K1

Return on
Investment

S1

K1
Leadership
Qualities

Threshold Competency
Deep understanding and ability to use English
effectively.
Knowledge of Communication and
dissemination techniques.
Ability to communicate effectively.
Communication skills

S1
S2

Impact Factor (JCC): 4.9135

Differential Competency
Ability to speak and
understand two more
languages in the nearby
countries, like Spanish,
Portuguese and Dutch.

Knowledge of MIS.

Ability to present the ROI

data to the management

Ability to motivate and

train shadow leaders
within the department.

Index Copernicus Value (ICV): 3.0

Competency Mapping for Training and Development Manager of an Academic Organization

BARS: Training and Development Manager

Table 4
Competency

Level -1
(Beginner)

Level-2
(Learner)
Has the ability to
collaborate with and
influence
buy in of
development
plans under
his/her guidance.

Level-3
(Advanced)
Is looked upon as
a role model
having the ability
to influence the
training and
development
audience.
Able to create a
budget and plan
accordingly for
optimal utilization

Level-4
(Expert)

Design &
Delivery

Knows how to
design and
customize training
interventions to
suit environmental
needs.

Budget
Management

Ability to manage as
per budget with
support.

Is able to manage the

budget
independently

Eye for detail

Overlooks details
pertaining to
situational data
while planning

Able to focus on
required inputs but
need to learn
interpretation tools
for information.

Considers all issues

while planning but
sometimes overlooks
minute details

Time
Management

Has not heard the

concept of dividing
and categorizing the
job or work in hand.

Heard about types of

categorization, but
has not categorized
work accordingly.

He is able to define
daily activity into
categories but still
makes mistakes.

Adaptability

Never worked in
different kind of
environments

Has worked in
academic
environment, but has
been an average
performer in normal
environment

Has worked in
academic
environment not high
pressure.

Communication
Skills

Takes thousand
words to convey
simple message, still
the meaning will not
be conveyed.

Can reduce no. of

words and convey the
message.

Can convey ideas

clearly but needs
assurance.

Can convey idea very

clearly even under
pressure.

Level-3
(Advanced)
Uses body language
to convey simple
message but makes
mistakes in
conveying complex
idea.
Listens carefully
and comprehends
the message. Do not

Level-4
(Expert)

Has the ability to

couch/mentor
individuals. Develops a
managerial pipe
line.
Ability to
manage budget
in line with the
global budget.
Able to know the input
sources to be
considered for planning
and deep understanding
of tools required to
interpret them.
He is able to define
daily activity into
categories such as
urgent & important
work, Not urgent &
Important work, Urgent
& not important work
& Not urgent & not
important work.
Has proven experience
of having being in an
atmosphere which
demands through
understanding adult
learning.

Table 5
Competency

Level -1
(Beginner)

Level-2
(Learner)

Communication
Skills (Body
Language)

Poor body
language, Body
language betrays
him

Can convey simple

idea through body
language

Listening Skills

Poor Listener

Does not listen

attentively when
others are speaking.

www.tjprc.org

Can convey simple and

complex idea both with
body language easily.
Cognitive ability to
elaborate on the arguments
and provides counter

editor@tjprc.org

Sambasiva Raju Valivarthi

know how to
interpret when
others are speaking.
Creates Win-Lose
situation

arguments effectively.

Interpersonal
Skills

Creates Lose-Lose
situation

Creates Lose-Win
situation

Creates Win-Win
situation.

Conflict
Resolution

Do not understand
the cause of
Conflicts.

Can understand
conflicts but not
able to manage.

Can handle and

manage the conflicts
but not consistently.
Needs assistance.

Uses his interpersonal

skills to resolve the
conflicts.

Able to organize the data

in the right sequence

Analytical Skills
(Information
gathering)

Doesnt know
what question to
ask.

Knows to ask close

ended question but
not open ended
questions.

Knows to ask close

ended question but
fails to ask open
ended question even
knowing the
importance of the
same.

Planning

No idea of flow
charting.

Understands the job

but cant do flow
charting.

Conducts cost &

trend analysis but
makes mistakes.

Knows right kind of

investigation by asking
open/closed ended
questions.

Decision Making
Skills

Makes quality
decisions in a
timely manner.
Acknowledges
limitations and
seeks advice when
unsure

Consistently
gathers all
information
including opinions,
then makes an
informed decision

Accurately
predicts the
outcomes of
alternatives to
solve problems;
appropriately

Reviewing skills

Rarely sits with

team to review the
performance of
individuals

Not only suggests

the future course of
action but also helps
employee develop in
the area that needs
improvement

Checks with employees on

a regular basis on the areas
where they stuck often and
frequently comes up with a
solution

Consistently
makes decisions
independently

Have started regular

meetings, reviews
performance and
suggests the future
course of action

Table 6

Competency

Innovation

Strategizing

Level-1(Beginner)

Level-2(Learner)

Shows innovation in
day to day activity

Takes smart
risks including
trying new and
different ways to
get the job done

Poor organisation
and environmental
awareness

Is inward focussed
and does not see
himself/ herself as
part of larger
organisation.

Impact Factor (JCC): 4.9135

Level-3(Advanced)
Implements new
approaches/
programs that
prove to be
effective

Ask questions,
understands the
environment better.
Takes decisions
suitable for the
environment.

Level-4(Expert)
Encourages others
to take smart
risks; maintains an
entrepreneurial
spirit that breaks
down barriers to
promote new and
creative ways to
meet goals
Has a clear
understanding what
he or she needs to
do. Deep
understanding of
organisations vision
and mission and
takes decisions in
alignment with them.

Index Copernicus Value (ICV): 3.0

Competency Mapping for Training and Development Manager of an Academic Organization

Findings

Job Description: Job descriptions of a Training & Development Manager who will be responsible for Training
Needs Analysis and conduction of training for the students as well as the faculty members of the university.

Job Element Analysis: JES focuses on functional competencies required for the role, knowledge and skills a
person should have to effectively perform each element of the job.

Behaviorally Anchored Rating Scales (BARS) for core competencies identified essential for training manager to
perform and deliver are chalked out.

CONCLUSIONS
When so many companies are fighting for limited resources and talent, it becomes utmost important for
organizations to understand their competencies and update it and have the courage to change it if necessary. It is imperative
for an organization to define a set of core competencies which match with its key market differentiators. This is where
Competency mapping plays a crucial role.

REFERENCES
1.

Banger, J., and Sharma, A. (2005), T

he Indian Perspective of Strategic HR Roles and Organizational Learning
Capability, International Journal of Human Resource Management, 16, 9, 17111739.

2.

Blood, M. R. (1974). Spin-offs from behavioral expectation scale procedures. Journal of Applied Psychology, 59:
513-515.

3.

Boyatis, Richard B. (1982). The Competent Manager: A Model for Effective Performance, New Age International
(P) Limited, New Delhi.

4.

Campbell, T., & Cairns, H. (1994). Developing and measuring the learning organization. Industrial and
Commercial Training, 26 (7/8): 10-15.

5.

Cascio. W.F. (1998),. A

pplied Psychology in Human Resource Management. Englefield Cliffs; N.J. Prentice
Hall 9

6.

Dubois (1993), C
ompetency Based performance improvement: a strategy for organizational Change. Amherst:
HRD-12

7.

Evarts H F (1988), T
he Competency Programme of the American Management Association. Journal of
Management Development.

8.

Fogg, CD (1994), I mplementing your strategic plan: How to turn intent into effective action for sustainable
change. New York. American Management Association 10

9.

Katz, Daniel (1994), Study of Competency Mapping, Harvard Business Review.

10. Lucia, A. D., & Lepsinger, R. (1999), T

he art and science of competency models: Pinpointing critical success
factors in organizations. New York: Pfeiffer 28

www.tjprc.org

editor@tjprc.org

Sambasiva Raju Valivarthi

11. Lucian Cernusca and Cristina Dima (2007), C

ompetency and Human Resource Management. International
journal of psychology, Vol.II.
12. Maria Gonzalez, (1999), Shifting the Performance Curve, Ivey Business Journal, July/August, 18-23.
13. McClelland, David (1973), Talent and Society, Achievement Motive, The Achieving Society, Motivating
Economic Achievement and Power The Inner Experience", American Psychologist.
14. Md.Ishtiak Uddin, et. al. (2012) Competency Mapping: A Tool for HR Excellence, European Journal of
Business and Management, Vol 4, No.5.
15. Rarick, C. A., & Baxter, G. (1986). Behaviorally anchored rating scales (BARS): An effective performance
appraisal approach. SAM Advanced Management Journal, 51 (1): 36-39.
16. Rao, T.V. Readings in Human Resource Development, Oxford & IBH Publishing Co. Pvt. Ltd., New Delhi, 1991.
17. Tziner, A., Joanis, C., & Murphy, K R. (2000). A comparison of three methods of performance appraisal with
regard to goal properties, goal perception, and rate satisfaction. Group & Organizational Management, 25 (2):
175-190.
18. William Rothwell (2004), M
apping the future: Shaping new workplace learning and performance competencies.
American Society for Training & Development 2.
19. AACSB International Standards. (2006). Eligibility Procedures and Accreditation Standards for Business
Accreditation. Tampa, FL: AACSB International

Impact Factor (JCC): 4.9135

Index Copernicus Value (ICV): 3.0